Lesson 3 - Tracking and Intercepting
Ball Control Foundations
•Year 1
•Invasion Games
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can I use my body position to be a clever defender?
Learning Objectives
- To track an opponent effectively using body position
- To intercept passes by reading the game
- To apply attacking and defending skills in game situations
Key Outcomes
- Students will be able to track an opponent by positioning their body sideways
- Students will demonstrate intercepting passes by moving to cut off the ball
- Students will show understanding of when to attack and when to defend
Equipment & Resources Required
Have two different colours ready for team games
Alternative: Different coloured t-shirts, arm bands
Ensure balls are suitable for rolling on floor
Alternative: Playground balls, large bean bags
Use bright colours for clear visibility
Alternative: Spots, small hoops, beanbags
Place at end lines of playing areas
Alternative: Hoops, cones, marked areas on wall
Key Vocabulary
To follow and watch an opponent's movements carefully
To catch or stop a ball that was meant for someone else
Standing with your side towards someone so you can see two things at once
The person trying to stop the other team from scoring
The person trying to get the ball and score
Pretending to go one way before going another way
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can move safely in different directions
- Can roll and receive a ball with support
- Understands basic rules of simple games
Current Skills
- Tracking an opponent using body position
- Intercepting passes by reading the game
- Positioning body sideways to see ball and opponent
Next Steps
- More complex defensive strategies
- Communication in defensive situations
- Applying defensive skills in competitive games
Milestone Indicators
Key Teaching Points
- Emphasise sideways body position for effective defending throughout the lesson
- Use 'one eye on ball, one eye on opponent' phrase consistently
- Encourage communication and teamwork in all activities
- Focus on effort and improvement rather than just success
- Connect skills from simple practices to game applications
- Provide specific, actionable feedback during activities
- Celebrate both individual achievements and team cooperation
Common Misconceptions
- Students think defenders should face the attacker directly - teach sideways position instead
- Students believe they must stay in one place when defending - show how to move to intercept
- Students think intercepting means catching - emphasise getting in the ball's path
- Students focus only on the ball - teach dual awareness of ball and opponent
- Students think defence is less important than attack - emphasise defence leads to attack opportunities
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries, regular positive feedback, movement breaks as needed
dyspraxia
- Simplified movements initially, extra practice time, larger target areas, step-by-step skill breakdown
autism spectrum
- Clear routine structure, visual schedule of activities, quiet spaces available, consistent instructions
visual impairment
- Use brightly coloured balls and equipment, provide clear verbal descriptions, buddy system for guidance
hearing impairment
- Use visual demonstrations, hand signals for instructions, written prompt cards available
physical disability
- Modified equipment size, reduced activity area, seated alternatives for activities where appropriate
Cross-Curricular Links
English
Following instructions, communicating with teammates, using descriptive language for movements
Maths
Counting successful interceptions, measuring distances for activities, understanding angles and positioning
Science
Forces and motion when intercepting balls, understanding how the body moves and balances
PSHE
Teamwork and cooperation, supporting others, celebrating different achievements, building confidence
Teacher Guidance
Positioning
Move around the space to observe all groups, position centrally during demonstrations
Observation Focus
Watch for correct sideways defensive stance, safe movement, and positive teamwork
Intervention Points
Step in if students not understanding concepts, unsafe play, or exclusion occurring
Demonstration Notes
Use exaggerated movements to show key skills, involve students in demonstrations, check understanding before activities
Verbal Cues
- •'Sideways like a crab to see both ways!'
- •'Step into the ball's path!'
- •'Talk to your team!'
- •'One eye on ball, one on player!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space minimum 15m x 20m, or outdoor playground area
Surface Check
Even surface free from holes, wet patches, and obstacles
Equipment Safety
Safety Checks
- •Balls suitable for rolling at ground level only
- •Cones with rounded edges and stable base
- •Bibs in good condition without loose threads
- •Goals or targets securely positioned
Risk Management
Key Risks
- •Collisions between students during chasing games
- •Tripping over equipment or boundary markers
- •Overexertion during continuous activity
- •Aggressive play during competitive games
Risk Mitigation
- •Clear boundaries established and maintained
- •Emphasis on controlled movement and safe tagging
- •Regular rest periods between activities
- •Positive behaviour expectations established early
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during activities
- •Move around during games to monitor safety
- •Watch for students becoming overheated or tired
- •Ensure inclusive participation for all abilities
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact school office if needed