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Lesson 5 - Intercepting and Ball Awareness

Tactics & Ball Control

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Year 2

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Invasion Games

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45 min

Big Question

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

Softballs

1 per group of 3 (10 balls)

Distribute to each group at start of skill development

Alternative: Bean bags, tennis balls for easier catching

Cones

Give to 'Sun' players in warm-up activity

Alternative: Yellow bibs or bands

Dish Cones

12-16

Mark playing areas for each group activity

Alternative: Court markings, rope boundaries

Hoops

Used for extension activity bonus areas

Alternative: Chalk circles, cone squares

Key Vocabulary

Intercepting

Catching or stopping a ball that is being passed between opponents

Possession

When a team has control of the ball

Awareness

Knowing where other players and the ball are positioned

Ready position

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

Student shows readiness position before attempting interception

Student tracks ball flight and positions body accordingly

Student makes conscious decisions about when to intercept

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