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Lesson 3 - Defence to Attack Transition

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 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

Balls

30-40

Scattered in central area as 'treasure'

Alternative: Small cones, foam balls, or coloured blocks

Tennis Balls

Higher value item for advanced game

Alternative: Different coloured ball or special marker

Hoops

1 per team (5-6)

Team collection areas at corners/edges

Alternative: Cones as markers, designated floor areas

Coloured Bibs

5 per team

To identify team members and defenders

Alternative: Coloured bands or team markers

Key Vocabulary

Attack

Trying to score points or take objects in a game

Defence

Trying to stop the other team from scoring or taking objects

Transition

Changing from one role to another during the game

Strategy

A plan to help your team succeed

Tagging

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

Students can explain when they are attacking vs defending

Students make appropriate role transitions during games

Students demonstrate basic tactical awareness

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