Lesson 6 - Applying Attack and Defence Skills
Ball Control Foundations
•Year 1
•Invasion Games
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How can we work together as a team to keep the ball and score whilst stopping the other team?
Learning Objectives
- To apply attacking and defending skills in small-sided games
- To compete with spatial awareness in team invasion games
- To pass and move decisively under pressure
Key Outcomes
- Students will demonstrate improved decision-making in attack and defence
- Students will show better spatial awareness when moving without the ball
- Students will apply passing and moving skills in competitive situations
Equipment & Resources Required
Pre-inflate to correct pressure, check for damage
Alternative: Footballs, netballs, or playground balls
4 different colours needed for assessment activity
Alternative: Markers, spots, or chalk lines
Ensure clear colour distinction between teams
Alternative: Coloured bands or t-shirts
Mix of attainment and achievement-based rewards
Alternative: Verbal praise, team points, high-fives
Key Vocabulary
Understanding where you are in relation to teammates, opponents and boundaries
Passing the ball then immediately moving to a new position
To catch or take the ball when it's being passed between opponents
When your team has control of the ball
The area at each end of the court where teams try to score
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and passing techniques
- Understanding of simple game rules
- Awareness of teammates and opponents
Current Skills
- Applying skills under pressure
- Working as part of a team unit
- Making quick decisions with the ball
Next Steps
- Advanced tactical understanding
- Leadership in team situations
- Complex game strategies
Milestone Indicators
Key Teaching Points
- Emphasise no physical contact throughout all activities for safety
- Constantly reinforce spatial awareness - 'find the space, use the width'
- Encourage immediate movement after passing - 'pass and move'
- Develop decision-making: 'think ahead, have a plan when you get the ball'
- Build game understanding: 'watch the ball AND watch your player'
- Promote teamwork: 'work together, help each other succeed'
- Foster resilience: 'mistakes help us learn, keep trying!'
Common Misconceptions
- Students think they must always pass immediately - teach when to dribble vs when to pass
- Defenders believe they should always follow the ball - teach marking players and space
- Attackers bunch together thinking it helps - emphasise spreading out creates space
- Students think faster is always better - teach composure and decision-making time
- Players believe individual skill is most important - reinforce teamwork over individual play
SEN Adaptations
ADHD
- Keep activities short and varied, provide frequent feedback and encouragement, use clear boundaries and rules
dyspraxia
- Use larger equipment, slow down demonstrations, provide extra practice time, simplify movement patterns initially
autism spectrum
- Provide clear structure and routine, use visual schedule of activities, offer quiet zone for breaks if needed
visual impairment
- Use bright coloured balls and bibs, provide verbal descriptions of court layout, assign sighted buddy for guidance
hearing impairment
- Use clear visual signals for game starts/stops, demonstrate all instructions, provide written game rules
physical disability
- Modify to seated games where possible, use larger/softer balls, reduce court size for wheelchair users
Cross-Curricular Links
English
Communication during games, following complex instructions, vocabulary development
Maths
Counting during 5-second rule, measuring court dimensions, calculating scores and statistics
Science
Forces in passing and movement, reaction times in defending, heart rate changes during activity
Geography
Spatial awareness and positioning, understanding of directions and boundaries
PSHE
Teamwork and cooperation, resilience when defending, fair play and rule-following
Teacher Guidance
Positioning
Move around perimeter for optimal viewing of all activities, central position during explanations
Observation Focus
Watch for spatial awareness, decision-making speed, and application of passing/moving principles
Intervention Points
Step in when students show frustration, provide immediate feedback for safety issues, demonstrate when groups struggle
Demonstration Notes
Use students who demonstrate good practice to model for others, show clear contrasts between good and poor positioning
Verbal Cues
- •'Find the space!'
- •'Pass and move quickly!'
- •'Think ahead - what's your plan?'
- •'Use your eyes to scan the area!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full netball court (25m x 15m) or marked rectangular area with clear boundaries
Surface Check
Dry, even surface free from hazards, appropriate for running and quick direction changes
Equipment Safety
Safety Checks
- •Balls correctly inflated and checked for damage
- •Cones stable and positioned safely away from playing action
- •Bibs/pinnards in good condition without sharp edges or fastenings
Risk Management
Key Risks
- •Collisions during tag activities and games
- •Slips and falls on court surface
- •Contact during defending activities
- •Ball strikes to head or body
Risk Mitigation
- •Clear 'no contact' rule emphasised throughout
- •Adequate spacing between activity groups
- •Boundaries clearly marked and explained
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position to see all groups during small-sided activities
- •Monitor for signs of frustration or aggressive play
- •Watch for fatigue during intense game periods
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, ensure other students are safe and supervised