sample spark pe soccer lesson plans for grades...

SOCCER

Sample SPARK PE

soccer lesson plans

for grades K-12

Sportime.com sparkpe.org

Activity Guide 2017

© Copyright San Diego State University 2017

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ACTIvITYG

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Ready• 4 cones (for boundaries)

• 1 7" foamball per student

• 1 whistle

• Music and player (optional)

• 1 spot marker per student (optional)

• 12 cones (optional)

• 2 Movement Cubes and Tempos, Pathways, Directions Skill Cards (SPARKfamily.org)

Set• Create extra large (40X40 paces) activity area.

• Send students to select 1 ball each; then scatter them within boundaries.

GO!1. Dribbling Introduction

• Today, we’ll begin moving a ball using only our feet. We’ll call that Dribbling Soccer-Style. First, let’s review and practice our whistle cues so we can move safely.

• 1 whistle: Trap the ball by placing 1 foot on top of it. Trapping means stopping the ball. Hold your ball still, look at me and listen.

• 2 whistles: Pick up your ball and jog to me.

2. Walk and Dribble

• When I say “Go!” walk and dribble your ball within our boundaries.

• (Explain while having a student demonstrate.)

• Control your ball using the insides of your feet. Keep it 1-3' away.

• Keep your head up and watch for others. Pay attention to your own ball.

• When you hear a whistle cue, show you know what to do.

3. Jog and Dribble• Let’s pick up the pace and jog slowly while dribbling the ball close to your feet.

• Trap quickly whenever you hear 1 whistle.

• Challenges – Can you dribble. . .

• While jogging slowly and keeping your ball under control?

• While touching the ball with the outside of your foot? The inside? The toes?

• Around a spot in the grass (on the floor)? Turn around and go the other way?

• In a curved pathway? A zigzag? Are you using both feet to control the ball?

• Your ball in the shape of a square? A triangle? The first letter of your name? (continued)

driBBLing “SOccEr-StYLE”

Eyes on Me As you dribble, keep your eyes on me; I’ll point a direction for you to go. Only

look at your ball when you have to. I’ll change directions a lot, so be ready!

Movement Cubes (Insert Directions, Tempos, Pathways Skill Cards into 2 Cubes.) I’ll choose 2

students (who were keeping good distance from others and dribbling with good control) to be the 1st to roll our dice. Everyone will dribble the way the dice tell us to (e.g., fast – zigzag).

Indy 500 (Create a large oval “racetrack” using 8-12 cones. Scatter 1 spot marker per

student inside the boundaries.) For our version of the Indy 500, each of you will drive your cars (dribbling your soccer balls under control) around (point the direction) our race track. When you hear, “Pit stop!” dribble inside the boundaries to a spot marker, and trap the ball on top of it; it’s time to refuel! (After playing several times, you can remove 1 spot at a time, prompting students to scramble to find an available spot or share with others.)

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GO! (continued)

• Your ball while running faster? On the whistle, can you trap your ball before I count down from 3?

• Quickly around 3 different objects and back to where you started? A figure-8? What other ways can you dribble and trap your ball?

4. Wrap It Up • Why is it important to keep your eyes up and not just on your ball?

• Why is it important to be able to dribble with either foot?

• Who can tell us what the P in SPARK stands for? (Play actively.) Raise your hand if you’re already playing on a soccer team, or would like to join one. I’ll give you information on where, when, and how to sign up after school.


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STANDARDS ADDRESSED

NASPE

#1, 2 Spatial awareness, foot dribbles and traps a ball

#3, 4 Participates in enjoyable, challenging activities, sustains continuous movement for extended periods

#5, 6 Participates, appreciates, enjoys movement

Your State (Write in here)

PAULA’S POINTERS• Stress the importance of controlling

the ball, and compliment those who do.

• Student skill level may vary greatly. Have advanced learners demonstrate, and allow others to mimic their movements.

• Aide learning by allowing skilled movers to use a utility or soccer ball, and beginners to use oversized foamballs or soccer trainers.

NOTES

ScienceWho can name a way we move objects (e.g., push, pull, strike, kick, throw, roll, drop, blow, etc.)? Who can name 1 object that rolls (e.g., ball, log, tire, etc.)? What do these objects have in common? How can you start an object rolling? How can you stop an object from rolling? How can you make the object move faster? Slower? How can you make it move in a straight line? Zigzag?

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ACTIvITYtriangLE paSSing and

3-pLaYEr kick and ScOrEG

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Ready• 4 cones (for boundaries)

• 1 7" foamball per 3 students

• 1 whistle

• Stopwatch (optional)

Set• Create large (30X30 paces) activity area.

• Form groups of 3; then distribute 1 ball to each group.

• Scatter groups within area.

• Direct them to stand in triangles with 5-10 paces separating each group member.

GO!1. Triangle Passing

• Today we are going to practice kicking and trapping skills in small groups.

• Don’t pass to anyone in your group twice until everyone has been passed to once.

• Trap and stop the ball before you pass.

• Challenges o How quickly can your group pass the ball around the triangle using the instep pass?

o When you hear, “Switch!” change the direction of your passes.

o (After trials.) Using any pass and trap you like, how quickly can your group pass the ball around your triangle 3X? March in place when you’re finished.

o How many times can you pass the ball around your group in 1 minute? Count out loud.

2. 3-Player Kick and Score• (Have 2 students in each group move to face each other 10 paces apart, and the 3rd

move between them standing with legs straddled.)

• The object of 3-Player Kick and Score is to practice passing accurately.

• The 2 on the outside softly pass the ball so it rolls through the middle person’s legs. Accuracy and control are the key.

• Middle people, turn and face whoever has the ball, and stand with your legs wide and hands up.

• Block the ball to protect yourself if needed, but don’t stop it from rolling between your legs.

(continued)

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GO! (continued)

triangLE paSSing and 3-pLaYEr kick and ScOrE

• Before kicking, ask the middle person if they are ready. If they say, “Yes,” it is safe to try a “shot on goal.”

• When you hear ”Switch!” change your middle person. Everyone will have a turn in the middle.

• Challenges o How many goals can you and your partner score in 1 minute?

o Can you score without touching the legs of your goal?

o If the middle person brings their feet closer together, can you still score?

3. Wrap It Up• Did you earn the middle person’s trust? If so, how?

Keep Away (2 on 1) The object of Keep Away is for the 2 outside people to pass the ball

without the person in the middle stealing it. Use all the passes, traps, and dribbling techniques we’ve learned. When you hear “Switch!” show how quickly you can change places and start again. (Call “switch” every 30 seconds or so.)

3-Player Kickball (Create groups of 3, and scatter them within the area. The kicker,

pitcher, and fielder are in a straight-line formation spaced equal distance apart.) Pitchers, roll the ball to your Kicker. Kickers, kick the ball, and follow it out in the field. Stay out there and become the next Fielder. Fielders, retrieve the ball, and run it in to the Pitcher’s position. The original Pitcher is the new Kicker. Rotate quickly so everyone has a lot of turns to kick.

TONY’S TIPS

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STANDARDS ADDRESSED

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#1, 2 Spatial awareness, kicking, trapping

#3, 4 Participates in enjoyable, challenging activities, sustains continuous movement for extended periods

#5, 6 Participates, appreciates, enjoys movement, cooperates with a partner


Triangle Passing Tips• After practice, increase the difficulty

of the challenges.

• Emphasize control; remind students to trap the ball before they pass.

3-Person Kick and Score Pointers• Use different groups of 3 to

demonstrate each activity.

• Use a stopwatch to switch the middle people consistently. Students will know if some have had more time in the middle than others.

• Respond immediately if a student is kicking the ball too hard and/or not waiting until the middle person is ready.

Math(Before class, discuss the characteristics of triangles. Show pictures of different types of triangles, and have students identify some of those triangles within the school environment.) If we added another person (or point) to a triangle, what different shapes could it form? (e.g., square, rectangle, diamond)

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triangLE paSSing and 3-pLaYEr kick and ScOrE

Soccer HoopLA ACtiVitY

Ready...• 4 cones (for boundaries)

• 1 ball per student

• 4 hoops

set...• Create large square (30X30 paces) activity area.

• Place 1 hoop at each corner.

• Form 4 groups; 1 group per corner.

• Distribute soccer balls evenly among groups; place balls in hoops.

GO!1. The object is to collect soccer balls from other hoops

and dribble them to your home hoop.

2. On signal, run to another hoop, take 1 ball only, and dribble it to your home hoop.

3. Visit as many hoops as possible.

4. On signal, we’ll see which group collects the most balls.

5. (Distribute balls evenly among hoops, and play again.)

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Cues Keep the ball close when you dribble.

Head up; look for open space; watch for others.

When dribbling, use the inside and the outside of your feet.

Challenges How many balls can your group dribble home before the stop signal?

Can you dribble without staring at the ball?

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stANDARDs ADDREssED

NASPE

#1 Dribbling

#2 Team strategy

#3, 4 Cardiovascular fitness

#5, 6 Cooperation


Home recycle - what’s all the hoopla? Americans use more than 67 million tons of paper per year (about 580 lbs. per person). Paper products make up the largest part of our trash (40%). Each ton of recycled paper can save 17 trees, 380 gallons of oil, three cubic yards of landfill space, 4,000 kilowatts of energy and 7,000 gallons of water! start at home. it’s easy.

tONY’s tiPs• Students may not guard their

hoop.

• Watch for and redirect those who want to kick their ball long distances to their hoop.

• Too many students? Create 6-8 teams. Place the hoops along the perimeter of activity area.

NOTES

Recycle The object is to “recycle” all the balls from your hoop to others. Dribble from your hoop, and put it in another. Continue until signal.

Get the Point? Keep score; 1 point per ball. The group with the highest total on the stop signal gets to choose a ball-handling skill for all to practice before the game begins again.

Loco for Coco (Students scattered; each with a ball inside a hoop). The object is to collect 3 “coconuts” (balls) in your hoop. Travel to another hoop, and dribble a ball back to your hoop. You may not take a ball from the same hoop twice in a row. When you get 3 coconuts, yell, “Loco for Coco!”

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rAiNForeSTACtiVitY

Ready...• 1 ball per student

• 1 (or more) cones per student

set...• Create large (30X30 paces) activity area.

• Scatter cones far and wide within area.

• Students stand at cones; each with a ball.

GO!1. The object is to practice dribbling while changing

directions, pathways and speeds.

2. Pretend the cones are trees in a rainforest. On signal, begin exploring (dribbling through) it.

3. If your ball touches a “tree,” stop and do 6 Top Taps.

4. When you hear, “Directions!” change directions.

5. When you hear, “Speed!” change speeds.

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Cues Keep head up; and watch for others.

Light touches; quick feet.

Use both the inside and outside of your feet.

Challenges How many cones can you

dribble around before the signal (1-2 minutes)?

How quickly can you change directions on signal?

Can you dribble quickly in a zigzag pathway?

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PAULA’s POiNtERs

• Spread cones farther apart to increase movement; arrange closer together to increase difficulty of ball control.

NOTES

stANDARDs ADDREssED

NASPE

#1, 2 Dribbling, special awareness


#2, 6 Offensive/defensive strategies

#5, 6 Cooperation


Numbers and Letters (Use 26 cones, and letter or number them all. For example, A-Z or 1-26.) Groups of 2-3 may start at any cone. On signal, dribble around the cones in consecutive order. For example, if you are at cone 12, look for 13. If you are at cone “P,” look for “Q.” When you get to “Z” or cone #26, go back to the beginning.

bulldozers (Assign 5-6 students to be Bulldozers.) On signal, Bulldozers dribble to cones, and try to tip over as many as they can (with their hands). Everyone else dribbles to the tipped-over cones and quickly “replants” them (sets them back up). (Select new Bulldozers every few minutes.)

Hoop Defense (Use 1 hoop per 2 students. Scatter hoops throughout area. Half the class are Defenders; each in a hoop.) As dribblers move around cones, Defenders try to tap ball away. Defenders must keep 1 foot inside hoop at all times. (Switch Defenders every 2-3 minutes.)

Science (ecology) - what is precipitation? Dribble as if you were traveling through heavy precipitation and mud. Music (sounds): Dribble and make sounds that you might hear in a rainforest. Language Arts (Vocabulary): Each time you pass a cone, name a word associated with the rainforest (canopy, precipitation, ecology, emergent, tropical, understory, etc). social studies (Environment): why are rainforests important? Are they in danger? what can you do?

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5-pLAYer KicK AND DriBBLeACtiVitY

Ready...• 4 cones per group of 5 for boundaries

• 2 bases (cones/spot markers/etc.) per group of 5

• 2 soccer balls per group of 5

set...• Create large (20X20 paces) grids; 1 per group of 5.

• In each grid, place home plate close to the baseline and a Pitcher’s cone 15 paces toward opposite baseline.

• Form groups of 5; 1 ball per group.

• Positions are Right Field, Center Field, Left Field, Pitcher and Kicker/Dribbler.

• Kicker/Dribbler begins at home plate with 1 ball.

• Pitcher stands at the pitching cone with the other ball.

GO!1. The object is for the Kicker/Dribbler to score as many

points as possible.

2. The object for the Fielding Team is to pass to each person, then hit the Pitcher’s cone with the ball.

3. To play, the pitcher rolls 1 ball to the Kicker/Dribbler (a second ball is at home plate).

4. The K/D kicks the pitched ball to the Fielders, then dribbles the 2nd ball around the Pitcher’s cone and back to home base (as many times as possible).

5. A Fielder traps the ball, then passes it to another Fielder. All players, except the Pitcher, must pass the ball once.

6. The last pass is to the Pitcher, who must hit the pitching cone with the ball.

7. When the ball touches the Pitcher’s cone, the Dribbler stops.

8. Rotate in a question mark: Dribbler to L field, Fielders to R field, R field to Pitcher and Pitcher to Kicker/Dribbler.

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Cues No hands! Every ball must be passed with your feet, including the last shot to hit the pitcher’s cone.

Fielders, move to support your groupmates. Pass to the closest groupmate first, but relay to everyone.

Spread out to cover more area.

Challenges How quickly can you relay the ball to all on the Fielding Team to get the Kicker out?

How many times can you get up to kick before the signal?

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stANDARDs ADDREssED

NASPE

#1, 2 Kicking, dribbling


#5, 6 Cooperation, accepting challenges


my pyramid - Add 1 more Fielder. Assign each Fielder a food group: Grains, Vegetables, Fruits, Milk, and Meat and beans. the Kicker/Dribbler is Food Fat, and “runs off the fat” while Fielders pass to each other to “complete a balanced diet.” Passers must name 1 food from their group as they pass the ball.

tONY’s tiPs• The rotation moves in the shape

of a question mark (clockwise towards home base). Practice it by having all students stand in their position and do jumping jacks. On signal, they sprint to the next position and do jumping jacks, etc. Make this a game. Which group can have everyone in a new position do jumping jacks first?

• Allow students to adjust the difficulty according to their speed and skill by shortening or lengthening the base path.

Get the Point? Keep score; 1 point per run scored.

Name the Pass Require specific types of passes (i.e., inside of foot or outside of foot) Fielders must use.

score a Goal Rather than hitting the Pitcher’s cone with the ball, a goal must be scored by the defense after passing to all players. Goal is scored by shooting between 2 cones placed to the side of home plate.

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miNi-SoccerACtiVitY

Ready...• 4 small cones per group of 8 (for boundaries)

• 4 tall cones per group of 8 (for goals)

• 1 ball per group of 8

• 1 pinnie per 2 students

set...• Create a long, narrow field (30X15 paces) for each

group of 8 using small cones.

• Place goals on each end of each field using tall cones spread 3-4 paces apart.

• Form groups of 4.

• 2 groups per field; 1 group wears pinnies.

• 1 ball per field.

GO!1. The object is to combine soccer skills, and utilize

offensive and defensive strategies in mini-game play.

2. Two players are Forwards (offense), 2 Fullbacks (defense). No goalies.

3. Play begins with the group wearing pinnies and kicking off at midfield.

4. Rules: • Any ball going out of bounds is put back in play with

a kick-in. • After a score, defending group kicks off at mid-field. • Rotate positions (Forwards/Fullbacks) every 3-5

minutes. • Ball must go between and no higher than tall cones

to score a goal. • Balls higher than cone height will be kicked in by the

defending group.

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Cues Forwards, move to an open space, give and go, look up the field, and take shots.

Fullbacks, mark (cover) the Forward on your side, block passing lanes, and pressure the ball.

Challenges How quickly can your

group organize and start your game?

Can you pass to everyone in your group before you shoot on goal?

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stANDARDs ADDREssED

NASPE

#1, 2 Combine skills in game play




For 1 week, count how many times you see people playing soccer. this could be a game, practice or just kicking a ball at the park. Ask your parents if they have ever been to a professional or college soccer game. Draw a picture of yourself on the National team. Post it by your bed. Now go get some friends and play.

tONY’s tiPs• Teach students to try settling any

disagreements before coming to you (e.g., they can decide issues by playing rock, paper, scissors).

• Watch for lopsided contests. Pair groups with similar ability.

NOTES

Get the Point? Allow groups to keep score of goals and/or add a

bonus point for every completed pass.

Pedometer One of you in each group will wear a pedometer. Set it to 0. When you reach 300 steps you have scored a goal for your team. Give the pedometer to a groupmate.

Endline trap The only way you score a goal is trapping the ball on the other team’s end line. You trap it anywhere along the line, but the ball has to stop on top of the line.

5 on 5 Add a goalie on each team. Spread the goals a little

wider. Use goal and corner kicks to restart play for balls that cross the end line. Restart with a goal kick if the other team touched the ball last; a corner kick if touched last by your team. Goal kicks are taken 2 paces in front of your goal. Corner kicks are taken from the closest corner of the field.

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ACTIVITYCORNER-TO-CORNER

PASS AND GO

Prep• 1 spot marker per student (for grids)

• 1 ball per 4 students

Set• Create small grid (10X10 paces) for every 4

students.

• Form groups of 4; 1 group in each grid, 1 ball per group.

• Send 1 student to each of 4 corners of each grid.

Teach1. This activity is called Corner-to-Corner Pass and Go. It utilizes the give and go which

is used in many sports. The idea is to pass quickly, then move to an open space to receive the ball.

2. In Corner-to-Corner Pass and Go, there are 4 steps: First, pass the ball from your corner to the player to your L. This is the “give.”

3. Second, “Go” immediately after you pass by following your pass to that corner.

4. Third, return to your home corner. And 4th, use a V-cut to cut to the outside of the square and back to receive the ball.

5. Continue until signal.

6. Cues• Pass. Follow. Return. Cut. Receive

• Keep your pass on the ground

• Control your passes!

7. Challenges• How many traps can your group complete in 1 minute?

• How many times can you pass the ball around the square and back “home” in 3 minutes?

8. Think About…• Why is the give and go an effective offensive strategy?

• In what other sports is the give and go used?

= Pass= Run

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• Can be done with 3 (triangle) or 5 (pentagon) players if needed. However, 4 players works best.

• Increase or decrease the size of the grid to accommodate passing abilities.

NOTES

NASPE

#1, 2 Dribbling, trapping

#3, 4 Aerobic capacity



The word “Go” is a verb, meaning to move or proceed. In order to go anywhere in life you need to move your mind and body forward toward a goal. In fact, you need to proceed with perseverance. Meaning, to stay on a course of action in spite of difficulties, obstacles, or discouragement. Go forward.

EXTENSIONS Dribble then Pass

Enlarge your grid to 12X12 paces. Dribble halfway to the corner, pass the rest of the way, then return to your home corner.

Defender (Make groups of 5). There is a Defender

in the middle of the square. They’re trying to intercept the ball as it makes its way around the square. Change directions to try and keep the ball away from the Defender.

CORNER-TO-CORNERPASS AND GO

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ACTIVITY KEEP AWAY (3-ON-1)

Prep• 1 spot marker per student (for grids)

• 1 ball per 4 students

Set• Create medium grid (12X12 paces) per

group of 4.

• Form groups of 4; each group in a grid with a ball.

Teach1. Keep Away 3-on-1 develops offensive and defensive skills. The object is for 3 Offensive

players to pass the ball to each other, keeping it away from the Defender in the middle.

2. On signal, Offense passes to each other while the Defender tries to intercept. Offensive players who don’t have the ball move to open space inside the grid.

3. Each trapped pass by the Offense scores a point. Each time the Defender steals the ball, they score a point.

4. Principle of 3s is in effect:

• Stay 3' from the person with the ball.

• Pass within 3 seconds.

• Don’t take more than 3 dribbles before passing.

5. (Allow time to play. Switch Defenders on signal every minute or so.)

6. Cues for Defense• Anticipate passes.

• Move into the passing lane.

7. Cues for Offense• Move into open space to receive a pass.

• Use the Give and Go.

• Pass quickly before defense sets up. Use feints.

• Dribble to get into a good passing position.

8. Challenges• Defenders - How many times can you touch the ball? Steal the ball?

• Offense - Can you minimize your touches on the ball and make quick passes?

9. Think About…• While playing offense, which strategies did you use to get the ball around the

Defender? While playing defense, which strategies did you use to get the ball?

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KEEP AWAY (3-ON-1)

• Adjust grid size accordingly. Smaller grids make it easier for the Defender. Larger grids make it easier for the Offense.

• Group by ability.

• Pre-plan so a single class is organized in the same format from beginning to end. Have students work in groups of 4 throughout the lesson.

NOTES

NASPE

#1 Defending, dribbling, passing, trapping, shooting




Keep good habits and do away with bad habits. For example, washing your hands after using the restroom is a good habit. Keep that one. Biting your fingernails is a bad habit. Do away with that one. It’s important to step back and look at our habits. Keep the good, do away with the bad.

EXTENSIONS 2-on-1

(Form groups of 3.) There are 2 Offensive players and 1 Defender. Offense, use your best moves to get open.

2-on-2 (Form groups of 4.) This time there are

2 Defenders and 2 Offensive players. Offense will have to move quickly to get open.

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LACTIVITY

Prep• 4 spot markers per 2 teams• 1 pinnie per 2 students• 1 ball per 7-8 students• 1 scorecard per team (optional)• 1-2 Sqwhistle per team (optional)• 1 Practice Plan (#4) per team

Set• Create 1 grid (30X30 paces) per 2 teams, 1 ball per grid.• Place a scorecard, practice plan, and Sqwhistle per game

area.• Optional: Assign rotating support roles (coach, official,

scorekeeper, etc.) during game.

Teach1. In On-the-Move the object is for the O to maintain possession of the ball. You do that

by moving constantly to open space, whether you have the ball or not. Constant movement will help the O get in position for a pass and keep possession of the ball.

2. Game Format (Demonstrate game while explaining format, “Show & Tell.”)4-on-3 Success/Try Again: 4, 1-minute periods per game. Play is initiated/restarted with a tap-back pass from spot marker (see diagram). O tries to maintain possession of the ball by dribbling and passing for the entire period. O scores 1 point for each period in which possession is maintained for entire period. All fouls = 1 point for opposite team.• Pinnies Rule. Principles of 3s in effect: D must be 3' away from ball handler (no

tackling); ball handler must pass ball within 3 seconds; passes must travel at least 3'.• Periods 1 – 4: Stay on O for entire period. Rotate O to D after each period.• After each game rotate to success or try again grids.

3. Game Play & Practice (Practice before or after game, or both, and use Practice Plan.)

4. Offensive Cues• “Eyes up” – Look for open teammates to pass to or open space to dribble to.• “Always move” – Dribble to open space or cut away from and towards ball handler.• “Fake & Bake” – Fake a move, then dribble by defender or make a pass or shot.• “Communicate” – Talk to your teammates so they are aware of who’s open.

5. Defensive Cues • “Match up” – Defend a player similar in size, skill, and fitness level.• “Shadow” – Stay close regardless of where O-player goes on the field.• “Communicate” – Talk so teammates know what is going on at all times.

6. Think About…• Did you communicate and move without the ball to maintain possession?

ON-THE-MOVE

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= Defense (3)= Offense (4)

= Start/Restart

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NASPE

#1, 2 Dribbling, passing, offensive and defensive strategies




• Limited space? Let teams practice while others play game. Rotate teams from practice to game and back again.

• Score tied at game’s end? Rock-paper-scissors to determine which team goes to what fi eld.

NOTES

RewindPlay original game but decrease the number of defensive players to be 2 less than the offense (4-on-2) and/or increase the size of the playing area. Award 1 point per completed pass.

FFwd 1Play original game but increase the number of defensive players to be equal to the offense (4-on-4) and/or increase the time for each period (e.g., 2 min/period).

FFwd 2 Play original game. After each pass, the passer exits the game, completes a quick fi tness activity (e.g., push-ups - 2 reps), then re-enters game.

ON-THE-MOVE

FACT: If the opposing team does not have possession of the ball, it’s very, very diffi cult for them to score a goal. Preserving possession is critical to overall soccer success. The best way to do that is continuous movement with crisp passing. The team that controls the ball, controls the game.

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LACTIVITY

Prep• 8 spot markers per 2 teams (for grids)• 1 pinnie per 2 students• 1 ball per 7-8 students• 1 soccer goal (or 2 cones to create a goal)

per grid• 1 scorecard per team (optional)• 1-2 Sqwhistles per team (optional)• 1 Practice Plan (#6) per team

Set• Create 1 grid (30X30 paces); 4 zones per 2 teams.• Place goals on one end of grid, 1 ball per grid.• Place a scorecard, practice plan, and Sqwhistle per game area.• Optional: Assign rotating support roles (coach, official, scorekeeper, etc.) during game.

Teach1. In Beat the Beehive the object is for the O to score a goal by using the entire field of

play. The beehive is simply crowding around the ball. Avoid crowding to increase high percentage shots on goal.

2. Game Format (Demonstrate game while explaining format, “Show & Tell.”)4-on-3 Success/Try Again; 4, 1-minute periods per game. Play is initiated/restarted with a tap-back pass from spot marker. O scores 1 point for each goal made from beyond crease. All fouls = 1 point for opposite team. • Pinnies Rule. Principle of 3s in effect. No more than 3 O players in a zone at one time.• Periods 1 – 4: Stay on O for entire 1-min period. Rotate O to D after each 1-min period. • After each game rotate to success or try again grids.

3. Game Play & Practice (Practice before or after game, or both, and use Practice Plan.)

4. Offensive Cues• “Deep & Wide” – Avoid a beehive around the ball by using entire field.• “Break Thru” – Use short, quick passes and off-ball movement to pierce the goal area.• “Shoot & Follow” – If open, shoot, follow shot to goal. If not, reset.

5. Defensive Cues• “Match-up” – Defend a player similar in size, skill, and fitness level.• “Shadow” – Stay close regardless of where O-player goes on the field.• “Stay Between” – Face and stay between opponent and goal.• “Communicate” – Talk so teammates know what is going on at all times.

6. Think About… • Did you avoid the beehive? How?• What types of passes worked best to give your team chances to take open shots?

BEAT THE BEEHIVE

30 PACES

30

PA

CES

= Defense (3)= Offense (4)

ShootingCrease

ZoneLines

= Start/Restart

Goal

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NASPE

#1, 2 Dribbling, passing, trapping, shooting, use of general space, offensive and defensive strategies




RewindPlay original game but decrease the number of defensive players to be 2 less than the offense (4-on-2). Award 1 point for each successful pass.

FFwd 1Play original game but increase the number of defensive players to be equal to the offense (4-on-4) and/or increase the time for each period (e.g., 2 min/period).

FFwd 2 Play original game and allow the defense to use the “tackle” to steal the ball.

• Cooperation/Competition Link. Help students recognize the relationship between cooperating well and being competitive.

• Fair Play. Focus students on the characteristics of fair play by scoring 1 period based solely on playing fairly.

NOTES

BEAT THE BEEHIVE

Ever been to a soccer game and heard a coach, player or educated fan yell “SWITCH FIELD!” Switching fi eld is a great way to beat the beehive traffi c created after a few short passes on one side of the fi eld. With the ball around midfi eld and the defense moving in, look for a teammate cutting toward the corner on the opposite side. Send a long pass ahead of the cut and watch the defense scramble!

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sample spark pe soccer lesson plans for grades...

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