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Lesson 2 - Attacking Principles in Games

Strategic Thinking: Treasure Games

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Year 1

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Invasion Games

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45 min

Big Question

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

Hoops

30 (1 per student)

Place around perimeter of playing area as home bases

Alternative: Cones, markers, or chalk circles

Bean bags

55 pieces

Start in centre pile, unlimited supply for collecting

Alternative: Soft balls, foam blocks, or bean bags

Items

7.5 pieces

Introduced later for strategic play development

Alternative: Different coloured cones, special bean bags

Coloured Bibs

6-8 pieces

For identifying defenders in later activities

Alternative: Bands, sashes, or different coloured tops

Key Vocabulary

Attacker

A player who tries to score points or collect objects

Defender

A player who tries to stop attackers from scoring

Dodging

Changing direction quickly to avoid being caught

Strategy

A plan for how to play the game successfully

Consequences

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

Consistent dodging movements

Strategic decision-making during games

Understanding of game consequences

Confident movement in game situations

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