Lesson 6 - Team Game Strategies
Tactical Skill Development
•Year 2
•Invasion Games
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we work together as a team to create and defend space effectively?
Learning Objectives
- To compete with some spatial awareness in team games
- To pass and move decisively using attacking and defending skills
- To think strategically when in and out of possession
Key Outcomes
- Students will demonstrate spatial awareness during team games
- Students will execute decisive passes and movement patterns
- Students will apply both attacking and defending principles effectively
Equipment & Resources Required
Ensure all lines are clearly visible for Pacman game
Alternative: Use cones to mark lines if no court available
Ensure balls are appropriate size for Year 2 hands
Alternative: Bean bags or playground balls for easier handling
Use bright colours that students can easily distinguish
Alternative: Coloured bibs or markers if cones unavailable
Ensure clear team identification for games
Alternative: Coloured cones to hold if no bibs available
Key Vocabulary
Knowing where you are in relation to other players and the boundaries
Making quick, confident decisions with the ball
When your team has control of the ball
To catch or stop the ball when the other team is passing
The scoring area at each end of the playing area
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and passing skills
- Understanding of simple team game rules
- Ability to move in different directions safely
Current Skills
- Spatial awareness in team contexts
- Decisive passing and movement
- Strategic thinking in attack and defence
Next Steps
- Advanced tactical awareness
- Complex passing patterns and combinations
- Leadership roles in team games
Milestone Indicators
Key Teaching Points
- Spatial awareness is key to successful team play
- Quick, decisive passing creates attacking opportunities
- Using width makes defending much more difficult
- Movement without the ball is as important as movement with it
- Both attacking and defending require teamwork and communication
- Fair play and safety rules must be followed consistently
- Self-reflection helps identify areas for improvement
Common Misconceptions
- That holding the ball longer gives better passing options - emphasise quick decisions
- That all players should follow the ball - teach spreading out and creating space
- That only the person with the ball needs to think - emphasise team strategy
- That defending means being aggressive - teach positioning and anticipation
- That winning is the only measure of success - celebrate effort and improvement
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use clear, simple instructions with frequent repetition
dyspraxia
- Use larger, lighter balls for easier handling, allow extra practice time, provide step-by-step movement demonstrations
autism spectrum
- Provide clear visual schedules for lesson sections, allow for quiet reflection time, use consistent terminology throughout
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of spatial arrangements, implement buddy system for guidance
hearing impairment
- Use clear visual signals for game starts/stops, provide written rule summaries, ensure face-to-face communication during instructions
physical disability
- Adapt rules for wheelchair users - allow ball carrying, modified scoring zones, seated passing options
Cross-Curricular Links
Maths
Counting seconds for possession limits, measuring distances for playing areas, angles and directions for tactical movement
Science
Forces in throwing and catching, balance and movement, heart rate changes during exercise
Geography
Spatial concepts, directions, mapping movement patterns around playing areas
PSHE
Teamwork and cooperation, dealing with competition, communication skills, celebrating others' success
Teacher Guidance
Positioning
Central position during whole-class activities, moving between groups during small-sided games for maximum observation
Observation Focus
Spatial awareness development, teamwork quality, individual skill progression, and safety compliance
Intervention Points
Step in when safety rules are broken, when students need tactical guidance, or when motivation support is needed
Demonstration Notes
Use student demonstrations frequently to reinforce learning, always explain what makes demonstrations effective, encourage positive peer recognition
Verbal Cues
- •'Spread out and use the space!'
- •'Quick pass - the defender is coming!'
- •'Move to help your teammate!'
- •'Think ahead - where's your next pass?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m for full class activities, court markings preferred
Surface Check
Non-slip surface suitable for running and quick direction changes
Equipment Safety
Safety Checks
- •Balls appropriately sized for Year 2 students
- •Cones stable and visible with no sharp edges
- •Bibs/bands in good condition
Risk Management
Key Risks
- •Collisions during running games
- •Falls during quick direction changes
- •Ball strikes to face or body
- •Overexertion in competitive games
Risk Mitigation
- •Clear boundaries and safety rules established
- •No contact rule enforced consistently
- •Adequate space between activity groups
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor intensity levels during competitive phases
- •Watch for signs of fatigue or frustration
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, record any incidents