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Lesson 1 - Javelin Pass & Movement

Teamwork & Tactics

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Year 5

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Flag Football

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Big Question

How can accurate passing and smart movement help us work as a team in attack and defence?

Learning Objectives

To develop accurate javelin passing technique using correct grip and body position
To improve movement skills by passing and moving to new spaces
To understand how to work alongside and against others when attacking and defending

Key Outcomes

Students will demonstrate improved javelin passing accuracy with correct grip
Students will show effective movement patterns after passing
Students will apply tactical understanding in game situations

Equipment & Resources Required

Flag Footballs

10-15

Distributed around area perimeter for easy access

Alternative: Rugby balls, foam balls for beginners

Tag Belts

30 (1 per student)

Two flags per belt, positioned on hips

Alternative: Bibs tucked into shorts, strips of fabric

Cones

Mark boundaries and zones clearly

Alternative: Markers, spots

Bibs

15 (half the class)

Contrast colours for team identification

Alternative: Different coloured t-shirts

Key Vocabulary

Javelin Pass

An overarm throwing technique using one hand, similar to throwing a javelin

Ready Position

Balanced stance with weight on balls of feet, knees slightly bent, ready to move quickly

Tag Belt

A belt worn around the waist with detachable flags used in flag football

Pass and Move

Tactical strategy where you pass the ball then immediately move to a new position

Overarm Throw

Throwing technique where the arm comes over the shoulder in a forward motion

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching skills
Understanding of personal space
Experience with simple team games

Current Skills

Javelin pass grip and technique
Pass and move strategies
Tactical awareness in attack and defence

Next Steps

Advanced passing under pressure
Complex team strategies
Leadership in game situations

Milestone Indicators

Consistent accurate passing to moving targets

Effective communication in team situations

Understanding of space and timing in games

Key Teaching Points

Javelin pass requires ring and little fingers crossing laces with thumb underneath for secure grip
Sideways stance generates more power and accuracy than facing the target directly
Ready position with weight on balls of feet enables quick movement in any direction
Pass and move strategy prevents static play and creates space for teammates
Signaling rather than shouting prevents opponents from intercepting passes
Defenders must position to see both ball and opponent for effective marking
Fair play and respect for rules creates enjoyable experience for everyone

Common Misconceptions

Thinking stronger throwing always means better accuracy - technique is more important than force
Believing you should always face your target when throwing - sideways stance provides more power
Assuming catching with one hand is better - two hands provide more security and control
Thinking you can guard your tag belt with hands - this defeats the purpose of the activity
Believing shouting for the ball is good communication - signaling is more tactical and effective

SEN Adaptations

ADHD

Shorter activity segments with variety, clear boundaries and structure, regular movement breaks, positive behaviour reinforcement

dyspraxia

Larger equipment to aid coordination, reduced complexity of movements initially, extra practice time, visual and verbal cues combined

autism spectrum

Clear routine structure with visual schedule, defined personal spaces, quiet zone available, consistent rules and expectations

visual impairment

Use brightly coloured balls, provide clear verbal descriptions of demonstrations, buddy system with sighted partner for navigation

hearing impairment

Visual demonstrations of all skills, written instruction cards available, clear hand signals for communication, ensure face-to-face instruction

physical disability

Seated throwing and catching options, modified distances, alternative equipment like larger or lighter balls, adapted tag belt positions

Cross-Curricular Links

English

Following complex instructions, using specific vocabulary correctly, communication through signals

Maths

Counting passes accurately, measuring distances between players, calculating scores and time intervals

Science

Understanding forces in throwing, trajectory of ball flight, body mechanics in movement

Geography

Spatial awareness, direction and movement around area, understanding of zones and boundaries

PSHE

Teamwork and cooperation, fair play and respect for others, dealing with winning and losing

Teacher Guidance

Positioning

Stand at corner of activity area for visibility of all students, move to support individual groups as needed

Observation Focus

Watch for correct grip formation, throwing technique, spatial awareness, and fair play in games

Intervention Points

Step in when students struggling with technique, unsafe behaviour observed, or game rules being ignored

Demonstration Notes

Always demonstrate skills slowly first, then at game speed. Use students to help demonstrate when possible. Emphasise key teaching points through exaggerated movements.

Verbal Cues

•'Ring finger and little finger across the laces!'
•'Sideways stance for power!'
•'Signal don't shout for the ball!'
•'Ready position - weight on toes!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m outdoor area or large sports hall

Surface Check

Level surface free from holes, wet patches, or loose objects

Equipment Safety

Safety Checks

•Flag footballs properly inflated and undamaged
•Tag belts checked for secure fastenings
•Cones positioned safely without sharp edges
•No damaged or broken equipment in use

Risk Management

Key Risks

•Collisions between students during tag games
•Ball strikes to head or body during passing
•Slips and falls on wet or uneven surfaces
•Entanglement or pulling with tag belts

Risk Mitigation

•Clear boundaries established and maintained throughout
•Adequate spacing between groups during activities
•Progressive skill building from static to dynamic
•Regular safety reminders about awareness of others
•Emergency stop signal established and practiced

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Monitor high-activity areas closely
•Circulate to check individual technique and safety
•Ensure clear sightlines across all activity zones

Emergency Procedures

Stop signal, assess situation, provide appropriate first aid or support, contact emergency services if required