Lesson 6 - Attack & Defence Consolidation
Tactical Thinking: Treasure Games
•Year 2
•Invasion Games
•Start Planning Better PE Lessons
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How can teams successfully switch between attacking and defending during competitive games?
Learning Objectives
- Apply knowledge of attacking and defending principles in competitive team games
- Create and implement simple tactical strategies for both attack and defence
- Understand when and why teams need to transition between attacking and defending roles
Key Outcomes
- Students will demonstrate effective transition between attack and defence in game situations
- Students will work collaboratively to develop and apply team tactics
- Students will understand the consequences of tactical decisions in competitive games
Equipment & Resources Required
Place large pile in centre of each playing area
Alternative: Small foam balls, soft toys, or blocks
Position one beside each team's starting area
Alternative: Marked circles with chalk, small mats, or rope circles
Mark team areas and playing boundaries clearly
Alternative: Chalk lines, rope, or markers
Mixed in with regular beanbags for advanced students
Alternative: Different coloured beanbags, small balls
Key Vocabulary
Trying to get something or score points for your team
Trying to stop the other team from getting something or scoring
Changing from one role to another during the game
Plans or strategies your team makes to win the game
Touching an opponent gently with your hand to stop them
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of personal space and safe movement
- Experience with simple tagging games
- Understanding of basic game rules and fair play
Current Skills
- Transitioning between attack and defence roles
- Creating and applying team tactics
- Understanding strategic decision-making in games
Next Steps
- More complex tactical games with multiple objectives
- Introduction to positional play in team games
- Advanced decision-making under pressure
Milestone Indicators
Key Teaching Points
- Emphasise that teams need to both attack AND defend during the game
- Highlight the importance of tactical planning and team communication
- Demonstrate safe, gentle tagging technique consistently
- Celebrate strategic thinking as much as competitive success
- Connect tactical learning to students' existing knowledge of sports and games
- Use the rescue mechanism to reinforce teamwork and collaboration
- Encourage adaptation of tactics based on game situations and other teams' strategies
Common Misconceptions
- Students may think defenders can only defend - emphasise their dual attack/defence role
- May believe being tagged means they're completely out - reinforce the rescue mechanism
- Could focus purely on individual success rather than team tactical planning
- Might think the fastest/strongest team will automatically win - emphasise strategic thinking
- May not understand that tactics should change based on current scores and game situation
SEN Adaptations
ADHD
- Break tactical discussions into shorter segments, provide movement breaks, assign specific roles within teams
dyspraxia
- Simplify movement patterns, allow additional practice time, provide peer support for tactical planning
autism spectrum
- Provide clear visual schedule of lesson structure, allow quiet planning spaces, use consistent team groupings
visual impairment
- Use brightly coloured beanbags, verbal descriptions of game state, assign sighted buddy for tactical planning
hearing impairment
- Use visual signals for game start/stop, provide written rule cards, ensure face-to-face communication during instructions
physical disability
- Adapt tagging rules for seated students, use larger target areas, provide alternative scoring methods
Cross-Curricular Links
English
Tactical vocabulary development, communication skills during team planning, expressing ideas clearly
Maths
Counting treasure collections, adding scores across multiple rounds, comparing team totals, simple data collection
Science
Understanding forces during movement and direction changes, heart rate changes during activity, teamwork concepts
PSHE
Collaboration skills, leadership roles, dealing with competition, fair play and respect for others
Teacher Guidance
Positioning
Move between playing areas, positioning at corners for optimal visibility of both areas
Observation Focus
Tactical decision-making, safe tagging technique, team collaboration, rule understanding
Intervention Points
Step in if unsafe play occurs, if teams need tactical support, or if disputes arise
Demonstration Notes
Use enthusiastic body language to maintain energy, demonstrate tactical concepts with clear gestures, model positive sportsmanship throughout
Verbal Cues
- •'Remember gentle tags only!'
- •'What's your team's strategy?'
- •'Think about when to attack and when to defend!'
- •'Great tactical thinking!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground space, minimum 15m x 20m per playing area
Surface Check
Even, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Soft beanbags checked for tears or loose filling
- •Hoops positioned away from walls and obstacles
- •Cones stable and not presenting trip hazards
Risk Management
Key Risks
- •Collisions during fast-paced treasure collection
- •Unsafe tagging technique causing injury
- •Disputes over tagging leading to rough play
Risk Mitigation
- •Clear boundaries established and enforced
- •Emphasis on gentle tagging technique with regular reminders
- •Teacher positioned for maximum visibility of all playing areas
- •Stop signals clearly established and practiced
Supervision & Emergency Procedures
Supervision Points
- •Position between two playing areas for optimal visibility
- •Monitor centre treasure areas where most collisions might occur
- •Watch defending teams carefully for appropriate tagging technique
Emergency Procedures
Immediate stop signal, assess injury, first aid if required, adjust activity if needed