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Lesson 7 - Defending and Staying with a Player

Ball Control & Team Tactics

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Year 2

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Invasion Games

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45 min

Big Question

How can we stay close to attackers to help our team win the ball?

Learning Objectives

To be able to stay with a player when defending
To understand the difference between attacking and defending roles
To develop quick footwork and positioning skills

Key Outcomes

Students will demonstrate staying close to an attacker using quick steps
Students will show understanding of when they are attacking or defending
Students will apply defending skills in game situations

Equipment & Resources Required

Base Stations

Used for marking boundaries and positions in activities

Alternative: Marker spots, small cones, bean bags

Balls

15 (1 per pair plus extras)

Distributed around activity areas for quick access

Alternative: Foam balls, tennis balls for easier handling

Team bibs

8 sets of different colours

Organised by colour for quick team identification

Alternative: Coloured scarves, team badges, wristbands

Key Vocabulary

Defending

When your team does not have the ball and you try to win it back

Attacking

When your team has the ball and you try to score or keep possession

Marking

Staying close to an opponent to prevent them from receiving the ball easily

Intercepting

Catching or stopping a pass before it reaches the intended player

Quick feet

Fast, small steps that help you change direction quickly

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic movement skills - running, jumping, hopping
Understanding of personal space and following instructions
Simple ball handling skills from previous units

Current Skills

Staying close to an opponent using quick footwork
Understanding attacking and defending roles
Intercepting passes and marking players

Next Steps

Team defending strategies and communication
Advanced intercepting techniques
Transition between attack and defence

Milestone Indicators

Student can stay within arm's length of attacker for 10+ seconds

Student correctly identifies when their team has/doesn't have the ball

Student demonstrates sideways-on defending position

Key Teaching Points

Defenders should use quick, small steps to stay close to attackers rather than big, slow movements
Sideways-on body position allows defenders to see both the ball and the attacker they are marking
When defending, stay within touching distance but avoid grabbing or pushing - use positioning to win the ball
Teams switch between attacking and defending roles when possession of the ball changes
Fair play and honesty are essential skills - admit rule breaks and take turns making decisions
Interception means stepping into the path of a pass to stop it reaching the intended player
Quick decision-making about when to attempt an interception versus when to keep marking is crucial

Common Misconceptions

Thinking defending is only about running fast - actually requires positioning, timing, and reading the game
Believing you should face the ball when defending - correct stance is sideways to see both ball and player
Assuming bigger steps are better for defending - quick, small steps allow better control and direction changes
Confusing interception with just catching any ball - interception requires reading passes and positioning
Thinking physical contact is necessary for good defending - positioning and anticipation are more effective
Believing defending is less important than attacking - both roles are equally crucial for team success

SEN Adaptations

ADHD

Provide shorter activity bursts with clear starts and stops, use energetic activities to channel focus, give specific roles and responsibilities, offer movement breaks

dyspraxia

Allow extra practice time for movements, use larger equipment for easier handling, break down complex movements into smaller steps, provide additional demonstrations

autism spectrum

Provide clear routine and structure, use visual schedule of activities, offer quiet space if needed, prepare for activity transitions with warnings

visual impairment

Use brightly coloured equipment, provide tactile markers for boundaries, use clear verbal descriptions of demonstrations, assign sighted buddy for support

hearing impairment

Use visual signals and gestures, provide written instructions on cards, ensure clear line of sight for demonstrations, use vibrant visual cues for stops and starts

physical disability

Modify movements to seated or supported positions, use appropriate sized equipment, adjust activity intensity, provide alternative scoring methods

Cross-Curricular Links

Maths

Counting scores and interceptions, understanding spatial concepts like 'close', 'far', 'between', measuring 7-metre squares

Science

Understanding how the body moves and changes during exercise, forces needed to change direction quickly, balance and coordination

Geography

Understanding directions and spatial awareness when marking and moving, using positional language like 'between', 'behind', 'alongside'

PSHE

Working as part of a team, showing respect for others, demonstrating honesty and fair play, managing emotions during competition

Teacher Guidance

Positioning

Move around the outside of activity areas to maintain visual contact with all students, positioning yourself where you can see the whole class

Observation Focus

Watch for appropriate defensive positioning, safe movement patterns, fair play behaviours, and understanding of attacking/defending concepts

Intervention Points

Step in if students become too physical, if safety is compromised, if fair play breaks down, or if students need additional support understanding concepts

Demonstration Notes

Always demonstrate key positions and movements clearly, use students as positive examples when appropriate, ensure all students can see demonstrations

Verbal Cues

•'Quick feet to stay close!'
•'Remember your defending position - sideways on!'
•'Great honesty about that rule!'
•'I can see you reading the game well!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor area minimum 20m x 15m for whole class activities

Surface Check

Ensure surface is dry, even, and free from obstacles or hazards

Equipment Safety

Safety Checks

•Check all base stations are secure and won't slip
•Ensure balls are properly inflated and in good condition
•Confirm team bands/bibs are clean and have no loose parts

Risk Management

Key Risks

•Collisions between students during movement activities
•Students moving outside designated boundaries
•Over-competitive behaviour leading to inappropriate contact
•Slips or falls during quick direction changes

Risk Mitigation

•Clear boundaries established and regularly reinforced
•Adequate spacing between working groups maintained
•Progressive skill building from simple to complex
•Regular reminders about gentle/appropriate contact only
•Teacher positioned for maximum visibility of all groups

Supervision & Emergency Procedures

Supervision Points

•Position to see all groups during simultaneous activities
•Move between groups during longer activities
•Pay special attention during more physical defending practices
•Monitor fair play and inclusion during games

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, arrange additional support if needed