Throw-In

In professional soccer, throw-ins are important as they offer a strategic way to restart play and can be used to gain territory, maintain possession, or create scoring opportunities. Mastery of the throw-in technique allows teams to capitalize on these restarts effectively and integrate them into their overall game strategy.

Objectives

Students will learn the proper technique and rules for performing a throw-in in soccer and understand the physics behind the skill.

Materials

  • Soccer ball
  • Cones
Throw-In

Academic Standards

Grade 6
PE 6.3.A The student is expected to demonstrate correct technique when throwing to a moving target.
Grade 7
Math 7.11.C The student is expected to write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships.

PE 7.3.A The student is expected to apply correct throwing techniques with distance, power, and accuracy while both partners are moving during dynamic activities, game situations, and sports.
Grade 8
PE 8.3.A The student is expected to combine appropriate throwing techniques during game situations and sports.

Throw-In

Discussion Questions

  • What is a throw-in?
  • How can understanding the physics of throw-ins give a player an advantage during a game?
  • Why might a team use a long throw-in as a tactical weapon, especially near the opponent's goal?

Reflection Questions

  • How does changing the angle of your throw affect the distance the ball travels?
  • What was the most challenging part of executing a proper throw-in?
  • Why is it important to use both hands and keep both feet on the ground during a throw-in?

Answer Key

Students’ responses should reflect their own data from their throw-ins.

Throw-In
Throw-In

Setup

  • Set up targets at 5, 10 and 15 yards from a starting point. This point will serve as the position each student will attempt a throw-in.

Vocabulary

Throw-in: Awarded to the opponents of the player who last touched the ball when the whole of the ball passes over the touchline, on the ground or in the air, or when the referee penalises a player for delaying the taking of a throw-in for their team.

Throw-In

Activity

  • Start the lesson by leading students in a short discussion to assess what they already know about throw-ins.
    • Use the questions provided as a jumping-off point, or come up with your own.
  • Explain the basic rules and technique of a throw-in:
    • Rules: Both feet must be on or behind the touchline, both hands must be used, and the ball must be thrown from behind and over the head.
    • Body Position: Stand facing the field, feet shoulder-width apart, with weight evenly distributed.
    • Throwing Motion: Use a smooth, continuous motion to bring the ball from behind the head and release it towards the field.
  • Explain the types of throw-ins:
    • Short Throw: Aimed at a nearby teammate, focusing on accuracy and quick release.
    • Long Throw: Used to cover more distance, often into the penalty area, utilizing more power and a longer run-up.
  • Explain the physics and math concepts connected to throw-ins:
    • Force and Motion: The force applied to the ball during a throw-in determines its speed and distance.
    • Trajectory and Angles: The angle of release affects the ball’s path; a steeper angle results in a higher arc, while a shallower angle produces a flatter trajectory.
    • Momentum: The combination of the thrower’s body movement and the force applied to the ball contributes to its momentum.
    • Velocity and Distance: Calculating the velocity needed to reach different distances on the field.
    • Angle Optimization: Determining the optimal angle of release for achieving maximum distance or accuracy.
    • Parabolic Motion: Understanding the parabolic trajectory of the ball when thrown.
  • Show students the video below, then discuss what was learned.
  • Throw-in activity:
    • For the next part of the lesson, students will attempt to complete three types of throw-ins from various angles.
    • Students will attempt throw-ins straight onto the field (0 degrees), slightly to the left (45 degrees left), and slightly to the right (45 degrees right).
    • Each throw-in attempt will have ten throws. It may be best to split students into groups of 5 or 10, depending on your class size. Ensure that all students have a chance to attempt all three throws.
    • Students will record which throws land inside the intended target as they complete the throws.
      • At the end of the lesson, you can take this a step further and have students create a visual or find the average number of targets hit. Make the connection to what you are currently working on in math.
  • Lead students in a short reflection at the end of the activity using the questions provided or your own.

Additional Teaching Notes:

  • How to write a fraction:
    • Numerator (the number above the line)
    • Denominator (the number below the line)
    • Fraction bar (the line separating the numerator and denominator)
    • So, if a student made 4 out of 5 throws, it would be written as: 4/5
  • How to calculate percentage using a fraction
    • Divide the numerator with the denominator and multiply the result by 100.
    • Example, for 4/5: (4 ÷ 5) x 100 = 80%

Additional Activity

  • Play out a scenario where students have to throw-in to continue the game. Before throwing the ball, ask students if they would attempt a short or long throw, and which direction they’d throw based on the positions of their teammates as well as opponents. Then, ask students to continue the game to see if their decision was the right strategy. Additionally, watch a video compilation of throw-ins to analyse the different strategies players used to successfully lead to a goal.
Throw-In