Lesson 4 - Attacking Tactics
Tactical Team Performance
•Year 6
•Tag Rugby
•Start Planning Better PE Lessons
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How can we use tactical awareness to create and exploit space in attack?
Learning Objectives
- Recognise the difference between attacking and defensive tactics
- Apply tactical principles in game situations
- Use the 'spaces not faces' concept to improve attacking play
Key Outcomes
- Students will demonstrate understanding of attacking tactics
- Students will apply space recognition skills in game scenarios
- Students will communicate effectively to support team attacking play
Equipment & Resources Required
Ensure tags are securely fastened and easily removable
Alternative: Coloured bibs or strips of fabric
Balls inflated to correct pressure for safe handling
Alternative: Size 3 footballs or foam balls
Use different colours for boundaries and zones
Alternative: Markers or spots
Clear colour distinction between teams
Alternative: Team bands or pinnies
Key Vocabulary
Attacking principle of running into space rather than directly at defenders
Strategic plans used by a team to score points or gain territory
Ability to identify gaps and opportunities in the opposing defence
Players positioning themselves to help the ball carrier
Taking advantage of weaknesses or gaps in the opposition
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic tag rugby rules and gameplay
- Fundamental passing and catching techniques
- Understanding of attacking and defending roles
Current Skills
- Tactical awareness and decision-making
- Space recognition and exploitation
- Team communication in attacking situations
Next Steps
- Advanced tactical combinations
- Defensive strategies and counter-attacks
- Set plays and structured attacks
Milestone Indicators
Key Teaching Points
- Emphasise 'spaces not faces' principle throughout all activities
- Encourage constant communication between teammates
- Highlight that team success is more important than individual achievement
- Use questioning to develop tactical thinking rather than giving all answers
- Celebrate good tactical decisions even if they don't lead to immediate success
- Maintain focus on fair play and respect throughout competitive elements
- Adapt teaching based on students' understanding and application of concepts
Common Misconceptions
- Students thinking they must always run with the ball rather than pass to someone in better position
- Believing that running faster automatically creates better attacking opportunities
- Assuming that individual skill is more important than team tactical awareness
- Thinking that attack is only successful if it results in scoring
- Misconception that defenders should always chase the ball carrier
SEN Adaptations
ADHD
- Shorter activity bursts with clear breaks, specific roles and responsibilities, regular positive feedback and encouragement
dyspraxia
- Simplified movement patterns initially, extra practice time for tactical concepts, visual aids for positioning and space recognition
autism spectrum
- Clear structure and routine, visual schedule of lesson activities, quiet zones available if needed, consistent rules and expectations
visual impairment
- Use brightly coloured tags and balls, provide verbal descriptions of space and positioning, buddy system for guidance
hearing impairment
- Use clear visual signals and demonstrations, written tactical instructions on display boards, visual cues for game flow
physical disability
- Modify tagging rules for wheelchair users, adjust playing area size, provide alternative roles such as tactical advisor
Cross-Curricular Links
Maths
Spatial awareness, angles of movement, numerical advantage calculations (6v5), measurement of playing areas and time management
Science
Forces and motion in running and direction changes, reaction times in tactical decision-making, fitness and cardiovascular responses
Geography
Spatial concepts, mapping movement patterns, direction and orientation, territory and boundary concepts
PSHE
Teamwork and cooperation, leadership skills, resilience under pressure, fair play and respect for others
Teacher Guidance
Positioning
Move around perimeter of activities for optimal viewing, position centrally during discussions
Observation Focus
Watch for tactical decision-making, space recognition, team communication and safe play
Intervention Points
Step in when safety concerns arise, when students need tactical guidance, or when fair play is compromised
Demonstration Notes
Use students as positive examples when possible, demonstrate key concepts clearly with exaggerated movements
Verbal Cues
- •'Where's the space?'
- •'Support your teammate!'
- •'Think spaces not faces!'
- •'Communication!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 40m playing area with additional space for multiple activities
Surface Check
Flat, dry surface free from hazards and adequate grip for running and direction changes
Equipment Safety
Safety Checks
- •Check all tags are securely fastened but easily removable
- •Inspect balls for correct inflation and any damage
- •Ensure cones have no sharp edges or cracks
Risk Management
Key Risks
- •Collisions during sprinting activities
- •Falls when changing direction quickly
- •Tag-related injuries if not removed properly
- •Over-exertion in competitive games
Risk Mitigation
- •Clear boundaries and playing rules established
- •Emphasis on safe tagging technique throughout
- •Progressive build-up from simple to complex activities
- •Regular breaks to prevent over-exertion
- •Teacher positioning for optimal supervision
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all playing areas
- •Monitor competitive games for fair play and safety
- •Watch for signs of fatigue or over-exertion
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact office if serious injury occurs