Lesson 2 - Attacking Principles in Games
Strategic Thinking: Treasure Games
•Year 1
•Invasion Games
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How can I move cleverly to avoid defenders and collect treasure safely?
Learning Objectives
- To apply simple attacking principles in game situations
- To understand when and why we attack during games
- To develop dodging and evasion skills while moving with confidence
Key Outcomes
- Students will be able to move into spaces avoiding other students
- Students will understand the role of an attacker in games
- Students will apply simple attacking strategies during gameplay
Equipment & Resources Required
Place around perimeter of playing area as home bases
Alternative: Cones, markers, or chalk circles
Start in centre pile, unlimited supply for collecting
Alternative: Soft balls, foam blocks, or bean bags
Introduced later for strategic play development
Alternative: Different coloured cones, special bean bags
For identifying defenders in later activities
Alternative: Bands, sashes, or different coloured tops
Key Vocabulary
A player who tries to score points or collect objects
A player who tries to stop attackers from scoring
Changing direction quickly to avoid being caught
A plan for how to play the game successfully
What happens when rules are broken or followed
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic movement skills - running, stopping, starting
- Understanding of personal space
- Ability to follow simple instructions
Current Skills
- Dodging and evasion techniques
- Simple attacking principles
- Game strategy awareness
- Rule understanding and consequence awareness
Next Steps
- More complex attacking patterns
- Defending principles
- Team-based attacking strategies
- Advanced spatial awareness
Milestone Indicators
Key Teaching Points
- Strategic thinking develops through questioning and reflection, not just playing
- Allow students to discover that taking from others can be more efficient than centre collection
- Emphasise that good attackers think before they move and adapt their strategies
- Connect dodging skills from warm-up to strategic movement in games
- Celebrate different successful strategies rather than just fastest or highest scoring
- Use vocabulary consistently - attacker, defender, strategy, consequences
- Build complexity gradually from simple rules to strategic decision-making
Common Misconceptions
- Attacking means being aggressive - actually requires smart, thoughtful movement
- Fastest students always win - strategy and decision-making are equally important
- Taking from others is unfair - it's part of strategic thinking when rules allow it
- Good attackers only focus on scoring - they also need to protect what they have
- Games are just about winning - they're about learning and applying principles
SEN Adaptations
ADHD
- Shorter activity bursts, clear physical boundaries, regular movement breaks
dyspraxia
- Larger equipment for easier handling, simplified movement patterns, extra practice time
autism spectrum
- Clear routine structure, visual rule cards, quiet spaces available for breaks
visual impairment
- Use brightly coloured equipment, verbal descriptions of positioning, buddy system for navigation
hearing impairment
- Visual signals for start/stop, demonstration-based teaching, written rule reminders
physical disability
- Seated treasure collection version, modified distances, alternative collection tools
Cross-Curricular Links
Maths
Counting objects and points, comparing quantities, simple addition for scoring
Science
Forces and motion during running and dodging, cause and effect relationships
Geography
Spatial awareness, directions and positioning, mapping movement around spaces
PSHE
Fair play, decision-making, resilience when strategies don't work, respect for others
Teacher Guidance
Positioning
Move around the perimeter of the playing area to observe all students while staying clear of game play
Observation Focus
Watch for strategic thinking development, safe movement patterns, and positive social interactions
Intervention Points
Step in when rules are unclear, conflicts arise, or unsafe behaviour occurs
Demonstration Notes
Use students as positive examples whenever possible, demonstrate strategies clearly and slowly, connect actions to thinking
Verbal Cues
- •'Think before you move!'
- •'Where's the best space to go?'
- •'Remember - gentle interactions only!'
- •'What's your strategy?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space, indoor hall or outdoor playground
Surface Check
Non-slip surface, clear of obstacles, appropriate for running activities
Equipment Safety
Safety Checks
- •Beanbags and cones checked for damage or sharp edges
- •Hoops placed securely and checked for cracks
- •Equipment stored safely when not in use
Risk Management
Key Risks
- •Collisions when multiple students move to centre simultaneously
- •Slips and falls during quick direction changes
- •Conflicts over treasure collection rights
- •Overexcitement leading to unsafe play
Risk Mitigation
- •Clear boundaries established and communicated
- •Gentle tagging and interaction rules emphasised
- •Progressive skill building from simple to complex rules
- •Continuous monitoring of student behaviour and energy levels
Supervision & Emergency Procedures
Supervision Points
- •Position at edge of playing area for full field of view
- •Move around perimeter to monitor all interactions
- •Focus attention on centre area during treasure collection
- •Watch for signs of fatigue or frustration
Emergency Procedures
Clear stop signal established, first aid kit accessible, alternative quiet activities prepared for students who need breaks