Lesson 5 - Running Lines and Game Application
Strategic Movement & Communication
•Year 4
•Flag Football
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can effective communication and precise running lines transform our flag football game?
Learning Objectives
- Develop the ability to run different types of lines and receive a ball whilst on the run
- Apply flag football skills in a modified game situation with tactical awareness
- Demonstrate effective communication and active listening during team activities
Key Outcomes
- Students will execute straight line runs with appropriate timing and ball reception
- Students will participate effectively in 5-a-side flag football games using tactical communication
- Students will demonstrate improved coordination between quarterback and running back positions
Equipment & Resources Required
Check belts are properly attached and flags are secure
Alternative: Tag rugby belts, fabric strips tied around waist
Ensure balls are appropriate size for Year 4 students
Alternative: Rugby balls, foam balls for beginners
Use to mark boundaries, lines of scrimmage, and target areas
Alternative: Markers, spots, bibs as markers
For accurate 5m and halfway line measurements
Alternative: Metre sticks, paced distances
Key Vocabulary
A running pattern where the receiver runs directly forward to receive a pass
The imaginary line where each play begins, separating the two teams
An attempt by the offensive team to advance the ball towards the touchdown line
The action that starts each play, where the ball is handed to the quarterback
The player who receives the ball from the quarterback and runs forward
The player who receives the snap and decides whether to pass or hand off the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and throwing techniques
- Understanding of tag/flag belt rules and safety
- Simple running and dodging movements
- Basic teamwork and communication skills
Current Skills
- Straight line running with ball reception
- Quarterback to running back coordination
- Tactical communication in game situations
- Understanding of downs, snaps, and line of scrimmage
Next Steps
- Advanced running patterns (slants, posts, outs)
- Defensive strategies and positioning
- Complex tactical plays and formations
- Full game application with conversions
Milestone Indicators
Key Teaching Points
- Straight line running requires consistent pace and looking back over shoulder for ball reception
- Quarterback must lead the runner with passes, throwing to where they will be rather than where they are
- Effective communication between plays is crucial for tactical success in flag football
- Line of scrimmage concept is fundamental to understanding game structure and positioning
- Clean flag pulling technique ensures safety while maintaining competitive game flow
- Team roles (quarterback, running back, receivers) require understanding of specific responsibilities
- Self-assessment and reflection help students identify areas for improvement and celebrate progress
Common Misconceptions
- Thinking the quarterback should throw directly at the running back rather than leading them
- Believing that faster running always leads to better ball reception (timing is more important)
- Assuming that loudest communication is most effective (clarity and listening are key)
- Misunderstanding that flag pulling should be gentle (needs to be firm but safe)
- Thinking all players can go anywhere on the pitch (positions have specific roles and areas)
SEN Adaptations
ADHD
- Use shorter activity bursts with clear transitions, provide regular feedback and encouragement, assign specific roles and responsibilities
dyspraxia
- Break down skills into smaller steps, use larger equipment for easier handling, provide extra practice time and support
autism spectrum
- Provide clear routine structure, use visual schedules for game progression, offer quiet space for breaks if needed
visual impairment
- Use brightly coloured balls and flag belts, provide verbal descriptions of demonstrations, assign sighted partner for guidance
hearing impairment
- Use visual signals and hand gestures, provide written rule summaries, ensure clear sight lines for lip reading
physical disability
- Modify running distances, allow seated positions for tactical discussions, adapt flag belt placement for accessibility
Cross-Curricular Links
English
Communication skills, listening and speaking during tactical discussions, vocabulary development
Maths
Measuring distances for game boundaries, counting downs and scores, calculating team statistics
Science
Forces and motion in throwing and catching, understanding trajectory and accuracy
Geography
Spatial awareness, understanding of boundaries and territories, mapping movement patterns
PSHE
Teamwork and cooperation, respect for rules and fair play, building confidence and resilience
Teacher Guidance
Positioning
Move around perimeter for visibility of all students, position at corner during games for optimal oversight
Observation Focus
Watch for safe flag pulling, communication quality, skill development progression, and inclusive participation
Intervention Points
Step in if unsafe play observed, support struggling students with technique, facilitate tactical discussions
Demonstration Notes
Use clear, exaggerated movements for skill demonstration, involve student volunteers to model good technique, freeze action at key teaching moments
Verbal Cues
- •'Look over your shoulder for the ball!'
- •'Throw where the runner will be, not where they are!'
- •'Quick tactical talk before the next play!'
- •'Clean flag pulling only - no body contact!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 30m outdoor area or large sports hall, clear of obstacles
Surface Check
Dry, even surface suitable for running, free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Check flag belts are in good condition with secure fastenings
- •Ensure balls are appropriate size and condition for Year 4 students
- •Verify cones are stable and have no sharp edges
Risk Management
Key Risks
- •Collisions between students during running activities
- •Trips and falls during direction changes
- •Flag belt entanglement or unsafe pulling
Risk Mitigation
- •Clear boundaries and running lanes established with cones
- •Emphasis on flag pulling only - no body contact
- •Adequate spacing between pairs during practice
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Monitor flag pulling technique to ensure safety
- •Watch for signs of fatigue or overexertion
- •Ensure fair play and adherence to rules
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if required