Lesson 7 - Staying with Players in Defence
Team Challenges & Skills
•Year 1
•Invasion Games
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How can we stay close to our opponent to stop them from getting the ball?
Learning Objectives
- To develop the ability to stay with a player when defending
- To understand the difference between attacking and defending roles
- To apply marking skills in game situations
Key Outcomes
- Students will demonstrate close marking of opponents
- Students will recognise when they are attacking or defending
- Students will show improved defensive positioning and movement
Equipment & Resources Required
Use to mark boundaries, starting positions, and game areas
Alternative: Plastic cones, bean bags, or spot markers
Ensure balls are appropriate size for Year 1 hands
Alternative: Soft foam balls, bean bags for rolling practice
Clearly distinguish teams in group activities
Alternative: Different coloured t-shirts, arm bands, or house colours
Key Vocabulary
When your team doesn't have the ball and you're trying to get it back
When your team has the ball and you're trying to score
Staying close to an opponent to stop them getting the ball
Catching or stopping a pass meant for the other team
A cone or marker that shows where players should position themselves
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of ball handling and rolling
- Awareness of space and movement
- Simple team game concepts
Current Skills
- Close marking and player tracking
- Defensive positioning and footwork
- Understanding of attacking vs defending roles
Next Steps
- More complex defensive strategies
- Team defensive positioning
- Advanced interception techniques
Milestone Indicators
Key Teaching Points
- Defenders should stay close enough to touch their attacker but not so close as to impede movement
- Sideways defensive stance allows vision of both ball and opponent
- Quick, small steps are more effective than big strides for marking
- Understanding attacking vs defending roles is fundamental to team games
- Fair play and honesty are essential for successful self-managed games
- Interception requires timing, positioning and safe technique
- Communication between teammates improves defensive effectiveness
Common Misconceptions
- Students think defenders should grab or hold onto attackers - teach appropriate contact
- Belief that defenders should guard the ball rather than the player - emphasise player marking
- Assumption that bigger steps are better for keeping up - demonstrate quick shuffle steps
- Confusion about when teams switch between attacking and defending - reinforce possession-based role changes
- Thinking that interception always means diving for the ball - teach safe, controlled interception techniques
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and expectations, use movement purposefully to maintain focus
dyspraxia
- Simplify movement patterns initially, provide extra practice time, use larger equipment to improve success rate
autism spectrum
- Provide clear structure and routine, use visual schedule for lesson segments, offer quiet space if needed for regulation
visual impairment
- Use brightly coloured equipment and bibs, provide clear verbal descriptions of positioning, assign sighted peer partners for guidance
hearing impairment
- Use clear visual signals for start/stop, demonstrate all instructions, position facing student when giving directions
physical disability
- Modify movement requirements to walking pace, allow seated participation where appropriate, adapt equipment size and weight
Cross-Curricular Links
Science
Understanding forces and motion during quick direction changes, discussing balance and stability in defensive stance
Geography
Spatial awareness and mapping positions on court, understanding concepts of territory and boundaries in games
PSHE
Developing honesty and fair play, building teamwork skills, showing respect for opponents and teammates
Teacher Guidance
Positioning
Stand where you can see all students, move around groups during activities to provide individual feedback
Observation Focus
Watch for correct defensive stance, appropriate marking distance, and positive interactions between students
Intervention Points
Step in when students show confusion about rules, inappropriate contact, or need technique clarification
Demonstration Notes
Always demonstrate defensive positions clearly, show correct interception technique, model positive sporting behaviour throughout
Verbal Cues
- •'Quick feet to stay close!'
- •'Turn sideways to see ball and player!'
- •'Gentle touches only!'
- •'Switch roles - you're defenders now!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m clear space for whole class activities, plus separate 7x7m areas for group games
Surface Check
Even, non-slip surface free from obstacles, adequate grip for quick direction changes
Equipment Safety
Safety Checks
- •Base stations checked for stability and no sharp edges
- •Playground balls appropriately inflated and suitable for rolling
- •Team bibs/bands checked for tears or choking hazards
Risk Management
Key Risks
- •Collisions during quick direction changes and marking
- •Slips during rapid stopping and starting movements
- •Contact between players during close marking
- •Frustration leading to inappropriate physical contact
Risk Mitigation
- •Establish clear boundaries and adequate spacing between groups
- •Emphasise controlled movement and appropriate contact
- •Teach safe interception techniques avoiding lunging
- •Regular reminders about gentle touches and fair play
Supervision & Emergency Procedures
Supervision Points
- •Position to observe multiple groups simultaneously
- •Monitor closely during competitive elements for safety
- •Watch for signs of frustration or inappropriate behaviour
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation routes maintained