Lesson 3 - Defence to Attack Transition
Tactical Thinking: Treasure Games
•Year 2
•Invasion Games
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How do we know when to attack and when to defend in games?
Learning Objectives
- Understand that roles change from defence to attack during games
- Develop ability to recognise when to transition between attacking and defending
- Apply simple tactical decisions in game situations
Key Outcomes
- Students will demonstrate understanding of the difference between attack and defence
- Students will show they can transition between defensive and attacking roles
- Students will apply basic strategies for both attacking and defending
Equipment & Resources Required
Scattered in central area as 'treasure'
Alternative: Small cones, foam balls, or coloured blocks
Higher value item for advanced game
Alternative: Different coloured ball or special marker
Team collection areas at corners/edges
Alternative: Cones as markers, designated floor areas
To identify team members and defenders
Alternative: Coloured bands or team markers
Key Vocabulary
Trying to score points or take objects in a game
Trying to stop the other team from scoring or taking objects
Changing from one role to another during the game
A plan to help your team succeed
Touching another player gently to stop them
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of rules in games
- Ability to run and change direction
- Understanding of working in teams
Current Skills
- Recognising defensive and attacking roles
- Making tactical decisions in game situations
- Transitioning between different roles
Next Steps
- Developing more complex game strategies
- Understanding positional play
- Leading team tactical discussions
Milestone Indicators
Key Teaching Points
- Emphasise that roles change during games - students can be both attackers and defenders
- Focus on safe, controlled movement and gentle tagging technique throughout
- Encourage tactical thinking through questioning rather than giving direct instructions
- Celebrate decision-making and strategic thinking, not just winning
- Build understanding through reflection and discussion after each activity
- Use positive language to encourage cooperation and sportsmanship
- Connect learning to real games students might play outside school
Common Misconceptions
- Students thinking they must stay in assigned roles for entire game - clarify that roles can change based on actions
- Believing that only one team can collect treasure - emphasise that all teams can take from middle or each other
- Thinking rough tagging is acceptable - consistently reinforce gentle contact only
- Assuming defenders can't become attackers - help students understand role flexibility
- Focusing only on winning rather than learning tactical concepts - redirect attention to decision-making process
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries, use regular positive feedback, allow movement breaks
dyspraxia
- Use larger equipment, reduce complexity of movements, provide extra practice time, offer physical guidance
autism spectrum
- Provide clear structure and routine, use visual timetables, create quiet zones if needed, give advance warning of transitions
visual impairment
- Use brightly coloured equipment, provide clear verbal descriptions of layout, assign sighted buddy for support
hearing impairment
- Use clear visual signals and demonstrations, provide written instructions, ensure good visual contact during communication
physical disability
- Modify movement requirements, allow alternative ways to 'tag' (pointing, calling name), adapt equipment size
Cross-Curricular Links
Maths
Counting treasure and scores, understanding greater/less than with point values, basic addition
Science
Forces in movement, energy during exercise, body systems responding to physical activity
Geography
Spatial awareness, understanding positions and directions, mapping movement patterns
PSHE
Teamwork and cooperation, decision-making, resilience when facing challenges, respect for others
Teacher Guidance
Positioning
Move around perimeter to maintain visual contact with all students, position centrally during instructions
Observation Focus
Watch for understanding of role transitions, safe play, and positive team interactions
Intervention Points
Step in if unsafe play occurs, rules are not followed, or students need tactical guidance
Demonstration Notes
Use clear, exaggerated movements when showing techniques, involve students in demonstrations when safe
Verbal Cues
- •'Gentle tags only!'
- •'Think about your role!'
- •'Great tactical thinking!'
- •'Remember to help your teammates!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m clear area, suitable for running and direction changes
Surface Check
Even, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Beanbags checked for secure stitching
- •No sharp edges on containers or markers
- •Tennis ball in good condition
Risk Management
Key Risks
- •Collisions between students during running
- •Slips and falls during direction changes
- •Inappropriate tagging technique
- •Over-competitive behaviour
Risk Mitigation
- •Clear boundaries and safe spacing established
- •Emphasis on controlled, safe movement
- •Explicit teaching of gentle tagging technique
- •Regular reminders about sportsmanship
- •Teacher positioned for maximum visibility
Supervision & Emergency Procedures
Supervision Points
- •Position to see all students during active games
- •Monitor tagging technique continuously
- •Watch for signs of fatigue or over-exertion
- •Ensure equipment is used safely
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support as needed