Lesson 4 - Team Defence & Communication
Strategic Leadership in Dodgeball
•Year 6
•Leadership
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How can effective communication and strategic thinking help a team overcome challenging situations?
Learning Objectives
- To develop the ability to use objects and positioning to defend teammates effectively
- To understand and apply strategic communication during team-based competitive activities
- To demonstrate leadership skills by making tactical decisions under pressure
Key Outcomes
- Students will be able to coordinate team defensive strategies using clear communication
- Students will understand how to adapt their role within a team based on changing game situations
- Students will demonstrate leadership by encouraging teammates and making strategic decisions
Equipment & Resources Required
Distribute different colours for team identification and special roles
Alternative: Coloured bands, pinnies, or different coloured t-shirts
Check all balls are properly inflated and soft for safety
Alternative: Soft playground balls, bean bags for younger children
Place in centre of activity areas to define boundaries
Alternative: Cones, hoops, or chalk circles
Set up two separate court areas for simultaneous games
Alternative: Playground lines, rope, or painted boundaries
Key Vocabulary
A planned approach to protect your team or territory from opponents
Using specific words and signals to coordinate team movements and decisions
Changing your strategy or approach based on new circumstances
Working together in a synchronized way to achieve a common goal
Making good decisions and guiding others when the situation becomes challenging
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of teamwork principles
- Ability to follow simple game rules and instructions
- Basic spatial awareness and movement skills
Current Skills
- Strategic defensive positioning and communication
- Adapting team roles based on game situations
- Leadership through tactical decision-making
Next Steps
- Advanced team strategy development across multiple sports
- Peer coaching and mentoring skills
- Leading warm-ups and teaching activities to younger students
Milestone Indicators
Key Teaching Points
- Success in these games comes from thinking tactically and communicating effectively, not just physical ability
- Leadership means supporting teammates and making good decisions under pressure
- Adaptation and flexibility are key - the best teams adjust their strategy based on circumstances
- Communication must be clear, specific, and encouraging even when the team is losing
- Every student has a valuable role to play regardless of their physical ability or experience
- Reflection and learning from mistakes is more important than winning every game
- These tactical and leadership skills transfer to all sports and many life situations
Common Misconceptions
- Believing that the strongest thrower or fastest runner will automatically be the best team player
- Thinking that winning means the team used the best tactics (luck and individual skill can override poor teamwork)
- Assuming that leadership only comes from the loudest or most confident students
- Believing that complex strategies are always better than simple, well-executed plans
- Thinking that protecting special characters means hiding them rather than supporting them actively
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear roles and responsibilities, use movement purposefully for focus
dyspraxia
- Simplify tactical concepts initially, provide extra practice time for coordination skills, use larger equipment if helpful
autism spectrum
- Provide clear structure and routine, offer quiet zone if overstimulation occurs, use visual schedules for game transitions
visual impairment
- Use brightly coloured bibs and balls, provide clear verbal descriptions of court layout, assign sighted buddy for spatial guidance
hearing impairment
- Use visual signals and demonstrations, ensure clear visual positioning for lip reading, establish simple hand signals for tactics
physical disability
- Modify roles to suit mobility levels, allow seated play variations, adjust court size and game speed as appropriate
Cross-Curricular Links
English
Vocabulary development through tactical terminology, clear communication under pressure
Maths
Strategic probability assessment when choosing character roles, calculating optimal positioning using geometry and angles
Science
Understanding forces and motion in ball throwing and defensive movement, physics of projectile motion
Geography
Spatial awareness and mapping skills through court positioning and territorial strategy
PSHE
Leadership development, conflict resolution, resilience building, and effective communication skills
Teacher Guidance
Positioning
Central position between two courts allowing visual oversight of all activities and quick intervention if needed
Observation Focus
Watch for quality of tactical communication, evidence of strategic thinking, and positive leadership behaviours
Intervention Points
Step in when teams struggle with tactical concepts, when safety is compromised, or when students show frustration
Demonstration Notes
Use specific examples from student performance to illustrate excellent tactical thinking and teamwork, emphasising the thinking behind successful plays
Verbal Cues
- •'Think tactically!'
- •'Protect your special players!'
- •'Great communication!'
- •'What's your team strategy?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor hard court area, minimum 30m x 20m for two courts
Surface Check
Dry, even surface free from obstacles, appropriate footwear for quick changes of direction
Equipment Safety
Safety Checks
- •All dodgeballs must be soft foam and properly inflated
- •Check bibs are securely attached but easily removable
- •Ensure spot markers are flat and won't cause tripping
Risk Management
Key Risks
- •Collisions between players during fast-paced games
- •Trips and falls from sitting players on court
- •Frustration leading to overly aggressive throwing or contact
Risk Mitigation
- •Clear court boundaries established and maintained throughout
- •Emphasis on tactical thinking over physical aggression
- •Teacher positioned for maximum visibility of both courts
- •Regular reminders about soft throwing and fair play
Supervision & Emergency Procedures
Supervision Points
- •Position between courts for oversight of both games simultaneously
- •Move actively to maintain proximity to most intense action
- •Watch for signs of frustration or overly competitive behaviour
Emergency Procedures
Stop all activity immediately, assess any injuries, provide appropriate first aid, and modify activities if needed to maintain safety