LEARN NC

K–12 teaching and learning · from the UNC School of Education

Quad soccer

This is a fun variation of indoor soccer. There are four goals and teams instead of only two.

A lesson plan for grades 6–8 Healthful Living

By Clay Mohr

Learn more

Related pages

  • Super casino basketball: Students will demonstrate skills in dribbling, shooting, and defense by participating in a game that promotes cooperation and sportsmanship.
  • Dream Team basketball stations: Students will refine their basic skills of basketball by participating in a variety of basketball stations.
  • Dribbling a ball with a hand: After this lesson, student should be aware of 4 critical components of dribbling a ball (on the side, no higher than waist, pushing the ball down, and looking up) and be able to dribble a ball applying at least 3 of them.

Related topics

Help

Please read our disclaimer for lesson plans.

Legal

The text of this page is copyright ©2008. See terms of use. Images and other media may be licensed separately; see captions for more information and read the fine print.

Learning outcomes

Students will:

  • pass, trap, kick, and dribble a soccer ball
  • communicate and work together as a team

Teacher planning

Time required for lesson

35 minutes

Materials/resources

  • four Nerf or Gator balls (blue, red, yellow, and green)
  • four sets of tops to match color of balls
  • four sets of colored cards, three of each color
  • four indoor soccer or hockey goals

Pre-activities

The students will need to know the rules of soccer. They will also need to be able to execute basic soccer skills including trapping, kicking, passing, and dribbling.

Activities

  1. Warm-up: Stretches and jogging for four minutes.
  2. Divide the class into four teams.
  3. Distribute different colored tops to match color of ball for each team:
    • green tops—green ball
    • blue tops—blue ball
    • yellow tops—yellow ball
    • red tops—red ball
  4. Choose four goalies and give them the different colored cards needed.
    • green goalie—blue, yellow, and red cards
    • blue goalie—green, yellow, and red cards
    • yellow goalie—green, blue, and red cards
    • red goalie—green, blue, and yellow cards
  5. Each team stands in front of their designated goal.There are five players and one goalie for each team. If there are extra players, they sub in periodically. See the attached picture for a diagram.
  6. On the whistle, each team tries to score a goal at every other goal. When they score, that goalie gives the team a card of their color.
  7. When a team scores once at every other goal, they give their cards to the referee. That team gets a point for that round. The teams go back to their starting goals, cards are given back to the goalies, and a new round starts on the whistle.
  8. When time is up, the team with the most points wins.

Assessment

Individual:

  • Teacher observation of proper execution of soccer skills during play.
  • Have students demonstrate and explain different skills that were used.
  • Written quiz on rules and skills.
  • Skills test

Team:

  • Ask the students if they came up with any plan or methods to effectively score that were better than other ways. (What worked and what didn’t?)

Supplemental information

Comments

To the best of our knowledge, this is an original activity.

North Carolina curriculum alignment

Healthful Living Education (2006)

Grade 6

  • Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1).
    • Objective 6.04: Demonstrate beginning strategies through small-sided games for net and invasion games.
    • Objective 6.05: Demonstrate increasing competence in more advanced specialized skills.
  • Goal 7: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities (NASPE Standard 2).
    • Objective 7.04: Use basic understanding of the knowledge of offensive and defensive strategies in activity settings.
  • Goal 10: Exhibits responsible personal and social behavior that respects self and others at the same time as values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction (NASPE Standard 5 & 6).
    • Objective 10.04: Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities.

Grade 7

  • Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1).
    • Objective 6.04: Demonstrate strategies in a variety of games and sports.
    • Objective 6.05: Demonstrate competence in skills needed for team sports through small-sided games.
  • Goal 7: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities (NASPE Standard 2).

Grade 8

  • Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1).
    • Objective 6.04: Demonstrate competence in advanced skills needed for team or dual games and sports.
    • Objective 6.05: Demonstrate competence in advanced skills needed for individual physical activity such as creating open space on offence or defensive strategies in a variety of activities.
  • Goal 7: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities (NASPE Standard 2).
    • Objective 7.01: Understand and apply offensive and defensive strategies in relation to physical activities.
  • Goal 10: Exhibits responsible personal and social behavior that respects self and others at the same time as values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction (NASPE Standard 5 & 6).
    • Objective 10.04: Work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.

  • North Carolina Essential Standards

    • Healthful Living (2010)

      • Motor Skills Development

        • 6.MS.1 Apply competent motor skills and movement patterns needed to perform a variety of physical activities. 6.MS.1.1 Use some specialized skills that are refined and appropriate for modified game play. 6.MS.1.2 Integrate locomotor and manipulative skills...
        • 7.MS.1 Apply competent motor skills and movement patterns needed to perform a variety of physical activities. 7.MS.1.1 Execute complex combinations of movement specific to game, sport, or physical activity settings games in at least one of the following activities...
        • 8.MS.1 Apply competent motor skills and movement patterns needed to perform a variety of physical activities. 8.MS.1.1 Execute proficiency in some complex combinations of movement specific to game, sport, or physical activity settings in at least two of the...

      • Movement Concepts

        • 6.MC.2 Understand concepts, principles, strategies and tactics that apply to the learning and performance of movement. 6.MC.2.1 Apply principles of practice and conditioning that enhance movement performance. 6.MC.2.2 Explain the mechanics of various skills...
        • 7.MC.2 Understand concepts, principles, strategies and tactics that apply to the learning and performance of movement. 7.MC.2.1 Apply concepts from other disciplines, such as physics, to movement skills. 7.MC.2.2 Contrast information from a variety of sources,...
        • 8.MC.2 Understand concepts, principles, strategies and tactics that apply to the learning and performance of movement. 8.MC.2.1 Integrate increasingly complex discipline-specific knowledge, such as biomechanics, with movement skills. 8.MC.2.2 Compare movement...