Lesson 5 - Tracking and Communication
Throwing Tactics & Strategy
•Year 6
•Danish Longball
•Start Planning Better PE Lessons
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How can clear communication and tracking opponents give a team the tactical advantage?
Learning Objectives
- Develop ability to track opponent's runs effectively
- Make increasingly good tactical decisions when working under pressure
- Communicate effectively as a team whilst listening to others
Key Outcomes
- Students will be able to track opponents' movements consistently
- Students will demonstrate improved decision-making under pressure
- Students will show effective communication and listening skills during game play
Equipment & Resources Required
Place in designated areas for cone collection activity
Alternative: Bean bags or coloured markers
For teachers to throw during warm-up activity
Alternative: Sponge balls or lightweight playground balls
Check inflation and condition before lesson
Alternative: Size 3 footballs or netballs
Mark out 3 Danish Longball courts and activity areas
Alternative: Chalk lines or rope
Distribute to distinguish teams clearly
Alternative: Coloured bands or markers
For assessment recording during activities
Alternative: Smartphone with good video quality
Key Vocabulary
Following an opponent's movement closely to anticipate their actions
Team leader responsible for organising and communicating tactics
Making decisions quickly whilst being challenged by opponents
Predicting what an opponent will do before they do it
Catching or stopping a pass intended for an opponent
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching techniques
- Understanding of Danish Longball basic rules
- Simple movement patterns and spatial awareness
Current Skills
- Tracking opponent movements
- Effective team communication
- Decision-making under pressure
Next Steps
- Advanced tactical play and positioning
- Leadership in competitive situations
- Complex game strategies and adaptations
Milestone Indicators
Key Teaching Points
- Tracking opponents requires constant awareness, not just when your team has the ball
- Effective captains use calm, clear communication rather than shouting multiple instructions
- Non-throwing arm is crucial for creating deception in passes and throws
- Good team communication involves both speaking clearly and listening actively
- Anticipation comes from watching opponents' body language and movement patterns
- Positioning for tracking means staying close enough to react quickly when ball arrives
- Quality communication reduces confusion and improves team performance significantly
Common Misconceptions
- Thinking that tracking is only needed when defending - correction: tracking helps in all phases of play
- Believing that louder communication is better - correction: clear, calm instruction is more effective
- Assuming that watching the ball is most important - correction: watching opponent movement is often more valuable
- Thinking blocking is helpful - correction: tracking and positioning are more effective and fair
- Believing only captains need to communicate - correction: all players should signal and support communication
SEN Adaptations
ADHD
- Short activity bursts with frequent changes, clear boundaries and expectations, leadership roles to maintain engagement, immediate feedback and praise
dyspraxia
- Larger balls for easier catching, simplified movement patterns initially, extra practice time for complex skills, clear step-by-step instructions
autism spectrum
- Clear routines and expectations, visual schedule of lesson activities, quiet zones available if needed, consistent rules and structure
visual impairment
- Use brightly coloured balls and equipment, verbal descriptions of all movements, buddy system for positioning, tactile markers for boundaries
hearing impairment
- Clear visual demonstrations of all skills, written instruction cards for captains, hand signal communication system, ensure face-to-face communication
physical disability
- Adapted throwing distances and heights, seated play options where appropriate, modified court sizes, alternative methods of 'tagging'
Cross-Curricular Links
English
Vocabulary development through tactical language, communication skills practice, giving and receiving instructions clearly
Maths
Spatial reasoning and geometry through court positioning, angles of throwing and movement patterns, data collection through score tracking
Science
Forces and motion in ball flight, physics of throwing techniques, understanding of momentum and direction changes
PSHE
Leadership development through captain roles, teamwork and cooperation, communication skills, conflict resolution during game situations
Teacher Guidance
Positioning
Move between activity areas strategically, position at corners for maximum court visibility during games
Observation Focus
Watch for tracking movement, communication effectiveness, and rule adherence during game play
Intervention Points
Step in when safety rules are broken, when communication breaks down, or when students need tactical guidance
Demonstration Notes
Use student examples wherever possible, demonstrate tracking movement clearly, show communication techniques visually
Verbal Cues
- •'Track your player!'
- •'Captain, organise your team!'
- •'Signal, don't shout!'
- •'Watch their body language!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large gymnasium or outdoor space minimum 40m x 30m for 3 Danish Longball courts
Surface Check
Dry, even surface free from obstacles, check for any loose equipment or hazards
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and in good condition
- •Ensure cones have no sharp edges or cracks
- •Verify throwing balls are appropriate weight and softness
Risk Management
Key Risks
- •Ball strikes during throwing activities
- •Collisions during running and tracking
- •Slips and falls on smooth surfaces
- •Overexertion during high-intensity activities
Risk Mitigation
- •Clear boundaries established and maintained throughout
- •Adequate spacing between activity areas
- •Progressive skill building before full game application
- •Regular safety reminders and rule enforcement
- •Appropriate ball types for different activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Move strategically during activities for best oversight
- •Monitor high-activity areas during game phases
- •Check students are following safety rules consistently
Emergency Procedures
Stop signal understood by all, immediate assessment of any incidents, appropriate first aid response, clear communication with school medical support