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Lesson 4 - Running Attack Lines

Invasion Game Tactics Basics

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Year 3

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Flag Football

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45 min

Big Question

How can we use different running patterns to outsmart defenders and work together as a team?

Learning Objectives

To receive a ball whilst moving and changing direction
To run strategic lines of attack including hooks and slants
To communicate effectively with teammates during attacking play

Key Outcomes

Students will execute hook and slant runs with accurate timing
Students will catch passes whilst moving at different angles
Students will demonstrate effective teamwork in attacking and defending situations

Equipment & Resources Required

Tag Belts

1 per student (30)

Check all belts have working Velcro attachments

Alternative: Tag rugby belts, bibs tucked into waistbands

Flag Footballs

12-15 (mixed colours)

Use 2 different colours for team identification

Alternative: Soft rugby balls, tennis balls for younger students

Game Balls

Must be easily visible and stable when hit

Alternative: Football, basketball, medicine ball

Cones

8-12

Use for marking running routes and boundaries

Alternative: Markers, hoops, sport spots

Video Device

1 (tablet/camera)

Ensure battery charged and memory available

Alternative: Smartphone, video camera

Key Vocabulary

Hook run

Running straight out then doubling back towards the quarterback to receive a pass

Slant run

Running straight then cutting at a 45-degree angle forwards to deceive defenders

Quarterback

The player who throws passes to teammates running attack lines

Running back

The player who runs the attack line and receives the pass

Attack lines

Planned running routes designed to create space and confuse defenders

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic throwing and catching skills
Understanding of team games and positions
Basic flag football rules from previous lessons

Current Skills

Running strategic attack lines (hook and slant)
Receiving passes whilst moving
Team communication and tactical awareness

Next Steps

Combining multiple attack patterns in game situations
Defensive positioning and interception skills
Advanced tactical play and leadership roles

Milestone Indicators

Timing of direction changes matches teammate expectations

Consistent catching success rate during movement

Clear hand signals and communication with quarterback

Key Teaching Points

Hook runs require sharp direction changes, not gradual curves
Slant runs maintain forward momentum at 45-degree angles
Hand signals are crucial for quiet team communication
Sideways throwing stance provides power and accuracy
Teamwork is more effective than individual play in invasion games
Tactical planning improves team performance significantly
Both attacking and defending require cooperation and strategy

Common Misconceptions

Thinking hook runs should be gradual curves rather than sharp direction changes
Believing shouting is better communication than hand signals
Assuming individual skill is more important than team tactics
Expecting immediate success with complex running patterns without practice
Misunderstanding that defending is as important as attacking in team success

SEN Adaptations

ADHD

Shorter activity segments, regular movement breaks, clear start and stop signals

dyspraxia

Simplified running patterns initially, extra practice time, visual cues for direction changes

autism spectrum

Clear routines established, visual schedule of activities, quiet zones available for breaks

visual impairment

Use brightly coloured equipment, verbal descriptions of running patterns, partner guidance system

hearing impairment

Visual demonstrations emphasised, clear hand signals taught to whole class, written instructions available

physical disability

Modified running patterns (walking pace), seated quarterback role, adapted flag systems

Cross-Curricular Links

Maths

Calculating angles for slant runs, measuring distances for throwing accuracy, counting scores and statistics

Science

Forces in throwing, momentum and direction changes, body systems during exercise

Geography

Directional language, spatial awareness, mapping movement patterns

PSHE

Teamwork and leadership, communication skills, resilience when facing challenges

Teacher Guidance

Positioning

Move between groups during skill practice, central position during games for rule enforcement and safety

Observation Focus

Running line technique, communication quality, teamwork development, application of skills in game context

Intervention Points

Step in if students not following safety rules, provide extra support for struggling learners, clarify tactical concepts when needed

Demonstration Notes

Demonstrate all techniques slowly first, then at game speed. Use students as models when they show excellent technique. Film good examples for immediate feedback.

Verbal Cues

•'Sideways stance for power!'
•'Show me those hands!'
•'Sharp direction change!'
•'Quiet signals only!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 25m x 20m for games, additional space for skill practice

Surface Check

Level grass or sports hall surface, free from holes or hazards

Equipment Safety

Safety Checks

•Flag belts checked for secure Velcro attachments
•Balls inflated to correct pressure for safe catching
•Cones placed to avoid collision hazards
•Recording device secure and not in play area

Risk Management

Key Risks

•Collisions during running and direction changes
•Trips from flag belts or loose equipment
•Overexertion during games
•Ball strikes to head or body

Risk Mitigation

•Clear spatial boundaries established with cones
•Emphasis on controlled speed during direction changes
•Regular checks of flag belt security
•Progressive skill building before competitive games
•Teacher positioning for maximum supervision

Supervision & Emergency Procedures

Supervision Points

•Monitor running line practice for safe spacing
•Watch for fatigue during extended game play
•Ensure flag pulling is clean and safe
•Position to see all students during activities

Emergency Procedures

Stop signal established, clear path to first aid, assistant teacher aware of any medical conditions