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Lesson 3 - Tracking and Intercepting

Ball Control Foundations

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Year 1

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Invasion Games

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45 min

Big Question

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

Coloured Bibs

10-15

Have two different colours ready for team games

Alternative: Different coloured t-shirts, arm bands

Large Soft Balls

6-8

Ensure balls are suitable for rolling on floor

Alternative: Playground balls, large bean bags

Dish Cones

12-15

Use bright colours for clear visibility

Alternative: Spots, small hoops, beanbags

Goals

Place at end lines of playing areas

Alternative: Hoops, cones, marked areas on wall

Key Vocabulary

Track

To follow and watch an opponent's movements carefully

Intercept

To catch or stop a ball that was meant for someone else

Sideways position

Standing with your side towards someone so you can see two things at once

Defender

The person trying to stop the other team from scoring

Attacker

The person trying to get the ball and score

Feinting

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

Can maintain sideways body position consistently

Successfully intercepts 2-3 out of 5 simple passes

Shows awareness of when to attack or defend

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