Tactical Intelligence Fundamentals
•Year 4
•Invasion Games
•One per group of 5 students for rotation activities
Alternative: Size 3 footballs, netballs
Ensure all students have properly fitted belts before activity
Alternative: Coloured bibs tucked into waistbands
Choose contrasting colours for easy identification
Alternative: Bean bags, soft balls
Mark out activity areas and boundaries clearly
Alternative: Markers, spots
Properly inflated for good control and passing
Alternative: Size 4 for more confident students
Pretending to pass the ball in one direction whilst actually passing or moving in another
Making a deceptive movement to mislead an opponent about your intentions
Looking in one direction to mislead opponents about where you intend to pass or move
Predicting what will happen next based on observation and experience
Being difficult to read or predict, keeping opponents guessing about your intentions
Understanding where pupils are coming from and where they're going
Angles and direction in movement, spatial reasoning, timing and sequences in deception techniques
Forces and motion during direction changes, reaction time and nervous system responses, balance and coordination
Fair play and sporting behaviour, teamwork and communication, resilience when techniques don't work initially
Move between stations during skill practice, central position during demonstrations and reflection
Watch for successful application of deception techniques, spatial awareness, and positive interactions
Step in if activities become too competitive, if students aren't applying skills taught, or if safety concerns arise
Use exaggerated movements during skill demonstrations, involve confident students as models, emphasise key teaching points
Minimum 30m x 20m for three simultaneous activities, clear of obstacles
Even, non-slip surface suitable for running and direction changes
Stop activity immediately on injury, assess and provide appropriate first aid, clear space for treatment if needed
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