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Lesson 4 - Deception and Anticipation Skills

Tactical Intelligence Fundamentals

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Year 4

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Invasion Games

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Big Question

How can we use our body language and movement to deceive opponents and create opportunities in invasion games?

Learning Objectives

To develop deception skills through dummying, feinting and misdirection
To improve anticipation and spatial awareness during game situations
To apply deception techniques across different invasion games

Key Outcomes

Students will demonstrate effective dummy passes and feinting movements
Students will show improved ability to anticipate opponent movements and find space
Students will transfer deception skills between basketball, tag rugby and football

Equipment & Resources Required

Basketball

10-12

One per group of 5 students for rotation activities

Alternative: Size 3 footballs, netballs

Tag Belts

30 sets

Ensure all students have properly fitted belts before activity

Alternative: Coloured bibs tucked into waistbands

Coloured Bibs

6 for Spiderman tag

Choose contrasting colours for easy identification

Alternative: Bean bags, soft balls

Cones

20-30

Mark out activity areas and boundaries clearly

Alternative: Markers, spots

Softballs

6-8 size 3

Properly inflated for good control and passing

Alternative: Size 4 for more confident students

Key Vocabulary

Dummy pass

Pretending to pass the ball in one direction whilst actually passing or moving in another

Feinting

Making a deceptive movement to mislead an opponent about your intentions

Giving the eyes

Looking in one direction to mislead opponents about where you intend to pass or move

Anticipation

Predicting what will happen next based on observation and experience

Unpredictability

Being difficult to read or predict, keeping opponents guessing about your intentions

Skill Progression Pathway

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

Prior Learning

Basic passing and receiving skills in different invasion games
Understanding of attacking and defending roles
Ability to move safely in shared space

Current Skills

Dummy passing and feinting techniques
Reading opponents' intentions and body language
Anticipating movement patterns and finding space

Next Steps

Combining deception with advanced passing techniques
Using deception in structured game situations
Developing tactical awareness in team scenarios

Milestone Indicators

Student successfully deceives opponent leading to scoring opportunity

Student intercepts pass by reading opponent's intentions

Student demonstrates unpredictable movement patterns

Key Teaching Points

Deception must be believable - commit fully to the fake movement
Use eyes and body language together for maximum effect
Anticipation comes from watching opponents' preparation and body position
Spatial awareness means knowing where teammates, opponents and space are at all times
Unpredictability keeps opponents guessing and creates advantages
Transfer skills between sports by adapting technique to equipment and rules
Good sportsmanship means using deception fairly within game rules

Common Misconceptions

Thinking deception is the same as cheating - emphasise fair play
Believing one type of deception works in all situations - teach variety
Assuming bigger/faster players don't need deception skills - everyone benefits
Thinking deception only works in attacking - defenders can feint too
Believing you need the ball to use deception - movement without ball is equally important

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries and expectations, movement breaks between instruction periods

dyspraxia

Simplified movement patterns initially, extra practice time, step-by-step breakdown of complex skills

autism spectrum

Clear structure with visual timetable, quiet spaces available, consistent routines at each station

visual impairment

Use brightly coloured equipment, verbal descriptions of demonstrations, buddy system for station rotations

hearing impairment

Clear visual demonstrations, written instruction cards at stations, hand signals for key concepts

physical disability

Seated or modified throwing positions, adapted equipment sizes, partner support for movement activities

Cross-Curricular Links

Maths

Angles and direction in movement, spatial reasoning, timing and sequences in deception techniques

Science

Forces and motion during direction changes, reaction time and nervous system responses, balance and coordination

PSHE

Fair play and sporting behaviour, teamwork and communication, resilience when techniques don't work initially

Teacher Guidance

Positioning

Move between stations during skill practice, central position during demonstrations and reflection

Observation Focus

Watch for successful application of deception techniques, spatial awareness, and positive interactions

Intervention Points

Step in if activities become too competitive, if students aren't applying skills taught, or if safety concerns arise

Demonstration Notes

Use exaggerated movements during skill demonstrations, involve confident students as models, emphasise key teaching points

Verbal Cues

•'Sell the dummy - make them believe!'
•'Eyes one way, pass the other!'
•'Be unpredictable!'
•'Watch their body language!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for three simultaneous activities, clear of obstacles

Surface Check

Even, non-slip surface suitable for running and direction changes

Equipment Safety

Safety Checks

•Check basketballs are properly inflated
•Ensure tag belts fit securely without being too tight
•Verify cones have no sharp or broken edges
•Check footballs are appropriate size and inflation

Risk Management

Key Risks

•Collisions during chase activities
•Overexertion during high-intensity games
•Slips during sudden direction changes
•Contact during tag rugby activities

Risk Mitigation

•Clear boundaries established for all activities
•Emphasis on controlled movement and spatial awareness
•Regular rest periods and rotation between stations
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position to observe all three stations during rotations
•Monitor intensity levels and provide rest breaks as needed
•Watch for unsafe contact during tag activities

Emergency Procedures

Stop activity immediately on injury, assess and provide appropriate first aid, clear space for treatment if needed