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Lesson 4 - Creating Attacking Tactics

Tactical Thinking: Treasure Games

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Year 2

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Invasion Games

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45 min

Big Question

How can we work together as a team to create successful attacking strategies that help us win games?

Learning Objectives

To create and understand simple attacking tactics and apply them as a team in game situations
To refine understanding of what 'attacking' means and when, where and why we attack as a team
To develop tactical decision-making skills based on game situations and scores

Key Outcomes

Students can create and apply simple attacking tactics in a team game
Students understand the role of an attacker and when to attack as a team
Students can adapt their tactics based on game situations and scores

Equipment & Resources Required

Balls

30-40 (various colours)

Place 20 beanbags in central area, distribute remainder among team hoops

Alternative: Small balls, foam blocks, or other safe, easily carried objects

Cones

15-20 (for extension activity)

Mix with beanbags in central area for higher-value targets

Alternative: Larger blocks, plastic bottles with sand

Hoops

7 (one per team)

Place one hoop beside each team's starting area as their collection zone

Alternative: Marked circles with chalk/tape, small mats

Dish Cones

12-16

Mark out team areas (3m x 3m) and central treasure zone (4m x 4m)

Alternative: Chalk lines, rope boundaries

Clipboards

Visible to all teams for recording scores each round

Alternative: Whiteboard, large paper sheet

Key Vocabulary

Attacking

When a team tries to score points or take treasure from opponents

Tactics

The plans and strategies a team uses to be successful

Strategy

A plan for how to win or be successful in a game

Collaboration

Working together as a team towards the same goal

Decision-making

Choosing what to do based on the situation in the game

Skill Progression Pathway

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

Prior Learning

Basic running and movement skills
Understanding of simple game rules
Ability to work in small groups
Basic counting and scoring concepts

Current Skills

Creating simple attacking tactics as a team
Understanding when and why to attack
Making tactical decisions based on game situation
Applying team strategies consistently

Next Steps

More complex attacking patterns and combinations
Understanding defensive tactics and strategies
Advanced decision-making in competitive situations
Leadership roles in tactical planning

Milestone Indicators

Teams consistently apply agreed attacking tactics

Students can explain their tactical choices

Evidence of adaptation based on game situation

Clear understanding of attack vs defence concepts

Key Teaching Points

Attacking means moving forward purposefully to score points or collect treasure, not being aggressive
Good tactics require discussion, planning, and adaptation based on the game situation
Teams are more successful when everyone understands and applies the same strategy consistently
Tactical decisions should consider both risk and reward (e.g., high-value cones vs easier beanbags)
Effective attackers watch what other teams are doing and adapt their tactics accordingly
Collaboration and communication are essential for successful tactical implementation
Rules exist to make games fair and safe - following rules is part of good tactical play

Common Misconceptions

Attacking means being aggressive or rough - correct this by emphasising strategic, purposeful movement
The team with the most equipment automatically wins - explain point values and tactical choices
Tactics don't matter if you're fast - demonstrate how planning beats speed alone
It's always best to take from the middle - discuss advantages of targeting other teams strategically
Individual decisions are more important than team tactics - reinforce collaborative planning benefits

SEN Adaptations

ADHD

Shorter tactical discussion periods, clear boundaries and expectations, frequent movement opportunities

dyspraxia

Simplified movement patterns, extra time for tactical planning, peer support for coordination challenges

autism spectrum

Clear, predictable game structure, visual schedule of lesson phases, quiet reflection time available

visual impairment

Use brightly coloured equipment, clear verbal descriptions of game layout, buddy system for guidance

hearing impairment

Visual signals for game start/stop, written tactical options displayed, clear demonstration of all rules

physical disability

Adapted movement options, modified equipment collection methods, alternative roles in tactical planning

Cross-Curricular Links

Maths

Counting and calculating scores, adding different point values, comparing team totals and strategic number work

Science

Understanding forces in movement, friction when stopping and starting, energy transfer during physical activity

Geography

Spatial awareness, mapping team positions, understanding directions and positional language

PSHE

Teamwork, decision-making skills, resilience when tactics don't work, respect for rules and opponents

Teacher Guidance

Positioning

Move between central area and team zones to observe tactical discussions and safe play

Observation Focus

Watch for tactical application, collaborative decision-making, and safe movement patterns

Intervention Points

Step in when rules are not followed, when tactical discussions stall, or when safety concerns arise

Demonstration Notes

Use clear gestures to show tactical options, demonstrate safe movement, model good team discussions

Verbal Cues

•'Remember your team tactic!'
•'One person at a time!'
•'Think about your decision!'
•'Work together as a team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m, clear of obstacles, with defined team areas around perimeter

Surface Check

Non-slip surface, free from hazards, appropriate for running and quick direction changes

Equipment Safety

Safety Checks

•Check beanbags are in good condition with no splits
•Ensure cones have no sharp edges or cracks
•Confirm hoops are stable and positioned safely

Risk Management

Key Risks

•Collisions between students in central area
•Slips and falls during quick direction changes
•Equipment being thrown rather than carried
•Over-excitement leading to unsafe movement

Risk Mitigation

•Clear boundaries and movement rules established
•Only one student per team active at any time
•Emphasis on controlled movement and spatial awareness
•Regular reminders about safe equipment handling

Supervision & Emergency Procedures

Supervision Points

•Position to observe central collection area clearly
•Monitor team areas for safe waiting behaviour
•Watch for students not following one-at-a-time rule

Emergency Procedures

Stop signal established, first aid kit accessible, clear emergency exits identified