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Lesson 6 - Tactical Awareness

Strategic Individual to Team Play

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Year 5

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Invasion Games

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Big Question

How can intelligent movement and tactical awareness create opportunities to break down organised defences?

Learning Objectives

To demonstrate diagonal runs and fluid movement to confuse defenders
To show tactical awareness by communicating effectively with teammates
To make use of numerical advantages and space between defenders

Key Outcomes

Students will execute diagonal runs with purposeful timing
Students will demonstrate fluid attacking movement without rigid positioning
Students will communicate effectively to create tactical advantages

Equipment & Resources Required

Medium-Sized Balls

15 (mix of footballs and netballs)

Distributed around activity areas, stored in equipment bags

Alternative: Tennis balls, bean bags for modified catching games

Cones

30 assorted colours

4 different colours needed for assessment activity

Alternative: Markers, poly spots, or rope to mark boundaries

Footballs

15 sticks, 3 balls

Check sticks for damage before use

Alternative: Hockey sticks (if available), or additional footballs

Video Device

1 (tablet/phone)

Ensure battery charged and sufficient storage space

Alternative: Observation sheet for written notes

Key Vocabulary

Diagonal run

Moving at an angle across the playing area to confuse defenders and create space

Fluid movement

Constantly changing position rather than staying in one fixed area

Tactical awareness

Understanding what's happening in the game and making smart decisions

Overloading

Creating a numerical advantage in one area of the playing space

Space between defenders

The gaps that appear between defending players

Skill Progression Pathway

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

Prior Learning

Basic running and changing direction
Simple passing and receiving skills
Understanding of attack vs defence concepts
Basic spatial awareness in games

Current Skills

Diagonal running patterns
Fluid positional movement
Tactical communication
Reading defensive positioning

Next Steps

Advanced tactical systems and formations
Counter-attacking strategies
Set piece movements
Leadership in tactical situations

Milestone Indicators

Student initiates movement before receiving instruction

Student communicates tactical information to teammates

Student adapts movement based on defensive reactions

Student demonstrates understanding of space creation

Key Teaching Points

Diagonal runs create uncertainty for defenders and multiple passing options
Fluid movement prevents defenders from marking easily and creates space
Communication confuses opponents and helps teammates understand intentions
Space between defenders is where scoring opportunities are created
Tactical awareness combines thinking, moving, and communicating effectively
Both sports require same tactical principles but different technical skills
Self-assessment helps students understand their own tactical development

Common Misconceptions

Misconception: Tactics are only for older students. Correction: Young students can understand simple tactical concepts through practice
Misconception: Running fast is always better than running smart. Correction: Timing and direction are more important than speed
Misconception: Only talented students can show tactical awareness. Correction: All students can develop tactical understanding with practice
Misconception: Communication means shouting loudly. Correction: Clear, timely, helpful communication is most effective
Misconception: Tactics only matter in real games. Correction: Practice activities develop tactical understanding for games

SEN Adaptations

ADHD

Shorter activity bursts, clear tactical focus points, regular positive feedback

dyspraxia

Simplified movement patterns initially, extra practice time, larger target areas

autism spectrum

Clear routine structure, visual tactical cards, quiet zones available for breaks

visual impairment

Use brightly coloured equipment, partner system for guidance, clear verbal descriptions of movements

hearing impairment

Visual demonstrations, hand signals for tactical calls, written tactical diagrams

physical disability

Adapted movement patterns, seated versions of activities, modified equipment as needed

Cross-Curricular Links

Maths

Angles of diagonal runs, spatial geometry, measuring distances, calculating timing

Science

Forces in movement, friction and momentum, body systems during exercise

Geography

Directional movement, spatial awareness, mapping tactical movements

PSHE

Communication skills, teamwork, leadership, managing emotions in competitive situations

Teacher Guidance

Positioning

Circulate constantly between groups, position at corners for maximum visibility of multiple activities

Observation Focus

Look for tactical awareness, communication, fluid movement, and safety awareness

Intervention Points

Step in when students struggling with tactical concepts, unsafe play, or need technique correction

Demonstration Notes

Use students as positive examples whenever possible, demonstrate tactical concepts clearly with exaggerated movements

Verbal Cues

•'Make diagonal runs to confuse defenders!'
•'Communicate with your teammates!'
•'Find the space between defenders!'
•'Keep moving - be fluid like water!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m for all activities, clear boundaries marked

Surface Check

Dry, even surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check balls are properly inflated and undamaged
•Ensure cones have no sharp edges or cracks
•Verify unihoc sticks are not splintered or broken

Risk Management

Key Risks

•Collisions during crossing movements in warm-up
•Ball strikes during passing activities
•Slips and falls during quick directional changes

Risk Mitigation

•Clear practice run before increasing pace in warm-up
•Adequate spacing between activity groups
•Progressive skill building from simple to complex
•Clear communication protocols during activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Monitor crossing points during warm-up carefully
•Circulate between groups during skill development

Emergency Procedures

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