T SECTION C- SOCCER (THEORY AND PRACTICAL )

INTRODUCTION TO SOCCER FLOW CHART

WEEK WEEK TOPIC

WEEK 0: THEORY& WEEK 0: INTRODUCTION (YOUR CONTEXT, YOUR GOALS, THOUGHTS

PRACTICAL
ABOUT SOCCER)

WEEK 1: THEORY WEEK 1: HISTORY AND DEVELOPMENT OF SOCCER

PRACTICAL BALL PASSING

WEEK 2: THEORY WEEK 2: MARKINGS,LAYOUT, DIMENSIONS OF FACILITIES AND EQUIPMENT

PRACTICAL DRIBBLING

WEEK 3: THEORY WEEK 3: PLAYERS, PLAYERS EQUIPMENT, BALL AND SUBSTITUTION

PRACTICAL HEADING

WEEK 4: THEORY WEEK 4: THE START AND RESTART OF PLAY

PRACTICAL TRAPPING AND COLLECTING

WEEK 5: THEORY WEEK 5: DURATION OF THE MATCH, BALL / OUT OF PLAY,METHOD OF

SCORING AND OFFSIDE

PRACTICAL TACKLING AND MARKING

WEEK 6: THEORY WEEK 6: MATCH OFFICIALS, CAUTIONS AND EXPULSIONS

PRACTICAL SHOOTING

WEEK 7: THEORY WEEK 7: ITACTICS AND STRATEGIES, SYSTEMS OF PLAY

PRACTICAL GOALKEEPING

WEEK 8: THEORY WEEK 8: SOCCER TERMINOLOGY

PRACTICAL THROW-IN,CORNER KICKAND PENALTY

WEEK 9: THEORY WEEK 9: SAFETY CONSIDERATIONS

PRACTICAL FREE KICKS

WEEK THEORY WEEK 10: EMERGING ISSUES

10:

PRACTICAL FREE KICKS

WEEK THEORY WEEK EXAMINATION

11&12 11&12

PRACTICAL EXAMINATION

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OVERVIEW OF THE COURSE

Week 0: Introduction (Your Context, Your Goals)

This lesson is intended to help you acclimatize to blended learning and to create a community
of learners who will motivate each other during the course. You will be required to introduce
yourself to your lecturer and colleagues either physically during a face to face session or even
online before other academic interactions start. This will be at the discretion of individual
lecturers. It will be important to also state your context and goals as well as what you think
about soccer. You can also share any experience that you may have regarding the game of
soccer.
Week 1

THEORY: History and development of Soccer

In this first lesson, we explain the history and development of soccer. We therefore introduce
you to the history of soccer and how it has developed up to the modern times. The purpose of
this lesson is therefore to enable you appreciate the history and development of the most
popular sport in the world.

Practical: Passing

Playing football is all about passing the ball from one player to another. This lesson therefore
introduces to fundamental skills involved in passing

Week 2

Theory: Markings, Layout, Dimensions of Equipment and Facilities

In this lesson, we introduce you to the markings, layout and dimensions of facilities and
equipment. The purpose of this lesson is to help you understand how soccer is played. It is
important to understand that soccer can only be played if you recognize areas where starts
(kick off), restarts (penalty, throw-in, goal kick, corner kick) can be taken. The markings and
dimensions also guide you in understanding concepts such as the award of penalty in case of
infringements and when a player can be declared to be in an offside position.

Practical: Dribbling

In this practical lesson we introduce you to the skills of dribbling. The purpose of this lesson
is to inspire you towards the right skills of dribbling

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Week 3 : Players, Players Equipment, the Ball and Substitution

Theory

In this lesson, we introduce you to the laws that specify the number of players that are
supposed to play soccer during a match, players’ equipment and the ball. The purpose of this
lesson is therefore to introduce you to laws of the game concerning players, players’
equipment and the ball

.Practical: Heading

Heading – Contacting the ball with your head (forehead); usually to win the ball in the air

In this lesson, we introduce you to the skill of contacting the ball with you head in order to
win the ball in the air. The purpose of this lesson is therefore to inspire you to the right
technique of heading the ball

Week 4

Theory: The Start and Restart of Play

In this lesson, we discuss the methods of starting and restarting play. Soccer has various
methods of starting and restarting. These methods are crucial to the start and also for the flow
of the game. Therefore, the purpose of this lesson is to introduce you to the various methods
of starting and restarting the game of soccer.

Practical: Trapping and Collecting

In this lesson we introduce you to ball Stopping and /or controlling the ball with the body.
This lesson therefore introduces to the fun of controlling the ball using the various parts of
your body.

Week 5: The Duration of the Match, Ball in and Out of Play, Method of Scoring and Offside

T Theory

In this lesson, the duration of the match, ball in and out of play and method of scoring are
discussed. The purpose of this lesson is therefore to help you understand the recommended
time for a match, when the ball is in and out of play and method of scoring.

Practical

Tackling and marking

In this lesson we introduce you to the defensive technique of dispossessing the ball from the
opponent. This lesson therefore inspires you gain ball possession from your opponents.

3
Week 6

Theory: Match Officials, Cautions and Expulsions

Soccer is played under the jurisdiction of match officials who enforces the laws of the game.
The purpose of this lesson is therefore to outline the powers and duties of these match
officials. The cautions and game expulsions ensure that unsporting behaviour is discouraged
at all times. The purpose of the lesson is therefore also to outline circumstances under which
cautions and expulsions can be made

Practical: Shooting

In this lesson, we introduce you to shooting. The primary purpose of any game is good finish.
Therefore this lesson inspires you to be a good scorer,

Week 7

Theory: Tactics and Strategies, Systems of Play

To ensure soccer tactics and strategies are understood by all, offensive and defensive
principles of play and systems should be emphasized. The purpose of this lesson is therefore
to explain the game’s basic offensive and defensive principles. A system of play describes the
organization and configuration of the players on the field, as well as their responsibilities
within the team structure. Therefore, the second purpose of this lesson is to explain the
systems of play.

Practical: Goalkeeping

In this lesson we introduce to skills and techniques involved in goalkeeping. This lesson
therefore motivates you to be a good goalkeeper

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Week 8

Theory: Soccer Terminology

In soccer, there are certain terminologies that are used. These terms also represent the key
responsibilities of players basing on the position assigned in the field. The purpose of this
lesson is therefore to outline these terminologies and the role they represent.

Practical: Throw in, Corner kick and Penalty Kick

This lesson introduces you to the procedure of a throw-in, Corner kick and Penalty kick. The
lesson therefore inspires you to be confident when executing a throw in, corner kick and
penalty.

Week 9

Theory: Safety Considerations in Soccer

There is always an inherent risk of injury in sports. The key responsibility of a physical
education trainer is to ensure that at all times measures are taken into consideration to ensure
players safety. This lesson therefore explains the causes of injuries and the prevention
measures.

Practical: Free kicks

This lesson introduces you to the right procedure of taking a free kick This lesson therefore
inspires you to be confident when taking a free kick.

Week 10

Theory: Emerging Issues

In this lesson we introduce you to the emerging issues such as the application of technology
in assisting match officials make decisions. This lesson therefore explores the emerging
issues in the rules of the game.

Practical: Free kicks

This lesson introduces you to the right procedure of taking a free kick This lesson therefore
inspires you to be confident when taking a free kick.

Week 11&12: Examination

These two weeks bring together the work you have been doing to an end. This course unit
will be examined and will partially contribute to the award of the degree in the programme

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that you are undertaking. We acknowledge that different universities across East Africa may
have different Semester dates. It is however anticipated that most Universities will have a
minimum of 13 weeks’ semester. We have therefore placed examinations in the last two
weeks but Universities are allowed to go with their schedules. Your university examinations
regulations will apply.

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 SOCCER
This course is divided into two sections; theory and practical. The students should be able to
participate in the course by going through the course module, engage with the course lecturer
in face to face practical tutorials, and sit for practical, CATS and Theory Examination. The
students should also engage with the course lecturer in Discussion forums, Chats and
assignments through online facilitation.

THEORY

LESSON 1
HISTORY AND DEVELOPMENT OF SOCCER

1.1 Introduction
In this first lesson, we explain the history and development of soccer. We therefore introduce
you to the history of soccer and how it has developed up to the modern times. The purpose of
this lesson is therefore to enable you appreciate the history and development of the most
popular sport in the world.

1.1 Learning Outcomes

By the end of this lesson, you will be able to:

1.2.1 Explain the history and development of soccer in the world.

1.2.2 Explain the history of soccer in Kenya since inception

1.2.3 Outline the various federations running the affairs of the game in Kenya.

1.2.1 History and development of soccer in the world

It is difficult to tell exactly where soccer was first played and no single country can claim to
have invented it. The origin of the game has been traced among the ancient Chinese,
Egyptians, Japanese, Greeks, Romans and British in that order.

Early soccer was uncontrolled battle in which one gang of boys tried to kick a ball to one end
of the village, then another gang would kick it the other way.

Missionaries spreading Christianity and soldiers during the First World War (1914-1918) and
Second World War (1939-1945) contributed to the spread of soccer.

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The contemporary form of soccer was introduced in Kenya by the British.

Today, the Kenya Football Federation (KFF) runs the affairs of the game. It is affiliated to the
Kenya National Sports Council, Confederation of African Football and also the World body,
Federation of International Football Association (FIFA). The league is run by the Kenya
premier league.

Modern soccer football is the most popular international game.

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E-tivity 1.2.1 – History and Development of Soccer
Numbering, pacing and sequencing 1.2.1
Title History and Development of Soccer
Purpose The purpose of this e-tivity is to enable you
appreciate the history and development of the most
popular sport in the world.

Brief summary of overall task Read information on the following website

https://footballkenya.org/home-jevelin/about-us/ and
https://footballkenya.org/home-jevelin/about-us/ and
summarize the roles of Kenya Football Federation (KFF)
and Kenya premier league.

Spark

Individual task a) Explain the history of soccer in Kenya since

inception to date.
b) Outline the roles of KFF and KPL in
running of soccer in Kenya

Interaction begins a) Post groups that contributed to the development

of soccer in Kenya
b) Provide positive and constructive feedback on
the team learners ‘views and ideas. Do this on
the discussion forum 1.2.1
E-moderator interventions 1) Ensure that learners are focused on the contents
and context of discussion.
2) Stimulate further learning and generation of new
ideas.
3) Provide feedback on the learning progress.
4) Close the e-tivity
Schedule and time This task should take one hour
Next Markings, layout and dimensions of facilities and
equipment

9
1.3 Assessment questions

1. Which of the following did not contribute to the development of football in Kenya?

a) Missionaries
b) Soldiers during world war (1914-19-18)
c) British colonial rulers
d) United States of America
2 Which among the following is not a body running the affairs of football in Kenya?
a) Football Kenya Federation (FKF)
b) Kenya Premier league (KPL)
c) Kenya Football Association
d) None of the above
3 Which of the following countries did not contribute to the history and development of
soccer in world?
a) Ancient Chinese
b) Egyptians
c) Japanese
d) Ivorians
4. Which of the following is the body running the affairs of football in the world?

a) Federation of International Football Association

b) Confederation of African Football
c) World football body
d) None of the above
E-References
KenyaPremier League (2020). Retrieved from https://footballkenya.org/home-jevelin/about-
us/

Kenya FootballFederation (2020). Retrieved from

https://footballkenya.org/home-jevelin/about-us/

The International Football Association Board (IFAB). Laws of the Game 2015/2016. Zurich,
Switzerland. www.FIFA.com.

McNall G (2011). Soccer history and development. Retrieved from

https://www.sportsrec.com/360994-football-soccer-history-development.html

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 LESSON 2

Markings, Layout and Dimensions of Facilities and Equipment

2.1 Introduction

In this lesson, we introduce you to the markings, layout and dimensions of facilities and
equipment. The purpose of this lesson is to help you understand how soccer is played. It is
important to understand that soccer can only be played if you recognize areas where starts
(kick off), restarts (penalty, throw-in, goal kick, corner kick) can be taken. The markings and
dimensions also guide you in understanding concepts such as the award of penalty in case of
infringements and when a player can be declared to be in an offside position.

2.2 learning Outcomes

By the end of this lesson, you will be able to:

2.2.1 Describe the field surface

2.2.2 Describe the dimensions of facilities and equipment

2.2.3 Describe the field markings

2.2.1 Field Surface

The field of play can be wholly natural, wholly artificial or where competition rules permit an
integrated combination of artificial and natural materials (hybrid system). The colour of
artificial surfaces must be green. Where artificial surfaces are used in competition matches
between representative teams of national football associations affiliated to FIFA or
international club competition matches, the surface must meet the requirements of the FIFA
Quality Programme for Football Turf or the International Match Standard, unless special
dispensation is given by The IFAB.

2.2.2 Dimensions

LENGTH: minimum 90m, maximum 120m. Width: minimum 45m, maximum 90m.
International matches: length, minimum 100m, and maximum 110m. Width: minimum 64m,
maximum 75m.

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2.2.3 Field Markings

The field of play must be rectangular and marked with continuous lines. The longer
boundaries forms the sides or touch lines and the shorter boundaries forms the ends or goal
lines or bye lines, with an anchored goal centred on the goal line at each end. These boundary
lines should be marked by lines on the ground and a flag in each of the four corners of the
field.

A goal must be placed on the center of each goal line. The distance between the posts is
7.32m (8yds) and the distance from the lower edge of the crossbar to the ground is 2.44 m
(8ft).

The field of play is divided into two equal halves by a halfway line, upon which is centered a
circle with 9.15 m radius, where play is started at the beginning of each half or after a goal is
scored.

There is a penalty area at each end of the field that begins 18 yards (16.5m) beyond each goal
post. This area designates where the goalkeeper can legally handle the ball, as well as the area
where the penalty may be awarded.

Within each penalty area, is the penalty kick mark located 12yards (11 m) from the center of
the goal line.

The goal area is found within the penalty area extending 6 yards (5.5 m) from each goalpost.
Goal kicks are taken within this rectangular area.

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E-tivity 2.2.1 – Markings, Layout and Dimensions of Facilities and Equipment
Numbering, pacing and sequencing 2.2.1
Title Markings, layout and dimensions of facilities and
equipment
Purpose The purpose of this e-tivity is to enable you
Describe the markings, layout and dimensions of
facilities and equipment
Brief summary of overall task Access this information from The International
Football Association Board (IFAB). Laws of the
Game 2018/2019. Zurich, Switzerland.
www.FIFA.com.

Read Law 01- The Field of Play

Spark

Individual task Draw the field of play and indicate the markings, layout
and dimensions.
Students are advised to obtain the latest copy of
Laws of the Game

Interaction begins a) Post two internal markings and dimensions and

explain their use during a match
b) Provide positive and constructive feedback on
the team learners ‘views and ideas. Do this on
the discussion forum 2.2.1
E-moderator interventions 1 Ensure that learners are focused on the contents
and context of discussion.
2 Stimulate further learning and generation of new
ideas.
3 Provide feedback on the learning progress.
4. Close the e-tivity
Schedule and time This task should take one hour

13
 Next Players, players equipment, the ball and substitution
2.3 Assessment questions

1. Both the length and width dimensions of a soccer pitch have a minimum and maximum
length. State whether:

a) True

b) False

2. The internal markings and dimensions such as the penalty spot, goal area among others can
be altered when designing a soccer pitch.

State whether;

a) True
b) False
3. Which of the following is not true of field surface of a soccer field
a) wholly natural,
b) wholly artificial
c) Integrated combination of artificial and natural materials (hybrid system).
d) All above statements are true
E- REFERENCES

1. The International Football Association Board (IFAB). Laws of the Game 2018/2019.
Zurich, Switzerland. www.FIFA.com.
2. The International Football Association Board (IFAB). Laws of the Game 2015/2016.
Zurich, Switzerland. www.FIFA.com.
3. Playing soccer. (2015). www.footy4kids.co.ke.
4. Soccer strategies. (2015). www.talksoccer.co.uk.
5. http://www.football-bible.com/soccer-info/football-referee-hand-signals.html .

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 LESSON 3

PLAYERS, PLAYERS EQUIPMENT, THE BALL AND SUBSTITUTION

3.1 Introduction

The laws of the game specify the number of players that are supposed to play soccer during a
match. The laws also lay down rules pertaining to the players’ equipment and also
specifications of the ball. The purpose of this lesson is therefore to introduce you to laws of
the game concerning players, players’ equipment and the ball.

3.2 Lesson Learning Outcomes

By the end of this lesson, you will be able to:

3.2.1 Explain the rules pertaining to the players

3.2.2 Outline the players’ equipment

3.2.3 Outline the specification of a ball

3.2.4 Outline conditions that must be observed before a player is substituted

3.2.1Players

Each team consist of eleven players, including one goal keeper. A match may not start unless
each team consist seven players including the goal keeper.

3.2.2 Players Equipment

The only major guidelines are that the teams must wear colours that distinguish them from
the other team, and that the players cannot wear any equipment that might be dangerous to
them or another player. Also goalkeepers must wear colours that distinguish them from other
players and the officials.

3.2.3 The Ball

The ball must be:

 Spherical and made of leather or other suitable material

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  Circumference measurement between 27 inches (68cm) and 28 inches (70cm).

 Weight of the ball is between 410g and 450g

E-tivity 3.2.1
Numbering, pacing and sequencing 3.2.1
Title Players, Players equipment and the ball
Purpose The purpose of this e-tivity is to enable you explain
the rules pertaining to the players, players’
equipment and the ball

Brief summary of overall task Access this information from The International
Football Association Board (IFAB). Laws of the
Game 2018/2019. Zurich, Switzerland.
www.FIFA.com. Read :Laws 02- The ball, 03-
Number of players & 04, The players equipment

Spark

Individual task Outline conditions for replacing of a defective ball

Outline the basic compulsory equipment of a player

Interaction begins a) Post one condition that has to be fulfilled

before a match can start in terms of number
of players
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 3.2.1
E-moderator interventions 1) Ensure that learners are focused on the contents
and context of discussion.
2) Stimulate further learning and generation of new
ideas.
3) Provide feedback on the learning progress.
4) Close the e-tivity

Schedule and time This task should take one hour

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 Next Substitution

3.2.4 SUBSTITUTION

We noted earlier that each team consist of eleven players, including one goal keeper.
However during a match an additional number of players (substitutes) are allowed. In all
matches, the names of the substitutes must be given to the referee prior to the start of the
match. Any substitute whose name is not given to the referee at this time may not take part in
the match

To replace a player with a substitute, the following conditions must be observed:

 The referee must be informed before any proposed substitution is made

 The substitute can only enter the field of play after the player being substituted has
left and after receiving a signal from the referee.
 The substitute can only enter the field of play at halfway line and during a stoppage in
the match.
 The substitution is completed when a substitute enters the field of play.
 From that moment, the substitute becomes a player and the player he has replaced
becomes a substituted player
 The substituted player takes no further part in the match, except where return
substitutions are permitted
 All substitutes are subject to the authority and jurisdiction of the referee

 Teams have been allowed to use five substitutes (instead of three-previously) in the
regulation 90 minutes, plus an additional sub should a game go to extra time; both
teams will get another in the case of any concussion substitute
 While managers are able to use all five substitutions, there will only be three in-game
opportunities to make changes.
 Managers would need to bring on two players during one 'break' if they were to use
all five

Changing the goalkeeper

 The referee is informed before the change is made
 The change is made during a stoppage in the match.

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E-tivity 3.2.4 – Substitution
Numbering, pacing and sequencing 3.2.4
Title Substitution
Purpose The purpose of this e-tivity is to enable you explain
the conditions that must be observed before a player
is substituted.

Brief summary of overall task Access this information from The International
Football Association Board (IFAB). Laws of the
Game 2018/2019. Zurich, Switzerland.
www.FIFA.com. Read : Law 03: The number of
Players and explain conditions of changing the
goalkeeper

Spark

Individual task a) Elaborate the conditions governing

substitution in soccer during play
b) Explain infringements and sanctions that
must apply if a substitute or substituted
player enters the field of play without the
referee’s permission

Interaction begins a) Post two themes that are common in the

definition of substitution in soccer
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 3.2.4
E-moderator interventions 1) Ensure that learners are focused on the contents
and context of discussion.
2) Stimulate further learning and generation of new
ideas.
3) Provide feedback on the learning progress.

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 4) Closing the e-tivity
Schedule and time This task should take one hour
1.3 Assessment Questions

1 A match may not start unless each team consist how many players?

a) 7 including the goalkeeper

b) 5 including the goalkeeper
c) 4 including the goalkeeper
d) 9 including the goalkeeper

2 Which of the following is not a condition that must be observed when replacing a player
with a substitute?

a) The referee must be informed before any proposed substitution is made

b) The substitute can only enter the field of play after the player being substituted has
left and after receiving a signal from the referee.
c) The substitute can only enter the field of play at halfway line and during a stoppage in
the match.
d) All substitutes are not subject to the authority and jurisdiction of the referee

E- RESOURCES

Access this information from The International Football Association Board (IFAB). Laws of the
Game 2018/2019. Zurich, Switzerland. www.FIFA.com.

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 LESSON 4

THE START AND RESTART OF PLAY.

4.1 Introduction

In this lesson, we discuss the methods of starting and restarting play. Soccer has various
methods of starting and restarting. These methods are crucial to the start and also for the flow
of the game. Therefore, the purpose of this lesson is to introduce you to the various methods
of starting and restarting the game of soccer.

4.2 Lesson Learning outcomes

By the end of this lesson, you will be able to:

4.2.1 Outline the methods of starting play

4.2.2 Outline the methods of restarting play

4.2.3 Explain the importance of starts and restarts in a game of soccer

4.2.1 Methods of Starting play

A coin is tossed and the team that wins the toss decides which goal it will attack or to start
using kick off in the first half of the match. In the second half of the match the teams change
ends and attack the opposite goals. The original toss winner kicks off the second half and the
team switch sides.

KICK- OFF

A kick off is a way of starting: at the start of the match, after a goal has been scored, at the
start of the second half of the match, at the start of each period of extra time, where
applicable.

 A goal may be scored directly from a kick-off

 During kick-off all players are in their own half of the field. The opponents of the
team taking the kick-off are at least 9.15m (10yds) from the ball until it is in play
 The ball is stationary on the centre mark
 The referee gives a signal the ball is in play when it is kicked and moves forward

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  The kicker does not touch the ball a second time until it has been touched by another
player
 After a team scores a goal, the kick-off is taken by the other team

E-tivity 4.2.1 – Methods of Starting Play

Numbering, pacing and sequencing 4.2.1
Title Methods of Starting Play
Purpose The purpose of this e-tivity is to enable you outline
the methods of starting play

Brief summary of overall task Access this information from The International
Football Association Board (IFAB). Laws of the
Game 2018/2019. Zurich, Switzerland.
www.FIFA.com.

Read : Law 08: The start and Restart of play and

explain how the game of soccer is started

Spark

Individual task Explain the procedure of a kick-off

Outline the various kick-offs in a game of soccer

Interaction begins a) Post two themes that are common in the

definition of starting play in soccer
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 4.2.1
E-moderator interventions 1. Ensure that learners are focused on the contents
and context of discussion.
2. Stimulate further learning and generation of new
ideas.
3. Provide feedback on the learning progress.
4. Closing the e-tivity
Schedule and time This task should take 1 hour

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4.2.2 RESTARTS (OUT OF BOUNDS)

The starting of play whenever the ball is out of play or the game is stopped. Also referred to
as “dead ball”

Restarts can be direct (can be scored without touching another player) or indirect (must be
touched by another player, even the opposition, before a goal is awarded). Direct restarts
included the following:

DIRECT FREE KICKS

A direct free kick is awarded if a player commits one of the following ten offences:

 Kicking (or attempt)

 Tripping (or attempt)

 Jumping at

 Charging

 Striking (or attempt)

 Pushing

 Tackling

 Holding

 Spitting at an opponent

 Deliberately handling the soccer ball

The direct free kick is taken at the exact spot the offense occurred. If one of the ten direct-
kick offences is committed by a player inside his own penalty area (regardless of where the
ball is located), a penalty kick is awarded.

INDIRECT FREE KICKS

An indirect free kick is awarded to the opposing team if a goal keeper, inside his own penalty
area, commits any of the following offences;

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  Takes more than six seconds while controlling the ball with his hands before releasing
it from his possession

 Touches the ball again with his hands after it has been released from his possession
and has not touched any other player

 Touches the ball with his hands after it has been deliberately kicked to him by a team-
mate

 Touches the ball with his hands after he has received it directly from a throw-in taken
by a team-mate

It is also awarded to the opposing team if a player in the opinion of the referee: plays in a
dangerous manner, impedes the progress of an opponent, prevents the goalkeeper from
releasing the ball from his hands, commits any other offence, for which play is stopped to
caution or dismiss a player. The indirect free kick is taken from where the offense occurred.

PENALTY

It is simply a direct free kick to be taken from the penalty area

It is awarded against a team which commits one of the ten offences for which direct free
kicks is awarded, inside its own penalty area and while the ball is in play.

A goal may be scored directly from a penalty kick.

Additional time is awarded for a penalty kick to be taken at the end of each half or at end of
periods of extra time.

THE THROW-IN

A throw-in is a method of restarting play when the ball passes entirely over the touch line. A
goal cannot be scored directly from a throw-in

It is awarded when the whole of the ball passes over touch line, either on the ground or in the
air, from the point where it crossed the touch line, to the opponents of the player who last
touched the ball. The throw-in is executed by any player of team that did not touch the ball.

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A GOAL KICK

It is a method of restarting play and a goal may be scored directly from a goal kick, but only
against the opposing team.

It is awarded when the whole of the ball, having last touched a player of the attacking team,
passes over the goal line, either on the ground or in the air, and a goal is not scored.

It is taken by the defending team at any point within their own goal area.

THE CORNER KICK

It is a method of restarting play.

A goal may be scored directly from a corner kick, but only against the opposing team.

It is awarded when the whole of the ball, having last touched a player of the defending team,
passes over the goal line, either on the ground or in the air, and a goal is not scored in
accordance with established laws.

DROPPED BALL

A dropped ball is a method of restarting play when, while the ball is still in play, the referee
is required to stop play temporarily for any reason not mentioned anywhere in the Laws of
the Game.

The referee drops the ball at the place where the ball was located when play was stopped,
unless play was stopped inside the goal area, in which case the referee drops the ball on the
goal area line parallel to the goal line at the point nearest to where the ball was located when
play was stopped.

Play restarts when the ball touches the ground.

24
E-tivity 4.2.2 – Restarting Play
Numbering, pacing and sequencing 4.2.2
Title Restarting Play
Purpose The purpose of this e-tivity is to enable you outline
the methods of Restarting play

Brief summary of overall task Access this information from The International
Football Association Board (IFAB). Laws of the
Game 2018/2019. Zurich, Switzerland.
www.FIFA.com. Read : Law 08: The start and
Restart of play. Also watch video 1 and video 2 on
these links https://www.youtube.com/watch?
v=xWfGAnUNgIs

https://www.youtube.com/watch?v=BFy9g7UJo5Q

and explain circumstances under which a direct and

indirect free kicks are awarded

Spark

Individual task a) Using bullet points outline the key

differences between direct and indirect free
kick.
b) After watching the videos, record a clip of
two minutes of yourself taking an indirect
free kick and save it in a portfolio that can be
accessed by your facilitator if required.
Interaction begins a) Post two themes that are common in the
definition of restarting play in soccer
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 4.2.2
E-moderator interventions 1. Ensure that learners are focused on the contents
and context of discussion.
2. Stimulate further learning and generation of new
ideas.
3. Provide feedback on the learning progress.
4. Closing the e-tivity
Schedule and time This task should take 30 minutes

25
4.3 Assessment questions

1. Which is not a method of restarting play in a game of soccer?

a) Kick-off
b) Throw-in
c) Dropped ball
d) Corner kick
2. Which of the following is not an offense leading to the award of a direct free kick

a) Striking (or attempt)

b) Pushing
c) Tackling
d) Ball passes over the touch line
3. A goal cannot be directly scored from which restart?

a) Corner kick
b) A goal kick
c) A throw-in
d) Penalty
4. Which method of restarting play the referee is required to stop play temporarily for any
reason not mentioned anywhere in the Laws of the Game.

a) Dropped ball
b) Corner kick
c) Goal kick
d) Penalty
E- REFERENCES

1. The International Football Association Board (IFAB). Laws of the Game 2018/2019.
Zurich, Switzerland. www.FIFA.com.

2. The International Football Association Board (IFAB). Laws of the Game 2015/2016.
Zurich, Switzerland. www.FIFA.com.

3. Playing soccer. (2015). www.footy4kids.co.ke.

4. Soccer strategies. (2015). www.talksoccer.co.uk.

5. http://www.football-bible.com/soccer-info/football-referee-hand-signals.html.

26
 LESSON 5

THE DURATION OF THE MATCH, BALL IN AN OUT OF PLAY, METHOD OF

SCORING AND OFFSIDE

LESSON

5.1 Introduction

In this lesson, the duration of the match, ball in and out of play and method of scoring are
discussed.

5.2 Lesson Learning Outcomes

By the end of this lesson, you will be able to:

5.2.1 Explain the duration of the match

5.2.2 Explain when the ball is in and out of play
5.2.3 Explain the method of scoring
5.2.4 Outline situations that must occur before an attacker can be in an offside position:
5.2.1 The Duration of the Match

A regulation match consists of two equal halves of 45 minutes, unless otherwise agreed upon
before the start of play. This change must be agreed by the referee and the two teams.

In adult soccer, the prescribed duration is 45 minutes with 10 minutes of half time.

Instead of stopping the clock, the referee is authorized to add extra time to each half to
compensate for time lost through attending to injuries on the field, completing players
substitutions, delays in putting the ball back into active play after it goes out, whether through
deliberate time wasting tactics, or accidental causes such as to retrieve the game ball when it
goes out.

When the first two halves end in a tie and the winner has to be decided:

A mini-game of two overtime periods of equal prescribed length (usually stipulated much
shorter than regular halves) is played in its entirety, and not as sudden death.

If the tie still persists, a contest of alternating penalty kicks is held in some competitions,
sudden victory (“golden goal”) overtime is played.

27
5.2.2 The ball in and Out of play

The ball is in and out of play when one of the prescribed means of restarting play has been
properly executed. These include the kick-off, throw in, goal kick, corner kick, free kick,
penalty kick and drop ball.

The ball is out of play “when it has wholly crossed the goal line or touch line when the game
has been stopped by the referee”.

5.2.3 The Method of Scoring

Three situations have to happen: the whole ball has to cross over the goal line and between
the goal posts and through the goals.

5.2.4 Offside

The offside rule generally provides that a pass cannot legally be made to an off-ball attacker
who is a head of the ball and in the attacking half unless there are at least two defenders (one
of whom may be the goalkeeper) between him and the goal when the ball is passed to him by
the team mate.

Five situations must occur before an attacker can be in an offside position:

1. He must be across the halfway line, in his opponents’ half of the field (i.e., in the half
of the field with the goal in which his team is attacking)

He cannot be in an offside position in his own defending half, even if ahead of all

opponents’ defenders.

2. He is closer to his opponents’ goal line than the second-last defender (note: he is even
with the second-last defender, he is onside).

He is onside as long as there are two or more defenders between him and the goal (i.e.

even with him or ahead of him)

3. He is ahead of the ball

The ball is always considered to be onside, so an attacker can play a ball laterally

28
 (Called a “Square pass”) or hook it back to another incoming attacker who is even

with the ball when it is passed, even if they both are ahead of all the defenders-even

the keeper

4. He is not receiving the ball directly from a goal kick, a corner kick or a throw in.

An attacker can be ahead of everyone on the field on a throw-in, a goal kick or a corner kick,
and legally receive the ball and score.

N/B-

 If you play a ball that rebounds off an opponent or goalpost if it is kicked by your
teammate it will be an offside
 However, if an opponent does a back pass and you are in an offside position, it will
not be deemed as an offside as it was not your teammate that pushed the ball forward
 Offside cannot be called when the ball is received directly from a corner, goal-kick,
and throw-in.

29
E-tivity 5.2.1 – The Duration of the Match, Ball in and out of Play, Method of Scoring
and Offside

Numbering, pacing and sequencing 5.2.1

Title Duration of the match, ball in and out of play, method of
scoring and offside
Purpose The purpose of this e-tivity is to enable you explain
duration of the match, ball in and out of play,
method of scoring and offside

Brief summary of overall task Access this information from The International
Football Association Board (IFAB). Laws of the
Game 2018/2019. Zurich, Switzerland.
www.FIFA.com.

Read : Law 07, Law 09, Law, 10 & 11

Using bullet points, summarize the four laws

Spark

Individual task a) Expound situations that must occur before

an attacker can be in an offside position
b) Establish the scenarios when the ball is
considered out of play.
c) Under what circumstances is the allowance
of the time lost made?

Interaction begins a) Post two themes that can be derived from

the offside rule
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 5.2.1
E-moderator interventions 1. Ensure that learners are focused on the contents
and context of discussion.
2. Stimulate further learning and generation of new
ideas.
3. Provide feedback on the learning progress.
4. Closing the e-tivity
Schedule and time This task should take 1 hour
Next Match Officials

30
5.3 Assessment questions

1. A regulation match consists of two equal halves of how many minutes?

a) 45 minutes
b) 30 minutes
c) 35 minutes
d) 60 minutes
2. Certain situations must occur before an attacker can be in an offside position:

a) The player must be on his/her own half of the field

b) He is ahead of the ball
c) He is closer to his opponents’ goal line than the second-last defender
d) He is not receiving the ball directly from a goal kick, a corner kick or a throw in.
E- REFERENCES

1. The International Football Association Board (IFAB). Laws of the Game 2018/2019.
Zurich, Switzerland. www.FIFA.com.

31
 LESSON 6

MATCH OFFICIALS, CAUTIONS AND EXPULSIONS

6.1 Introduction

Soccer is played under the jurisdiction of match officials who enforces the laws of the game.
The purpose of this lesson is therefore to outline the powers and duties of these match
officials

6.2 Lesson Learning outcomes

By the end of this lesson, you will be able to:

3.2.1 Outline the roles of the referee

3.2.2 Outline the roles of the assistant referee
3.2.3 Outline situations that can lead to the award of cautions in soccer
3.2.4 Outline situations that can lead to the award of expulsions in soccer

6.2.1 Roles of the referee

 Enforces the laws of the game

 Controls the match in co-operation with assistant referees

 Where applicable, with the fourth official ensures that any ball used meets the
requirements

 Ensures that the players’ equipment meets the requirements

 Acts as timekeeper and keeps a record of the match

 Stops, suspends or terminates the match, at his discretion

 For any infringements of the laws stops, suspends or terminates the match because of
outside interference of any kind.

 Stops the match if, in his opinion, a player is seriously injured and ensures that he is
removed from the field of play.

32
  Allows play to continue when the team against which an offence has been committed
will benefit from such an advantage and penalises the original offence if the
anticipated advantage does not ensue at that time.

 Punishes for more serious offence when a player commits more than one offence at
the same time, takes disciplinary action against players guilty of being cautioned and
sending-off offences.

 Takes action against team officials who fail to conduct themselves in a responsible
manner and may at his discretion, expel them from the field of play and its immediate
sorrounds

 Acts on the advice of the assistant referees regarding incidents which he has not seen

 Ensures that no unauthorised persons enters the field of play

 Restarts the match after it has been stopped

 Provide the appropriate authorities with a match report which includes which
information on any disciplinary action taken against players, and/or any team officials
and any other incidents which occurred before, during or after the match.

 The referee has full authority to make all decisions regarding all soccer laws.

6.2.2 Roles of Assistant Referee

Two assistant referees are appointed whose duties, subject to the decision of the referee, are
to indicate:

 When the whole of the ball has passed out of the field of play
 Which side is entitled to a corner kick, goal kick or throw-in
 When a player may be penalised for being in an offside position
 When a substitution is requested
 When misconduct or any other incident has occurred out of the view of the referee
 When offences have been committed whenever the assistants are closer to the action
than the referee
 Assist the referee to control the match in accordance with the Laws of the Game. In
particular, they may enter the field of play to help control the 9.15m distance

33
NOTE

Other match officials (fourth official, two additional assistant referees, reserve assistant
referee, video assistant referee (VAR) and at least one assistant VAR (AVAR)) may be
appointed to matches. They will assist the referee in controlling the match in accordance with
the Laws of the Game but the final decision will always be taken by the referee.

E-tivity 6.2.1 – Match officials

Numbering, pacing and sequencing 6,.2.1
Title Role of match officials

34
Purpose The purpose of this e-tivity is to enable you outline
the roles of the match officials, cautions and
expulsions

Brief summary of overall task Access this information from The International
Football Association Board (IFAB). Laws of the
Game 2018/2019. Zurich, Switzerland.
www.FIFA.com. Read : Law 05: The referee,
Law 06: The Assistant referee

Read also about other match officials; fourth

official, reserve assistant referee, Video Assistant
referee and explain their roles

Spark

Individual task Expound on the role of Fourth official and Video

Assistant Referee (VAR)

Interaction begins a) Outline the referees equipment

b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 6.2.1
E-moderator interventions 1. Ensure that learners are focused on the contents
and context of discussion.
2. Stimulate further learning and generation of new
ideas.
3. Provide feedback on the learning progress.
4. Closing the e-tivity
Schedule and time This task should take 1 hour
Next Cautions and Expulsions

6.2.3 CAUTIONS AND GAME EXPULSIONS

35
There are different circumstances when a player must be cautioned or expelled for unsporting
behaviour. The cautions and game expulsions ensure that unsporting behaviour is
discouraged at all times. The purpose of the lesson is therefore; to outline circumstances
under which cautions and expulsions can be made.

YELLOW CARD

It indicates that a player has been cautioned.

 Cautioned (yellow cards) offenses include:

 Unsporting behaviour

 Dissent by word or action

 Persistent infringement

 Delaying the restart of play

 Failure to respect the required distance when play is restarted with a corner kick, free
kick, or throw-in.

 Entering or re-entering the field of play without the referee’s permission

 Deliberately leaving the field of play without the referee’s permission

RED CARD

It indicates that a player has been sent off or expelled from the game

If a player receives two yellow cards in one match, it’s equivalent to a red card.

A player that has been sent off is not allowed to play for the remainder of that match (and
often the subsequent match), and it is important to note that his team must play the remainder
of the match a player down.

Sent off (red card) offenses include:

 Serious foul play

 Violent conduct

 Spitting at an opponent or any other person

36
  Denying the opposing team a goal or an obvious goal-scoring opportunity by
deliberately handling the ball (this does not apply to the goalkeeper within his own
penalty area).

 Denying an obvious goal scoring opportunity to an opponent moving towards the

player’s goal by an offense punishable by a free kick or penalty kick.

 Using offensive language, insulting, or abusive language and/or gestures.

 Receiving a second caution in the same match.

E-tivity 6.2.3 – Cautions and Expulsions

37
 Numbering, pacing and sequencing 6.2.3
Title Cautions and Expulsions
Purpose The purpose of this e-tivity is to enable you outline
circumstances under which cautions and expulsions
can be made

Brief summary of overall task Access this information from The International
Football Association Board (IFAB). Laws of the
Game 2018/2019. Zurich, Switzerland.
www.FIFA.com.

Read : Law 12: Fouls and Misconduct and

summarize the sending off offenses

Spark

Expulsion: Referee shows

the red card.
Individual task Outline circumstances under which a player must be
cautioned for unsporting behavior

Using bullet points, outline circumstances that can

contribute to expulsion in soccer

Interaction begins a) Post two themes that are common in the

definitions of caution and expulsion in
soccer
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 6.2.3
E-moderator interventions 1. Ensure that learners are focused on the contents
and context of discussion.
2. Stimulate further learning and generation of new
ideas.
3. Provide feedback on the learning progress.
4. Closing the e-tivity
Schedule and time This task should take 1 hour
Next Tactics and strategies

3.3 Assessment questions

38
 1 Which of the following is not an offense that can lead to expulsion?
a) Serious foul play
b) Violent conduct
c) Spitting at an opponent or any other person
d) Delaying the restart of play
2. Which of the following is the duty of the referee?

a) Enforces the laws of the game

b) Controls the match in co-operation with assistant referees

c) Where applicable, with the fourth official ensures that any ball used meets the
requirements

d) All of the above

3. Which of the following is the role of assistant referee?

a) When the whole of the ball has passed out of the field of play
b) Which side is entitled to a corner kick, goal kick or throw-in
c) When a player may be penalised for being in an offside position
d) All of the above
4 Which of the following is not an offense that can lead to caution?
a) Unsporting behaviour
b) Dissent by word or action
c) Persistent infringement
d) Violent conduct
E- REFERENCES

1. The International Football Association Board (IFAB). Laws of the Game 2018/2019.
Zurich, Switzerland. www.FIFA.com.
2. http://www.football-bible.com/soccer-info/football-referee-hand-signals.html .

39
 LESSON 7

TACTICS AND STRATEGIES, SYSTEMS OF PLAY

7.1 Introduction

To ensure soccer tactics and strategies are understood by all, offensive and defensive
principles of play and systems should be emphasized. The primary principle is that when
your team is in possession of the ball, everyone attacks; and when the ball is lost, everyone
becomes a defender. The purpose of this lesson is therefore to explain the game’s basic
offensive and defensive principles.

7.2 Lesson Learning Outcomes

By the end of this lesson, you will be able to:

7.2.1 Outline the offensive principles of play

7.2.2 Outline the defensive principles of play

7.2.3 Distinguish among the systems of play applied in soccer

7.2.1 Offensive principles of play

Some of the offensive principles of play include:

(a) Gaining ball possession

It is the first offensive principle of play in soccer. When a team gains possession of the ball,
each member of team should think and act on all opportunities that help to implement
attacking situations. Also, when a team loses ball possession, every member of the team
should think and act defensively by becoming a defender at that moment of play.

(b) Support

The second offensive principle is the element of team support. Team members should always
ensure that a team member with the ball is always supported. In practice, this requires that at
least 2-3 teammates should be about a radius of 10-12 metres from the player with the ball.

40
 (c) Communication

It is necessary for all the team members to be able to know what tactical moves are likely to
be made during each of the match situations. Each team member should also be aware of
their expectations during specific situations of the match. Communication also requires that
close players keep constant verbal and non verbal communication with each other.

(d) Combination play.

Each team should initiate and play different strategies and tactics such through pass, wall
pass, creation of play space for the ball to be passed well, penetration of the opponent’s
defence using effective passing, running and dribbling.

(e) Good finish

The offensive principle of finishing requires a team to be able to score, and this is
accomplished by effective shooting. Players should be encouraged to make several shots at
the goal because shooting is the only way to score.

41
E-tivity 7.2.1 – Offensive principles of play
Numbering, pacing and sequencing 7.2.1
Title Offensive principles of play
Purpose The purpose of this e-tivity is to enable you
understand the game’s offensive principles.

Brief summary of overall task Access this information from

https://www.sportsrec.com/8080962/the-five-
principles-of-attacking-defending-in-soccer and
http://www.ohionorthsoccer.org/assets/966/15/princ
iples%20of%20play%202013.pdf and define the
concept of attack.

Spark

Individual task Using bullet points, outline the key principles in

attack.

Interaction begins a) Post the primary principle when your team

is in possession of the ball
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 7.2.1
E-moderator interventions 1. Ensure that learners are focused on the contents
and context of discussion.
2. Stimulate further learning and generation of new
ideas.
3. Provide feedback on the learning progress.
4. Closing the e-tivity
Schedule and time This task should take 30 minutes
Next Defensive principles of play

42
7.2.2 Defensive principles of play

The following are the defensive principles of play:

a) Loss of ball possession

Defense play should begin as soon as the ball is lost to the opposing team

b) Chase and pressure

Immediate chase and pressure should be applied to the player with the ball. This assists to
delay the player with the ball from executing passing or dribbling.

c) Delay

Playing to delay the player with the ball permits the defense time to retreat, track and mark
opponents or regroup for defense depending on the prevailing situation.

d) Support

The player immediately defending the ball requires to be supported. The support should take
the form of depth and cover. This in turn restricts the amount of space that the opponents can
possibly use to move with the ball

e) Balance

The distribution of the defending players should ensure that all possible play zones and
opponents are covered. Coverage should not be done on the side where the ball is being
played alone because this leaves gaps in defensive formations.

f) Challenge

Proper defensive support and cover should be done well. Once this is accomplished, the
defender nearest to the ball can challenge and tackle the ball. This enables the ball to be won
by challenging player or the nearest covering player.

g) Counter attack

A counter attack is a quick deliberate offensive build up and penetration action that is
normally done once the ball has been won.

43
E-tivity 7.2.2 – Defensive principles of play
Numbering, pacing and sequencing 7.2.2
Title Defensive principles of play
Purpose The purpose of this e-tivity is to enable you
understand the game’s Defensive principles.

Brief summary of overall task Access this information from

https://www.sportsrec.com/8080962/the-five-
principles-of-attacking-defending-in-soccer and
http://www.ohionorthsoccer.org/assets/966/15/princ
iples%20of%20play%202013.pdf and define the
concept of defense

Spark Using bullet points, outline the key principles in

defense

Individual task Explain the defensive principles of play

Interaction begins a) Post the primary principle when your

team losses the ball in
b) Provide positive and constructive
feedback on the team learners ‘views
and ideas. Do this on the discussion
forum 7.2.2
E-moderator interventions 1. Ensure that learners are focused on the
contents and context of discussion.
2. Stimulate further learning and generation of
new ideas.
3. Provide feedback on the learning progress.
4. Closing the e-tivity
Schedule and time This task should take 30 minutes
Next Systems of play

44
7.2.3 SYSTEMS OF PLAY

A system of play describes the organization and configuration of the players on the field, as
well as their responsibilities within the team structure. The systems of play therefore
determine players who will be defenders, midfielders and attackers. Therefore, the purpose of
this lesson is to explain the systems of play.

Systems of play should be considered as it is the structure and organisation of players on the
field that depicts player’s roles and responsibilities within offensive and defensive principles
of play

Factors that are considered before a system and style of play is chosen include; strength and
weaknesses of the team players, the skill and style of the opponent, and the objectives of the
coach.

The following are traditional systems of play.

4–3–3. It is the most dominant system of play in soccer for teams at all levels. Currently it is
a formation that is being used for younger groups of players just beginning to play the game.
Its the easiest and least complex formation to learn, understand, and play.

4–4–2. It’s the most popular formation. It consists of four defenders, four midfielders, two
forwards and a goalkeeper. In this formation, the midfielders and outside defenders are much
more active in the offensive attack, thus resulting in goals. The defenders play in the diamond
formation (like 4–3–3), arc shape, triangle, or straight line.

3-5-2. Most recent formation with more emphasis on midfield. This formation is often used
by higher levels of competitors such as collegiate or professional teams.

5-4-1. In this system, the total interchangeability is the optimal objective and weapon. This
system is more defense minded.

NOTE: In a system of play, the numbering begins with defence, to midfield then to
forward players. The goalkeeper’s position is permanent and assumed and does not
usually appear in the examples of systems of play

Other formations of play are applied in soccer. However, regardless of the formations,
the key determinant of a system of play is the number of players in defence to midfield
and then forward players. For example, the 4-2-3-1 is a commonly used formation with a

45
back four, five midfielders, and a center forward. The advantage of this formation lies in
its flexibility: it can easily be changed into a 4-4-2 or a 4-3-3. In addition, defensive
stability and offensive firepower are balanced well.

E-tivity 7.2.3 – Systems of play

Numbering, pacing and sequencing 7.2.3
Title Systems of play
Purpose The purpose of this e-tivity is to enable you to
differentiate among systems of play in soccer

Brief summary of overall task Access this information from

https://premiersoccerinstitute.com/wp-content/uploads/2
017/04/ModernSoccerSystems.pdf

and explain factors that should be considered before a

system of play is chosen

Spark

Individual task Using sketch diagrams, describe the 4-3-3, 4-2-2,

3-5-2 and 4-2-4

Interaction begins a) Post two themes that are common in the

definition of a system of play in
b) Provide positive and constructive feedback on the
team learners ‘views and ideas. Do this on the discussion
forum 7.2.3
E-moderator interventions 1 Ensure that learners are focused on the contents
and context of discussion.
2. Stimulate further learning and generation of
new ideas.

46
 3. Provide feedback on the learning progress.
4. Closing the e-tivity
Schedule and time This task should take 30 minutes
Next Soccer terminology

7.3 Assessment questions

1 Which of the of the following is not an offensive principle of play?
a) Support
b) Communication
c) Combination play
d) Chase and pressure
2 Which of the following is not a defensive principle of play?
a) Good finish
b) Loss of ball possession
c) Balance
d) Delay
3. Which of the following is not a system of play?
a) 4-3-3
b) 4-4-4
c) 5-4-1
d) 1-9-0
4 Which of the following is a factor to consider before choosing system of play?

a) Strength and weaknesses of the team players

b) The skill and style of the opponent
c) The objectives of the coach.
d) All the above
E- REFERENCES

1 Tramel A (2018). The five principles of attacking and defending in soccer. Retrieved from
https://www.sportsrec.com/8080962/the-five-principles-of-attacking-defending-in-soccer

2.Turner T(2013).The principles of play. Retrieved from

http://www.ohionorthsoccer.org/assets/966/15/principles%20of%20play%202013.pdf

47
3 https://premiersoccerinstitute.com/wp-content/uploads/2017/04/ModernSoccerSystems.pdf

LESSSON 8

SOCCER TERMINOLOGY

8.1 Introduction

In soccer, there are certain terminologies that are used. These terms also represent the key
responsibilities of players basing on the position assigned in the field. The purpose of this
lesson is therefore to outline these terminologies and the role they represent.

8.2 Lesson Learning Outcomes

By the end of this lesson, you will be able to:

8.2.1 Demonstrate a thorough knowledge of soccer terminology concerning player positions

8.2.2 Demonstrate a thorough knowledge of soccer terminology concerning team and training

8.2.3 Demonstrate thorough knowledge of soccer terminology concerning the markings,

layout and dimensions of the field

Player Positions

a. Goalkeeper

The player positioned directly in front of the goal who tries to prevent shots from crossing the
goal line; the only player allowed to use his/her hands and arms (within the penalty area)

b. Sweeper

A single defender that plays closest to the team’s own goal behind the rest of the defenders; a
team’s last line of defense in front of the goalkeeper.

c. Rear Defender/Fullback

A player who works mainly in the defensive third of the field. They are primarily focused on
stopping the opposition attackers from scoring.

d. Central Defender

48
Guards the area directly in front of his/her own goal, often considered the strongest defender.

e. Defensive Wing

Guards the area on the left or right side of his/her own goal.

f. Stopper

The player that defends or guards the best scorer on the attacking team, often the opposition’s
striker

g. Midfielder/Halfback

Generally positioned in the middle third of the field between the forwards and defenders.
This position links the defense and the offense through ball control and passing. They play
both attacking role and a defensive role.

h. Defensive Midfielder

The player positioned just in front of the defense and often assigned to mark the opposition’s
best offensive player; tends to play more defense as a midfielder.

i. Central Midfielder

The midfielder most responsible for organizing play in the midfield area, creating scoring
opportunities for the attackers, and often a team’s leader.

j. Attacking Midfielder

The midfielder that plays right behind the forwards; they support the offense by providing
accurate passes to forwards to set up goals

k. Midfield Wing

A player positioned to the left or the right of one of the above midfielders

l. Forward

Responsible for most of a team’s scoring. This position plays in front of the rest of the team
(or in the attacking third of the field) where most of the shots are made.

8.2.1 Terminologies concerning the team and training

49
Attacking team- the team that possesses the ball

Defending team- the team that is trying to gain ball possession

Economical training- practice sessions involving at least two of the four components of the
game; fitness, technique, tactics, psychology

Functional training- repeated skill work under matchlike conditions

8.2.3 Terminology concerning the markings, layout and dimensions of the field

Touchline- side boundary of the field

Goal line- boundary on the side of the goal

50
E-tivity 8.2.1 – Soccer Terminology
Numbering, pacing and sequencing 8.2.1
Title Soccer terminology
Purpose The purpose of this e-tivity is to enable you to
demonstrate a thorough knowledge of soccer
terminology concerning player positions, team and
marking and layout of equipment and facilities

Brief summary of overall task Access this information from

https://www.topendsports.com/sport/soccer/terms.htm

And https://www.afordawards.co.uk/soccer-terms

and summarize soccer terminologies

Spark

Individual task Summarize the soccer terminologies by arranging the

glossary alphabetically

Interaction begins a) Post soccer terminologies concerning playing

positions and explain the role of each player
during a match.
b) Provide positive and constructive feedback on
the team learners ‘views and ideas. Do this on
the discussion forum 8.2.1

E-moderator interventions 1. Ensure that learners are focused on the contents

and context of discussion.
2. Stimulate further learning and generation of new
ideas.
3. Provide feedback on the learning progress.

51
 4. Closing the e-tivity
Schedule and time This task should take 1 hour
Next Safety Considerations in Soccer
LESSON 9

SAFETY CONSIDERATIONS IN SOCCER

9.1 Introduction

There is always an inherent risk of injury in sports. The key responsibility of a physical
education trainer is to ensure that at all times measures are taken into consideration to ensure
players safety. This lesson therefore explains the causes of injuries and the prevention
measures.

9.2 Lesson Learning Outcomes

By the end of this lesson, you will be able to:

9.2.1 Explain the causes of injuries during play in soccer

9.2.2 Outline the preventive measures

Soccer like other sports places more demands on the physical and technical skills of a player
and this can cause injuries. The most common injuries in soccer include head injuries,
fractures, strains, sprains, bruising and dislocations. Injuries in the lower body include the
knees and the ankles while in the upper body it includes the head. Most injuries are caused by
falls, player contact and tackles.

Prevention of injuries while playing soccer

 Players should always be prepared: training before the start of the season, undertaking
fitness programmes, developing proper team and individual skills, warm up and cool
down after the exercise.
 Using right practices and techniques: observing the rules and fair play, correct
execution of skills like heading and tackling and using accredited umpires during
matches.
 Wearing the right protective gear: shin guards, ankle taping and right footwear.

52
  Checking properly the playing facilities and equipment: removing hazards from
playing surfaces, replacing balls if not in good condition and using appropriate balls
for age and gender
 Players to regularly drink water during and after play
 Availing first aid kit and if possible first aid personnel whenever matches are being
played
 Responding promptly to injuries

E-tivity 9.2.1
Numbering, pacing and sequencing 9.2.1
Title Safety considerations in soccer
Purpose The purpose of this e-tivity is to enable appreciate
the safety considerations in soccer

Brief summary of overall task Access information from

https://www.healthline.com/health/sports-injuries/s
occer-injuries and
https://rothmanortho.com/stories/blog/common-
soccer-injuries and summarize the common injuries
in soccer

Spark

Individual task a) Summarize the major causes of injuries in sports

b) Outline the preventive measures of soccer
injuries.

Interaction begins Post two themes that are common in the definition
of injuries in soccer
Provide positive and constructive feedback on the
team learners ‘views and ideas. Do this on the
discussion forum 9.2.1
E-moderator interventions 1. Ensure that learners are focused on the contents
and context of discussion.
2. Stimulate further learning and generation of new
ideas.
3. Provide feedback on the learning progress.
4. Closing the e-tivity

53
 Schedule and time This task should take 1 hour
Next Practical

9.3 Assessment Questions

1 Which of the following is not a major cause of injuries in soccer?

a) Falls
b) Player collision
c) Contact and tackles
d) Corner kick
2 Which of the following is a common injury in soccer?

a) Head injuries,
b) Fractures,
c) Bruising and dislocations.
d) All the above
3 Which of the following is a preventive measure to soccer injuries?

a) Players to regularly drink water during and after play

b) Availing first aid kit and if possible first aid personnel whenever matches are being
played
c) Responding promptly to injuries
d) All the above
E- RESOURCES

Roland J (2019). The most common soccer injuries and how to prevent them, Retrieved from
https://www.healthline.com/health/sports-injuries/soccer-injuries

Dodson C. C (2017).The five most common soccer injuries and the 3p’s of treatment.
Retrieved from https://rothmanortho.com/stories/blog/common-soccer-injuries

54
 PRACTICAL PART

LESSON 1

FUNDAMENTAL SKILLS AND TECHNIQUES (PRACTICAL)

1.1 Introduction

Soccer is a game of movement, speed and mental control, space, timing, creativity,
improvisation and imagination. To safely play and enjoy the game, the acquisition, practice,
and mastery of certain basic fundamental skills are required. This lesson therefore, introduces
you to fundamental skills and techniques.

1.2 Lesson Learning Outcomes

By the end of this lesson, you will be able to:

1.2.1 Demonstrate effective teaching progression involved in passing

1.2.2 Demonstrate effective teaching progression involved in dribbling

1.2.3 Demonstrate effective teaching progression involved in heading

1.2.4 Demonstrate effective teaching progression involved in trapping and collecting

12.2.5 Demonstrate effective teaching progression involved in tackling and marking

1.2.6 Demonstrate effective teaching progression involved in shooting

1.2.7 Demonstrate effective teaching progression involved in goalkeeping.

LESSON 1

1.2.1 Teaching progression involved in ball passing

Passing is the foundation of the game. Playing football is all about passing the ball from one
player to another. Inside or outside of the foot used most often to make passes. Most short

55
passes are made with the inside of the foot although can also be made outside of the foot, or
the heel.

Redirect the ball in front or to the side in anticipation of moving in that direction to pass or
dribble

Types of Passes

1. Square Pass – Passing to the player across from you

2. Trail Pass – Passing to the player behind you

3. Lead Pass – Passing to the Player ahead of you

E-tivity 1.2.1 – Ball Passing

Numbering, pacing and sequencing 1.2.1
Title Ball Passing
Purpose The purpose of this e-tivity is to enable you
demonstrate effective teaching progression involved
in passing

Brief summary of overall task Watch videos 1 and video 2 on these links
https://www.youtube.com/watch?v=fCanpKMKwUI
and https://www.youtube.com/watch?v=b04ulSTQENo
and summarize soccer passing techniques.

Spark

Individual task Explain FIVE activities you can use to teach passing to a
class of beginners.

Interaction begins a) Post two fundamentals passing skills of the

game of football
Provide positive and constructive feedback on the
team learners ‘views and ideas. Do this on the
discussion forum 1.2.1
E-moderator interventions 1 Ensure that learners are focused on the
contents and context of discussion.

56
 2 Stimulate further learning and generation of
new ideas.
3 Provide feedback on the learning progress.
Close the e-tivity
Schedule and time This task should take 1hour
Next Dribbling
LESSON 2

DRIBLING

1.2.2 Dribbling

Dribbling- moving the ball with your feet.

Teaching Points

 Use the inside and outside of your right and your left foot

 Light touches on the ball keeping the ball close to your body (control)

 Small controlled steps for effective dribbling

 Keep your head up so that you can see what is happening on the field i.e. assess the
field and options

 Lightly touch the ball with your foot each time you step forward alternating between
your right and left foot as you naturally step

 Arms out for balance

 Change speed and direction

NB- You can practice by using alternately both legs or one foot where you tap the ball by
using the inside and outside of the foot.

57
E-tivity 1.2.2 – Dribbling
Numbering, pacing and sequencing 1.2.2
Title Dribbling
Purpose The purpose of this e-tivity is to enable you
demonstrate effective teaching progression involved
in dribbling

Brief summary of overall task Watch videos 1 and video 2 on these links
https://www.youtube.com/watch?v=hI5LI2H9GR4
And also https://www.youtube.com/watch?v=86IGQ4a-
qDM and outline different methods of dribbling

Spark

Individual task

a) After watching the videos outline FIVE

activities you can use to teach dribbling to a
class of beginners.
b) Record a clip of two minutes demonstrating the
skill of dribbling and save it in a portfolio that
can be accessed by your facilitator if required.

Interaction begins Post two methods of dribbling in the game of

football
Provide positive and constructive feedback on the
team learners ‘views and ideas. Do this on the
discussion forum 1.2.2
E-moderator interventions 4 Ensure that learners are focused on the
contents and context of discussion.
5 Stimulate further learning and generation of
new ideas.
6 Provide feedback on the learning progress.
Close the e-tivity
Schedule and time This task should take 1hour
Next Heading

58
 LESSON 3

12.2.3 Heading

Heading – Contacting the ball with your head (forehead); usually to win the ball in the air

Teaching Points

Get in line with the flight of the ball

Keep your eyes on the ball until impact

Keep the neck stiff, and use the waist/back to move the head towards the ball

Eyes should be open, mouth closed

Contact should be made with the center of the forehead

To generate power and distance, arc the back

Extend your neck. The power of a header does not come from your neck muscles. Bend back
your entire body and then lunge forward to strike the ball

Keep your shoulder levelled and perpendicular to your aim

Arms out for balance and protection from other players in heading aerial challenges

59
E-tivity 1.2.3 – Dribbling
Numbering, pacing and sequencing 1.2.3
Title Heading
Purpose The purpose of this e-tivity is to enable you
demonstrate effective teaching progression involved
in heading

Brief summary of overall task Watch videos 1 and video 2 on these links
https://www.youtube.com/watch?v=Cg-gMXohWz0
https://www.youtube.com/watch?v=Cg-gMXohWz0a
and outline different methods of heading

Spark

Individual task

a) Record a clip of two minutes demonstrating

the skill of heading and save it in a portfolio
that can be accessed by your facilitator if
required.
b) Using bullet points summarize the teaching
points of heading

Interaction begins a) Post two methods/types of heading in the

game of football
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 1.2.3
E-moderator interventions 1) Ensure that learners are focused on the
contents and context of discussion.
2) Stimulate further learning and generation of
new ideas.
3) Provide feedback on the learning progress.

60
 4) Close the e-tivity
Schedule and time This task should take 1hour
Next Trapping and collecting

LESSON 4

TRAPPING AND COLLECTING

1.2.4 Trapping and collecting

Stopping and /or controlling the ball with the body. Absorb the ball for good control.

Chest, thigh and onstep are employed to control the ball that arrives in flight. The sole of the
foot, inside or outside of the foot are often used for ground balls.

61
E-tivity 12.2.4 – Trapping
Numbering, pacing and sequencing 1.2.4
Title Trapping
Purpose The purpose of this e-tivity is to enable you
demonstrate effective teaching progression involved
in trapping

Brief summary of overall task Watch videos 1, video 2 and video 3 on these links
https://www.youtube.com/watch?v=m3Oj6HXt8jQ
https://www.youtube.com/watch?v=yTAEopoG4HU
https://www.youtube.com/watch?v=YDSuJNjjPjc and
outline the different methods of ball trapping.

Spark

Individual task

a) After watching the videos summarize the

teaching points of trapping using the inside of
the foot, thigh and chest
b) Record a clip of two minutes demonstrating the
skill of trapping using the chest and save it in a
portfolio that can be accessed by your facilitator
if required.

Interaction begins a) Post two teaching points for trapping in the

game of football
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 1.2.3

62
 E-moderator interventions 1) Ensure that learners are focused on the
contents and context of discussion.
2) Stimulate further learning and generation
of new ideas.
3) Provide feedback on the learning progress.
4) Close the e-tivity
Schedule and time This task should take 1hour
Next Tackling

LESSON 5

1.2.5 Tackling and marking

Tackling is a defensive technique that is designed to dispossess an opponent from the ball so
that you or your teammate can gain ball possession. Tackling is usually accomplished by
blocking, poking, or sliding in a calculated effort to win the ball.

It requires sound judgment, assertive play and teamwork

63
E-tivity 1.2.5 – Tackling
Numbering, pacing and sequencing 1.2.5
Title Tackling
Purpose The purpose of this e-tivity is to enable you
demonstrate effective teaching progression involved
in tackling

Brief summary of overall task Watch videos 1 and video 2 on these links
https://www.youtube.com/watch?v=wsftt3dmbnE

https://www.youtube.com/watch?
v=3SVUHhf5nNA do’s and don’ts when you are
tackling

Spark

Individual task a) Record a clip of three minutes demonstrating

the skill of tackling and save it in a portfolio that
can be accessed by your facilitator if required.
b) After watching the videos and using bullet
points summarize the teaching points of tackling

Interaction begins a) Post the teaching points for tackling in the

game of football
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 1.2.5
E-moderator interventions 1) Ensure that learners are focused on the
contents and context of discussion.
2) Stimulate further learning and generation of
new ideas.

64
 3) Provide feedback on the learning progress.
4) Close the e-tivity
Schedule and time This task should take 1hour
Next Shooting

LESSON 6

SHOOTING

1.2.6 Shooting

It is a key element in soccer. Any part of the foot can be employed. The part of the foot
employed depends on whether the ball is rolling, or up in the air of which the volley must be
used. The technique of shooting includes accuracy, deception, discipline and optimal
concentration.

65
E-tivity 1.2.6 – Shooting
Numbering, pacing and sequencing 1.2.6
Title Shooting
Purpose The purpose of this e-tivity is to enable you
demonstrate teaching progression involved in
shooting

Brief summary of overall task Watch videos 1 and video 2 on these links
https://www.youtube.com/watch?v=X_bYbJi4agwv

https://www.youtube.com/watch?v=UXwUQmVLzik

and explain the technique of shooting

Spark

Individual task

a) Record a clip of three minutes of you

demonstrating the skill of tackling and save it in
a portfolio that can be accessed by your
facilitator if required.
b) After watching the videos and using bullet
points summarize the teaching points of
shooting

Interaction begins a) Post the basic technique of shooting in the

game of football

66
 b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 1.2.6
E-moderator interventions 1) Ensure that learners are focused on the
contents and context of discussion.
2) Stimulate further learning and generation of
new ideas.
3) Provide feedback on the learning progress.
4) Close the e-tivity
Schedule and time This task should take 1hour
Next Goalkeeping

LESSON 7

1.2.7 Goalkeeping

Defensively, the goalkeeper must know when and how to challenge, come off the line, and
cut off the attacker’s angle and effectively smoother and deflect shots. The goalkeeper is
allowed to clear the ball by throwing the ball or punting (a method of putting the ball back
into play by the goalkeeper after a save).

67
E-tivity 1.2.7 – Goalkeeping
Numbering, pacing and sequencing 1.2.7
Title Goalkeeping
Purpose The purpose of this e-tivity is to enable you
demonstrate effective teaching progression involved
in goalkeeping

Brief summary of overall task Watch videos 1 and video 2 on these links
https://www.youtube.com/watch?v=lpBF6gETKo8
https://www.youtube.com/watch?v=JyYoXXXTI-Q

and explain different techniques of goalkeeping

Spark

Individual task

a)After watching the videos and using bullet points

explain FIVE methods you can use to train a beginner in
goalkeeping

Interaction begins a) Post the fundamental skills of goalkeeping

in the game of football in the discussion
forum 1.2.7
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do

68
 this on the discussion forum 1.2.7
E-moderator interventions 1) Ensure that learners are focused on the
contents and context of discussion.
2) Stimulate further learning and generation of
new ideas.
3) Provide feedback on the learning progress.
4) Close the e-tivity
Schedule and time This task should take 1hour
Next Procedures of taking fouls and misconducts

LESSON 8

PROCEDURES FOR TAKING FOULS AND MISCONDUCTS

8.1 Introduction

Apart from learning the basic fundamental skills in soccer, you are also supposed to
demonstrate the procedures for taking fouls and misconducts. You are supposed to
understand that when a player commits a foul or some other form of misconduct or illegal
behavior, the opposing team is awarded either a throw-in, a corner kick, a penalty or a free
kick (direct or indirect). You are supposed to appreciate that failure to follow the right
procedures can make you or your teammate to be penalized. Therefore, this lesson introduces
you to the procedures for taking fouls and misconducts.

8.2 Lesson Learning Outcomes

8.2.1 Demonstrate the right procedure for taking a Throw-in

8.2.2 Demonstrate the right procedure for taking a corner kick

8.2.3 Demonstrate the right procedure for taking a penalty kick

8.2.4 Demonstrate the right procedure for taking free kicks

8.2.1 Throw-in

A throw-in is a method of restarting play.

69
A throw-in is awarded to the opponents of the player who last touched the ball when the
whole of the ball crosses the touch line, either on the ground or in the air.

A goal cannot be scored directly from a throw-in

Procedure of taking a throw-in

 At the moment of delivering the ball, the thrower:

 Faces the field of play

 Has part of each foot either on the touch line or on the ground outside the touch line

 Holds the ball with both hands

 Delivers the ball from behind and over his head

 Delivers the ball from the point where it left the field of play

 After delivering the ball, the thrower must not touch the ball again until it has touched
another player.

 The ball is in play when it enters the field of play

70
  E-tivity 8.2.1 – Throw-in
Numbering, pacing and sequencing 8.2.1
Title Throw-in
Purpose The purpose of this e-tivity is to enable you
demonstrate procedure for taking a throw-in

Brief summary of overall task Watch videos 1 and video 2 on these links
https://www.youtube.com/watch?
v=DRUAiHWWLRQ and
https://www.youtube.com/watch?v=wijnnnCK6Ms
and outline what can contribute to a player legally taking
a throw-in be penalised

Spark

Individual task

a) Outline the circumstance that leads to the award

of a throw-in
b) Record a clip for two minutes of yourself
demonstrating a throw-in and explain the
procedure of taking a throw-in and save it in a
portfolio that can be accessed by your facilitator

71
 if required.

Interaction begins a) Post the procedure of taking a throw- in in

the game of football in the discussion forum
8.2.1
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 8.2.1
E-moderator interventions 1) Ensure that learners are focused on the
contents and context of discussion.
2) Stimulate further learning and generation of
new ideas.
3) Provide feedback on the learning progress.
4) Close the e-tivity
Schedule and time This task should take 1hour
Next Corner kick
LESSON 8

CORNER KICK AND PENALTY

3.2.2 Corner kick

A corner kick is awarded when the whole of the ball passes over the goal line, either on the
ground or in the air, having last touched a player of the defending team, and a goal is not
scored.

A goal may be scored directly from a corner kick, but only against opposing team

Procedure of taking a corner kick

 The ball must be placed inside the corner arc nearest to the point where the ball
crossed the goal line

 The corner flag post must not be moved

 Opponents must remain at least 9.15 m (10yds) from the corner arc until the ball is in
play

 The ball must be kicked by a player of the attacking team

 The ball is in play when it is kicked and moves

72
  For good delivery, the player must approach the kick at an angle

 The kicker must not play the ball again until it has touched another player

E-tivity 8.2.2 – corner kick

Numbering, pacing and sequencing 8.2.2
Title Corner kick
Purpose The purpose of this e-tivity is to enable you
demonstrate procedure of taking corner kick

Brief summary of overall task Watch videos 1 and video 2 on these links
https://www.youtube.com/watch?v=efdxdNxqBQI

https://www.youtube.com/watch?v=0AvA0X7uLOo

and summarize the procedure of taking corner kick

Spark

Individual task

a) Record a clip for two minutes of yourself

demonstrating a corner kick and save it in a portfolio

73
 that can be accessed by your facilitator if required.

Interaction begins a) Post the procedure of taking a corner kick in

the game of football
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 8.2.1
E-moderator interventions 1) Ensure that learners are focused on the
contents and context of discussion.
2) Stimulate further learning and generation of
new ideas.
3) Provide feedback on the learning progress.
4) Close the e-tivity
Schedule and time This task should take 1hour
Next Penalty

8.2.3 Penalty kick

A penalty kick is awarded against a team that commits one of the ten offences for which a
direct free kick is awarded, inside its own goal area and while the ball is in play

A gaol may be scored directly from a penalty kick

Additional time is allowed for penalty kick to be taken at the end of each half or at the end of
periods of extra time.

Procedure of taking a penalty kick

The ball must be placed on the penalty mark

The player taking the penalty must be properly identified

The defending goalkeeper must remain on his own goal line, facing the kicker, between the
goalposts until the ball has been kicked

The players other than the kicker must be located:

 Inside the field of play

74
  Outside the penalty area

 Behind the penalty mark

 At least 9.15 m (10yds) from the penalty mark

 E-tivity8.2.3 – Penalty
Numbering, pacing and sequencing 8.2.3
Title Penalty kick
Purpose The purpose of this e-tivity is to enable you
demonstrate effective procedure of taking a penalty
kick

Brief summary of overall task Watch videos 1 and video 2 on these links
https://www.youtube.com/watch?v=8Rl4fCK_cHc
https://www.youtube.com/watch?v=bw8mfpRYU-w
and explain the technique of taking a penalty

Spark

Individual task

a) After watching the videos and using bullet points

outline the procedure of taking a penalty and save it in a

75
 portfolio that can be accessed by your facilitator if
required.

Interaction begins Post the procedure of taking a penalty in the game

of football in the discussion forum 8.2.1
Provide positive and constructive feedback on the
team learners ‘views and ideas. Do this on the
discussion forum 8.2.1
E-moderator interventions 1) Ensure that learners are focused on the
contents and context of discussion.
2) Stimulate further learning and generation of
new ideas.
3) Provide feedback on the learning progress.
4) Close the e-tivity
Schedule and time This task should take 1hour
Next Free kicks

LESSON 9

8.2.4 Free kicks

Free kicks are either direct or indirect

Procedure

For both direct and indirect kicks:

1. (a) Free kick inside the penalty area

Direct or indirect free kick to the defending team:

 The ball must be stationery when the kick is taken

 The kicker must not touch the ball again until it has been touched by another
player

 All opponents must be at least 9.15 m (10yds) from the ball.

 All opponents must remain outside the penalty area until the ball is in play

76
  The ball is in play when it is kicked directly out of the penalty area

 A free kick awarded in the goal area may be taken from any point inside that
area

(b) Free kick outside the penalty area

 All opponents must be at least 9.15 m (10 yds) from the ball until it is in play

 The ball is in play when it is kicked and moves

 The free kick is taken from the place where the infringement occurred or from
the position of the ball when the infringement occurred (according to
infringement)

(c) Indirect free kick to the attacking team

 All opponents must be at least 9.15 m (10 yds) from the ball until it is in play,
unless they are on their own goal area line between the goalposts

 The ball is in play when it is kicked and moves

 An indirect free kick awarded inside the goal area must be taken on the goal
area line parallel to the goal line at the point nearest to where the infringement
occurred

 E-tivity 8.2.4 – Free kicks

Numbering, pacing and sequencing 8.2.4
Title Free kicks
Purpose The purpose of this e-tivity is to enable you
demonstrate effective procedure of taking direct and
indirect free kick

Brief summary of overall task Watch videos 1 and video 2 on these links
https://www.youtube.com/watch?v=xWfGAnUNgIs

https://www.youtube.com/watch?v=BFy9g7UJo5Q

and outline the different types of direct free kicks

77
 Spark

Individual task

a) Using bullet points, outline any offenses

committed by the goalkeeper while inside his
own penalty area that can lead to the award of
an indirect free kick
b) Differentiate between direct and indirect free
kick.

Interaction begins a) Post the procedure of taking direct and

indirect free kicks in the game of soccer in
the discussion forum 8.2.4
b) Provide positive and constructive feedback
on the team learners ‘views and ideas. Do
this on the discussion forum 8.2.4
E-moderator interventions 1) Ensure that learners are focused on the
contents and context of discussion.
2) Stimulate further learning and generation of
new ideas.
3) Provide feedback on the learning progress.
4) Close the e-tivity
Schedule and time This task should take 1hour
Next Exam

https://www.tandfonline.com/doi/pdf/10.1080/19406940.2015.1023823

78
Byron K and Chepyator J. R (2015). Sports policy in Kenya: Deconstruction of colonial and
post-colonial conditions. International Journalof Sport Policy and Politics. 7; 2, 301-313.
Doi:10.1080/19406940.2015.1023823

ADDITIONAL E-RESOURCES

Journal Articles

Wong P,Hong Y (2005). Soccer injury in the lower extremities. British Journal of Sports
Medicine.39: 473-482. Doi: 1136/bjsm.2004.015511

Daniel P,Herbst M,Ingelfinger P, Simon P and Tug S (2016). Analysis of injury incidences in
professional adult and elite youth soccer players: A systematic review. Journal of Athletic
Training. Doi: 10.4085/1062-6050-51.6.03

Li w,Dervent F and Xie X (2018). Soccer techniques and tactics for third-through eighth-
grade students in physical education. Journal of physical education, Recreation and Dance.
89: 23-28. https://www.tandfonline.com/doi/abs/10.1080/07303084.2018.1503121?
src=recsys&journalCode=ujrd20

E- RESOURCES

Playing soccer. (2015). www.footy4kids.co.ke.

Soccer strategies. (2015). www.talksoccer.co.uk.

Soccer- Preventing injuries 2014.

https://www.betterhealth.vic.gov.au/health/HealthyLiving/soccer-preventing-injury

The International Football Association Board (IFAB). Laws of the Game 2015/2016. Zurich,
Switzerland. www.FIFA.com.

http://www.football-bible.com/soccer-info/football-referee-hand-signals.html.

Video Links

https://www.youtube.com/watch?v=xWfGAnUNgIs

https://www.youtube.com/watch?v=BFy9g7UJo5Q

https://www.youtube.com/watch?v=xpsdxpyYeLg

https://www.youtube.com/watch?v=h6xyvTIHdXs

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SECTION A: HOCKEY

Answers to the assessment questions

Lesson one

1. B 2.B 3.A 4C

LESSON 2

1. C 2.B 3.A 4.D

LESSON 3

1. D 2.A 3B 4.D

LESSON 4

1. B 2.A 3.D

80
LESSON 5

1. D 2D 3.B

LESSON 6

1. A 2.C 3C

LESSON 7

1. A 2.B 3.A

LESSON 8

1. D 2.B 3.A

SECTION C: SOCCER

ANSWERS TO LESSON ASSESSMENT

1.3 Answer

1. D
2. D
3. D
4. A

___________________________________________________________________________

2.3 Answers

1. A
2. B
3. D

___________________________________________________________________________

3.3 Answers

81
 1. A
2. D

__________________________________________________________________________

4.3 Answers

1. A
2. D
3. C
4. A

___________________________________________________________________________

5.3 Answers

1. A
2. A

6.3 Answers

1. D
2. D
3. D
4. D

__________________________________________________________________________-

7.3 Answers

1. D
2. A
3. D
4. D

______________________________________________________________________

9.3 Answers

82
1. D
2. D
3. D

83