Lesson 5 - Intercepting and Ball Awareness
Tactics & Ball Control
•Year 2
•Invasion Games
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How can we use our positioning and awareness to intercept the ball and gain possession for our team?
Learning Objectives
- Show awareness of opponents and teammates in a game
- Explore the concept of intercepting in invasion games
- Choose when to attempt to intercept the ball
Key Outcomes
- Students will demonstrate basic intercepting techniques
- Students will show improved positional awareness during gameplay
- Students will understand when to attempt interception versus maintaining defensive position
Equipment & Resources Required
Distribute to each group at start of skill development
Alternative: Bean bags, tennis balls for easier catching
Give to 'Sun' players in warm-up activity
Alternative: Yellow bibs or bands
Mark playing areas for each group activity
Alternative: Court markings, rope boundaries
Used for extension activity bonus areas
Alternative: Chalk circles, cone squares
Key Vocabulary
Catching or stopping a ball that is being passed between opponents
When a team has control of the ball
Knowing where other players and the ball are positioned
Balanced stance on toes with hands up, prepared to move quickly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic catching and throwing skills
- Understanding of team games
- Simple positioning concepts
Current Skills
- Intercepting technique and timing
- Positional awareness in games
- Decision making in possession games
Next Steps
- Advanced intercepting in moving games
- Defensive strategies and communication
- Creating and exploiting space in attack
Milestone Indicators
Key Teaching Points
- Ready position is fundamental - on toes, hands up, knees bent for quick reactions
- Ball tracking with eyes is essential - students should watch ball flight constantly
- Gentle, controlled contact only - safety is paramount in all activities
- Decision making about when to intercept - not every opportunity should be attempted
- Teamwork beats individual brilliance - positioning and communication are key
- Celebrate partial successes - deflecting ball is valuable even without catching
- Progressive challenge - start simple and build complexity throughout lesson
Common Misconceptions
- Thinking intercepting means grabbing ball from opponent's hands - clarify it's about catching passes
- Believing you should always attempt to intercept - teach tactical decision making
- Assuming intercepting is only about catching - emphasise deflections and disruptions are valuable
- Thinking ready position means standing still - show active, dynamic positioning
- Believing individual skill is more important than team positioning - emphasise cooperation
SEN Adaptations
ADHD
- Shorter activity segments with clear transitions, regular positive feedback, movement breaks incorporated naturally
dyspraxia
- Larger equipment for easier handling, simplified movement patterns, extra practice time and encouragement
autism spectrum
- Clear visual schedule of activities, quiet zones available if needed, consistent routine and structure
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of positioning, buddy system for movement
hearing impairment
- Visual demonstrations of all techniques, hand signals for game instructions, written key points on display board
physical disability
- Seated interception practice, larger balls for easier handling, modified playing areas and distances
Cross-Curricular Links
English
Learning and using sports vocabulary, giving instructions to teammates, explaining tactics and strategies
Maths
Counting successful interceptions and passes, measuring distances between players, calculating time in possession
Science
Understanding forces in ball flight, reaction time and reflexes, body systems during exercise
Geography
Spatial awareness and positioning, directions and movement patterns, mapping player positions
PSHE
Teamwork and communication, resilience when interceptions are unsuccessful, fair play and respect for opponents
Teacher Guidance
Positioning
Move around perimeter during activities to observe all students, position centrally during demonstrations
Observation Focus
Watch for correct ready position, ball tracking technique, and tactical awareness during games
Intervention Points
Step in if physical contact becomes inappropriate, provide individual guidance for struggling students
Demonstration Notes
Use exaggerated movements for ready position visibility, demonstrate both successful and unsuccessful interception attempts to show learning opportunities
Verbal Cues
- •'Ready position!'
- •'Track the ball with your eyes!'
- •'Turn to face the ball!'
- •'Gentle touches only!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m for whole class, smaller defined areas for group activities
Surface Check
Dry, even surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Soft balls appropriate for age group and ability
- •Cones positioned safely away from active playing areas
- •Regular equipment checks for damage or wear
Risk Management
Key Risks
- •Collisions during warm-up activities
- •Ball strikes during intercepting practice
- •Falls during quick direction changes
Risk Mitigation
- •Clear boundaries established and maintained throughout
- •Emphasis on controlled movement and gentle contact only
- •Progressive skill building from simple to complex activities
- •Adequate spacing between groups during skill practice
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups during skill development
- •Monitor warm-up activity for appropriate contact levels
- •Watch for student fatigue and overexertion during games
Emergency Procedures
Stop, assess, appropriate first aid response if needed, continue with modified activity if appropriate