Lesson 5 - Communication and Tracking Skills
Strategic Throwing & Fielding
•Year 7
•Danish Longball
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How can effective communication and tracking transform your team's defensive performance?
Learning Objectives
- Develop effective communication skills during team activities
- Master the skill of tracking an opponent's movement and positioning
- Apply leadership and organisational skills in game situations
Key Outcomes
- Students will communicate clearly and listen actively to teammates
- Students will track opponents effectively using spatial awareness
- Students will demonstrate leadership qualities in team organisation
Equipment & Resources Required
Distributed around court perimeter for quick access
Alternative: Foam balls, tennis balls for indoor use
Used for court boundaries, target areas, and activity zones
Alternative: Markers, spot dots, chalk lines
Clear boundaries with visible lines or cone markers
Alternative: Cones to mark boundaries if no permanent lines
Different colours for teams and special roles like Pacman
Alternative: Coloured bands, different coloured tops
Clearly define playing areas and boundaries
Alternative: Cones, chalk, tape for indoor courts
Key Vocabulary
Following and anticipating an opponent's movement to maintain defensive positioning
Clear verbal and non-verbal signals to coordinate team action
Taking responsibility for organising and directing team strategy
Positioning teammates effectively to cover space and support each other
Understanding game situations and making appropriate strategic decisions
The patterns and directions that opposing players move during play
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching techniques from previous lessons
- Understanding of Danish Longball basic rules and court layout
- Experience of working in small groups and teams
Current Skills
- Effective verbal and non-verbal communication in game situations
- Tracking opponent movement and anticipating runs
- Leadership and team organisation during competitive play
Next Steps
- Advanced tactical communication in complex game situations
- Integration of communication with advanced playing strategies
- Development of coaching and mentoring skills with peers
Milestone Indicators
Key Teaching Points
- Communication must be clear, loud, and specific - avoid shouting without purpose
- Tracking requires staying close to opponent while maintaining awareness of ball location
- Leadership is about organising the team, not just being the loudest voice
- Effective teams use both verbal and non-verbal communication signals
- Good tracking anticipates opponent movement rather than just reacting
- Captain's role is to direct and organise, not to do everything themselves
- Quality communication reduces chaos and improves team performance significantly
Common Misconceptions
- Thinking louder communication is always better - clarity and timing matter more
- Believing tracking means following the ball instead of assigned opponent
- Assuming leadership means doing everything yourself rather than organising others
- Expecting immediate perfect communication without practice and agreed signals
- Thinking tracking is only important when your opponent has the ball
- Believing only captains need to communicate effectively with teammates
SEN Adaptations
ADHD
- Shorter activity bursts with clear transitions, regular movement breaks, specific focused tasks, immediate positive feedback
dyspraxia
- Simplified tracking patterns, extra practice time for communication skills, buddy support for organisation, slower progression
autism spectrum
- Clear structured routines, visual schedule of activities, quiet reflection spaces available, predictable role assignments
visual impairment
- Use bright coloured equipment, clear verbal descriptions of positions, buddy system for guidance, tactile markers for boundaries
hearing impairment
- Clear visual demonstrations, agreed hand signals, written instruction cards, visual cues for communication
physical disability
- Modified tracking with seated or supported positions, adapted throwing techniques, alternative roles in games
Cross-Curricular Links
English
Verbal and non-verbal communication skills, listening and responding appropriately, giving clear instructions and directions
Maths
Spatial awareness and geometry through court positioning, angles of running and throwing, measurement of distances and areas
Science
Communication systems and signals, forces in throwing and movement, teamwork dynamics and group psychology
Geography
Directional language and compass points, spatial relationships and positioning, mapping movement patterns
PSHE
Leadership development and responsibility, teamwork and cooperation skills, communication and listening in relationships
Teacher Guidance
Positioning
Central position allowing observation of multiple courts, rotate between games during main activity
Observation Focus
Communication quality, tracking effectiveness, leadership emergence, safety of all activities
Intervention Points
Step in if tracking becomes too physical, if communication breaks down causing confusion, if unsafe play develops
Demonstration Notes
Demonstrate: Effective tracking by staying close but not interfering, clear communication with specific instructions, leadership through positive organisation
Verbal Cues
- •'Track your player!'
- •'Call the switch!'
- •'Captain, organise your team!'
- •'Use your signals, not just your voice!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Multiple courts minimum 20m x 30m each, clear boundaries marked, adequate space between courts
Surface Check
Dry, even surface free from hazards, appropriate for running and quick direction changes
Equipment Safety
Safety Checks
- •Soft balls checked for appropriate inflation and no damage
- •Cones positioned safely without sharp edges or trip hazards
- •Court markers clearly visible and securely positioned
Risk Management
Key Risks
- •Collisions between players during tracking activities
- •Ball strikes during throwing activities
- •Slips and falls during quick direction changes
- •Overexertion during high-intensity activities
Risk Mitigation
- •Clear boundaries established and enforced for all activities
- •Adequate spacing between groups and courts maintained
- •Progressive skill building from simple to complex activities
- •Regular water breaks and monitoring for fatigue
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all playing areas
- •Monitor tracking activities for appropriate contact levels
- •Observe throwing technique to prevent overarm injuries
- •Watch for signs of overexertion or fatigue
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, contact emergency services if required