Lesson 7 - Defending and Staying with a Player
Ball Control & Team Tactics
•Year 2
•Invasion Games
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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
Used for marking boundaries and positions in activities
Alternative: Marker spots, small cones, bean bags
Distributed around activity areas for quick access
Alternative: Foam balls, tennis balls for easier handling
Organised by colour for quick team identification
Alternative: Coloured scarves, team badges, wristbands
Key Vocabulary
When your team does not have the ball and you try to win it back
When your team has the ball and you try to score or keep possession
Staying close to an opponent to prevent them from receiving the ball easily
Catching or stopping a pass before it reaches the intended player
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
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