Lesson 4 - Creating Attacking Tactics
Tactical Thinking: Treasure Games
•Year 2
•Invasion Games
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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
Place 20 beanbags in central area, distribute remainder among team hoops
Alternative: Small balls, foam blocks, or other safe, easily carried objects
Mix with beanbags in central area for higher-value targets
Alternative: Larger blocks, plastic bottles with sand
Place one hoop beside each team's starting area as their collection zone
Alternative: Marked circles with chalk/tape, small mats
Mark out team areas (3m x 3m) and central treasure zone (4m x 4m)
Alternative: Chalk lines, rope boundaries
Visible to all teams for recording scores each round
Alternative: Whiteboard, large paper sheet
Key Vocabulary
When a team tries to score points or take treasure from opponents
The plans and strategies a team uses to be successful
A plan for how to win or be successful in a game
Working together as a team towards the same goal
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
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