Lesson 3 - Tracking and Intercepting
Tactical Skill Development
•Year 2
•Invasion Games
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How can defenders use their body position and awareness to stop attackers?
Learning Objectives
- To track an opponent effectively using body positioning
- To intercept passes by reading the game and positioning correctly
- To apply attacking and defending skills in game situations
Key Outcomes
- Students will be able to track opponents using a sideways-on position
- Students will successfully intercept passes in small group activities
- Students will demonstrate understanding of defensive principles in games
Equipment & Resources Required
Have extras ready for quick replacement if balls go out of area
Alternative: Bean bags, foam balls
One colour per team for game session
Alternative: Different coloured bands or t-shirts
Mark boundaries, starting positions and target goals
Alternative: Spots, bean bags as markers
2 goals at each end line for 3 playing areas
Alternative: Cones as goal posts, hoops on floor
Key Vocabulary
Following an opponent's movements while staying close enough to defend
Getting in the way of a pass to stop it reaching the intended target
Standing with body turned so you can see both the ball and your opponent
Where you stand on the court to best defend against attackers
Looking at what's happening to predict what will happen next
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic awareness of opponents in games
- Simple passing and receiving skills
- Understanding of attack vs defence concepts
Current Skills
- Tracking opponents using body position
- Intercepting passes through positioning
- Reading the game to anticipate play
Next Steps
- Coordinated team defending
- Advanced intercepting techniques
- Tactical understanding of space denial
Milestone Indicators
Key Teaching Points
- Sideways-on defensive position allows watching both ball and opponent
- Tracking means staying close to your opponent while maintaining good position
- Intercepting is about positioning yourself in the passing lane, not just catching
- Communication with teammates improves defensive effectiveness
- Reading the game means watching for clues about where the ball will go
- In invasion games, quick transitions between attacking and defending are crucial
- Teamwork in defence means supporting each other and covering space
Common Misconceptions
- Thinking tracking means following directly behind opponent - correct to sideways position
- Believing intercepting is only about catching the ball - emphasise positioning first
- Assuming defenders should always watch the ball - teach dual focus technique
- Thinking defence is less important than attack - highlight how good defence creates attacks
- Believing you can't defend if you're smaller - teach that positioning beats size
SEN Adaptations
ADHD
- Shorter activity bursts with frequent changes, clear boundary markers, regular movement breaks built in
dyspraxia
- Slower-paced demonstrations, extra practice time for positioning, larger balls for easier catching
autism spectrum
- Clear routine structure, visual schedule of activities, quiet observation zone available if overwhelmed
visual impairment
- Use bright coloured balls and bibs, provide clear verbal descriptions of positioning, assign sighted buddy for support
hearing impairment
- Use clear visual demonstrations, hand signals for game instructions, written instruction cards available
physical disability
- Seated defending positions available, modified interception at lower level, adapted distances for wheelchair access
Cross-Curricular Links
Maths
Counting attempts in activities, measuring 5m and 2m distances, angles in sideways positioning, scoring and simple statistics
Science
Forces in intercepting movements, friction when changing direction, body systems response to exercise
Geography
Directions and spatial awareness, mapping movement patterns around court areas
PSHE
Teamwork skills, resilience when facing challenges, managing emotions in competitive situations, fair play and respect
Teacher Guidance
Positioning
Move around the space to observe all groups. During games, position at centre to see all courts. Stand where all students can see demonstrations.
Observation Focus
Watch for sideways-on defensive stance, successful tracking movements, intercepting attempts, and team cooperation
Intervention Points
Step in if students struggling with positioning concept, if games becoming too physical, or if safety concerns arise
Demonstration Notes
Demonstrate: Exaggerate sideways stance for visibility. Show slow-motion intercepting movement. Use student examples when possible.
Verbal Cues
- •'Sideways-on - one eye on ball, one on opponent!'
- •'Track your player like a shadow!'
- •'Step into the passing lane!'
- •'Read where the ball is going!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m, preferably netball court size with additional areas for group work
Surface Check
Dry, even surface free from hazards. Check for any water/wet patches if outdoors
Equipment Safety
Safety Checks
- •Use soft play balls only - check for damage before use
- •Ensure cones have no sharp edges or cracks
- •Check bibs are not torn (could cause entanglement)
Risk Management
Key Risks
- •Collisions during game activities
- •Slips during quick direction changes
- •Overexertion during high-intensity games
- •Injuries from poor catching technique
Risk Mitigation
- •Clear boundaries established for all activities
- •No physical contact rules enforced
- •Adequate spacing between groups maintained
- •Regular checks on student fatigue levels
- •Soft balls used throughout
Supervision & Emergency Procedures
Supervision Points
- •Position to see all groups during activities
- •Move between courts during game session
- •Monitor high-activity areas closely
- •Watch for signs of overexertion
Emergency Procedures
Stop activity immediately if injury occurs. Send injured student to sit safely while assessing. Have first aid kit accessible. Know school injury reporting procedures.