Lesson 1 - Tag, Dodge and Track
Invasion Game Tactics Basics
•Year 3
•Flag Football
•Start Planning Better PE Lessons
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How can we use our body movement to create space and defend effectively in invasion games?
Learning Objectives
- To develop tagging skills with accuracy and control
- To learn dodging techniques using both feet to evade opponents
- To understand the importance of sideways-on positioning when defending
Key Outcomes
- Students will be able to tag opponents safely and effectively
- Students will demonstrate dodging off both feet to evade defenders
- Students will show understanding of sideways-on defensive positioning
Equipment & Resources Required
Check all belts are secure and fasteners work properly before lesson
Alternative: Coloured ribbons, velcro strips attached to waistbands
Ensure balls are properly inflated and suitable size for Year 3 hands
Alternative: Rugby balls, foam footballs, bean bags for skill practice
Use bright colours for clear visibility, check no sharp edges
Alternative: Markers, chalk lines, bibs as markers
Clearly visible lines for feint and go activity target areas
Alternative: Chalk lines, tape lines, rope lines
Key Vocabulary
To remove an opponent's flag belt safely and legally
To change direction quickly to avoid being tagged
A fake movement to deceive the opponent
Defensive body position allowing vision of both ball and player
The transfer of the ball from quarterback to running back
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping skills
- Understanding of team games concept
- Simple catching and passing abilities
Current Skills
- Tagging opponents safely and effectively
- Dodging off both feet with weight transfer
- Tracking opponents and defensive positioning
Next Steps
- Combining tagging and dodging in game situations
- Advanced defensive strategies and communication
- Flag football tactical understanding
Milestone Indicators
Key Teaching Points
- Emphasise safe, controlled tagging with two hands at all times
- Reinforce sideways-on defensive positioning for maximum effectiveness
- Encourage full commitment to feint movements for successful dodging
- Focus on head-up ball carrying for peripheral awareness
- Promote honest self-assessment and celebration of effort
- Maintain positive team spirit throughout competitive activities
- Apply progressive skill building from simple to complex movements
Common Misconceptions
- Students think bigger feint movements are less effective - explain that exaggerated movements sell the deception better
- Students believe tagging harder makes them better defenders - emphasise technique and positioning over force
- Students assume they should look at the ball when carrying - teach peripheral vision and scanning skills
- Students think defensive success is only about speed - explain importance of patience and positioning
- Students believe they must always win to be successful - reinforce that effort and sportsmanship are equally valued
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent movement breaks, use clear stopping signals
dyspraxia
- Use larger equipment for easier handling, reduce complexity of movement combinations, provide extra practice time
autism spectrum
- Provide clear routine structure, offer quiet retreat space if overwhelmed, use visual schedule of lesson activities
visual impairment
- Use bright coloured equipment, provide verbal descriptions of demonstrations, assign sighted buddy for spatial guidance
hearing impairment
- Use clear visual signals, demonstrate all instructions, provide written activity cards with key points
physical disability
- Modify tagging to seated position, use larger lighter balls, adapt distances for individual capabilities
Cross-Curricular Links
English
Following multi-step instructions, using descriptive vocabulary for movement, communicating tactics to teammates
Maths
Counting captured flags during team tag, measuring distances for hand-off practice, angles of movement during dodging
Science
Understanding forces during dodging movements, body systems working during exercise, balance and momentum principles
PSHE
Teamwork and cooperation, honest self-assessment, celebrating others' achievements, respectful competition
Teacher Guidance
Positioning
Stand at corner of teaching area for visibility of all students, move closer to support individual groups during practice
Observation Focus
Watch for safe tagging technique, quality of dodging movements, and positive teamwork interactions
Intervention Points
Step in if students become overly competitive, provide additional demonstration for struggling learners, mediate any disputes quickly
Demonstration Notes
Use exaggerated movements for clarity, involve confident students as models, repeat key demonstrations multiple times throughout lesson
Verbal Cues
- •'Two hands for safe tagging!'
- •'Sell that feint movement!'
- •'Sideways-on position defenders!'
- •'Keep your head up with the ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear space for full group activities, additional boundary space for safety margins
Surface Check
Dry, even surface free from stones, holes or wet patches that could cause slipping
Equipment Safety
Safety Checks
- •Tag belts checked for secure fastening and easy release
- •Footballs properly inflated and appropriate size for Year 3 hands
- •Cones with no sharp edges and stable base
Risk Management
Key Risks
- •Collisions during dynamic movement activities
- •Trips and falls from aggressive tagging
- •Ball strikes to face during hand-off practice
Risk Mitigation
- •Clear boundaries established and reinforced throughout lesson
- •Emphasis on controlled tagging technique with two hands
- •Progressive skill building from static to dynamic practice
- •Adequate spacing between groups during all activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all active areas
- •Monitor tag battles for safety compliance
- •Circulate during skills practice to ensure proper technique
Emergency Procedures
Stop signal established and practised, immediate first aid available, clear access routes maintained to equipment storage