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Lesson 5 - Tracking and Communication

Throwing Tactics & Strategy

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Year 6

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Danish Longball

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Big Question

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

Coloured Cones

20 (4 different colours, 5 of each)

Place in designated areas for cone collection activity

Alternative: Bean bags or coloured markers

Soft Dodgeballs

6-8

For teachers to throw during warm-up activity

Alternative: Sponge balls or lightweight playground balls

Game Balls

3 (one per court)

Check inflation and condition before lesson

Alternative: Size 3 footballs or netballs

Markers Cones

30-40

Mark out 3 Danish Longball courts and activity areas

Alternative: Chalk lines or rope

Bibs

30 (2 sets of different colours)

Distribute to distinguish teams clearly

Alternative: Coloured bands or markers

Video Device

1 (tablet/camera)

For assessment recording during activities

Alternative: Smartphone with good video quality

Key Vocabulary

Tracking

Following an opponent's movement closely to anticipate their actions

Captain

Team leader responsible for organising and communicating tactics

Under pressure

Making decisions quickly whilst being challenged by opponents

Anticipation

Predicting what an opponent will do before they do it

Intercept

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

Maintains visual contact with designated opponent for full game phase

Uses clear, concise communication that teammates respond to

Makes 4 out of 5 good tactical decisions when pressured

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