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Lesson 7 - Staying with Players in Defence

Team Challenges & Skills

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Year 1

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Invasion Games

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45 min

Big Question

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

Base Stations

Use to mark boundaries, starting positions, and game areas

Alternative: Plastic cones, bean bags, or spot markers

Balls

15 (1 per 2 students)

Ensure balls are appropriate size for Year 1 hands

Alternative: Soft foam balls, bean bags for rolling practice

Team bibs

8 sets (different colours)

Clearly distinguish teams in group activities

Alternative: Different coloured t-shirts, arm bands, or house colours

Key Vocabulary

Defending

When your team doesn't have the ball and you're trying to get it back

Attacking

When your team has the ball and you're trying to score

Marking

Staying close to an opponent to stop them getting the ball

Interception

Catching or stopping a pass meant for the other team

Base station

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

Can maintain close contact with marked player for 30+ seconds

Demonstrates correct sideways defensive stance

Successfully intercepts 2-3 passes during game play

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