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Lesson 4 - Attacking Possession

Game Strategy & Tactics

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Year 7

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Ultimate Frisbee

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Big Question

How can we use numerical advantage and timing to break through defensive structures?

Learning Objectives

To build attacks gradually whilst retaining possession carefully
To time runs effectively to breach defensive structures
To understand and exploit numerical advantages in attack

Key Outcomes

Students will demonstrate improved possession retention through patient build-up play
Students will show timing awareness when making attacking runs
Students will apply tactical understanding of numerical advantage in game situations

Equipment & Resources Required

Frisbees

1 per 2 students (15 total for class of 30)

Distributed around court perimeter, check for cracks or damage before lesson

Alternative: Soft flying discs for less confident throwers, smaller discs for students with reduced hand size

Cones

40-50 (for court markings and nets)

Bright colours for visibility, set up courts before students arrive

Alternative: Markers, spots, or chalk lines for outdoor courts

Sun Markers

Clearly define end zones and thirds for game application

Alternative: Use existing sports hall lines, outdoor painted lines, or cone boundaries

Bibs

3 sets of 10 (different colours)

Organised before lesson for quick team identification

Alternative: Coloured bands or asking teams to tuck shirts in/out

Video Device

1-2

Fully charged, ready for filming attacking patterns and game play

Alternative: Student smartphones if school policy allows

Key Vocabulary

Possession retention

Keeping control of the frisbee within your team through accurate passing and movement

Numerical advantage

Having more attacking players than defenders in a specific area or overall (e.g., 6v4)

Timing of runs

Making attacking movements at the precise moment to create space and receive passes

Weight transfer

Shifting body weight in one direction to deceive the defender before cutting the opposite way

Attack building

Gradually progressing up the court through patient passing rather than forcing long throws

Safe pass

A low-risk passing option used to maintain possession when under pressure

Cutting

Making a sharp, fast movement to create separation from a defender and receive a pass

Interception

When a defender catches or knocks down a pass intended for an opponent

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic frisbee throwing techniques (backhand and forehand)
Understanding of no-contact rules in Ultimate Frisbee
Basic spatial awareness and movement off the ball
Simple passing and receiving under pressure

Current Skills

Timing attacking runs to lose markers
Weight transfer to create separation from defenders
Building possession-based attacks
Exploiting numerical advantages
Using safe passing options to regroup

Next Steps

Complex cutting patterns (give-and-go, stack formations)
Reading defensive zones vs man-marking
Transition play from defence to attack
Advanced tactical systems in Ultimate Frisbee

Milestone Indicators

Students consistently complete 3+ consecutive passes under pressure

Attackers create clear separation from defenders (2+ metres)

Teams score successfully when possessing numerical advantage

Students demonstrate weight transfer before making cutting runs

Key Teaching Points

Weight transfer is crucial for losing markers - students must lean convincingly one direction before explosively cutting the opposite way, using the lean to create the defender's weight commitment
Timing of runs is everything - arriving at the goal line too early (defender recovers) or too late (pass intercepted) makes the difference; runners must watch frisbee progression and teammates' readiness
Possession retention requires patience - teams should prioritise keeping the frisbee over forcing risky long passes; using safe support passes allows regrouping under pressure
Numerical advantage is only valuable if exploited - having 6v4 means nothing if all 6 bunch together; attackers must spread out creating multiple passing options that defenders cannot all cover
Communication is non-negotiable - verbal calls ('I'm free!', 'support!') and hand signals showing target areas enable possession-based play; silent teams lose possession
Defensive positioning when outnumbered requires covering space rather than individual marking - 4 defenders cannot man-mark 6 attackers, so zone/space coverage with communication is essential
The 5-second goal line limit forces genuine timing rather than allowing static receivers - this rule makes the lesson objective (timing runs to breach defence) the only successful strategy

Common Misconceptions

Misconception: 'Throwing hard is better than throwing accurately' - Reality: Controlled, accurate passes retain possession while hard throws often lead to drops and interceptions; emphasise placement over power
Misconception: 'I should always try to score immediately' - Reality: Patient build-up through thirds with possession retention is more successful than forcing long throws; progressive attack building prevents turnovers
Misconception: 'The best player should always go to the goal line' - Reality: Varying who makes the run creates unpredictability making defending much harder; predictable patterns are easily defended
Misconception: 'Weight transfer means just running in a different direction' - Reality: Effective weight transfer requires a convincing fake (lean/body commitment) that forces the defender to react before the cut; without the fake, defenders simply follow
Misconception: 'When defending outnumbered, we just need to try harder' - Reality: Tactical organisation (space coverage, communication, anticipation) is more important than effort alone; working smarter not just harder
Misconception: 'Passing to support players outside is failing' - Reality: Safe passes to regroup under pressure is smart tactical play, not weakness; maintaining possession is the priority
Misconception: 'I can't do anything because I'm being marked' - Reality: Movement off the ball (cutting, using weight transfer, finding space) creates opportunities even when initially marked; static players remain marked

SEN Adaptations

ADHD

Keep activity segments short with frequent changes to maintain attention; provide very clear, simple instructions one at a time; use visual cues and demonstrations extensively; position near teacher for proximity support; provide immediate, frequent feedback; build in leadership roles to channel energy positively; allow movement breaks if needed (legitimate roles like equipment collection); use countdowns and timers to create urgency and focus; celebrate effort and on-task behaviour frequently; minimise waiting time through efficient organisation; clear boundaries both physical (court lines) and behavioural (rules); high activity time reduces off-task behaviour

dyspraxia

Use larger, softer frisbees for easier catching and control; reduce throwing distances in initial practices; provide additional demonstration and practice time for weight transfer and coordination; break down complex movements into smaller steps; use visual and verbal cues simultaneously; allow extra time for movement activities; reduce court size to shorten distances; pair with patient, supportive partner; simplify footwork - allow running without specific cutting technique if needed; celebrate improvement not just outcome; reduce speed of activities; provide specific, simple coaching points one at a time; avoid activities requiring complex multi-step coordination initially

autism spectrum

Provide visual schedule showing lesson structure and timings; establish clear, predictable routines for transitions; use visual rule cards as reminders; reduce sensory overload by allowing breaks in quieter area if needed; give advance warning of activity changes ('In 2 minutes we'll move to the next activity'); simplify language and instructions; allow processing time after questions; provide specific, concrete success criteria; assign consistent partner/group members for security; use social stories to explain game rules and expectations; celebrate small successes frequently; avoid sudden loud noises where possible

visual impairment

Use brightly coloured frisbees with high contrast to background (yellow/orange on dark floor); provide verbal descriptions of court layout and boundaries; use auditory cues (whistle patterns, verbal directions from teacher/peers); assign a sighted buddy for guidance during games; reduce court size to make boundaries easier to locate; use tactile markers (different textured cones) for court boundaries; ensure bright lighting; position student closer to teacher for demonstrations; provide additional individual demonstration with hand-over-hand guidance for throwing technique

hearing impairment

Use visual demonstrations extensively - show don't just tell; use clear hand signals for start/stop (whistle replacement); provide written instruction cards for activities; ensure student can see teacher's face for lip-reading during explanations; assign a hearing buddy to relay verbal instructions; use visual timers for time limits (5-second goal line, 3-second possession); position student where they can see teacher and activity simultaneously; use exaggerated gestures during demonstrations; simplified visual diagrams of court setups and rules

physical disability

Adapt depending on specific need: wheelchair users can participate with modified rules (can move with frisbee, larger goal area); reduce court size for reduced mobility; allow underarm or seated throws if overarm not possible; provide lighter or larger frisbees for reduced grip strength; allow additional time for movements and possession; peer support for positioning and retrieving frisbee; modify 5-second goal line rule to extended time; create wider passing lanes; position as thrower in 1v1 practice if movement challenging; celebrate participation and effort equally with skilled performance

social emotional mental health

Create supportive, non-threatening environment; allow choice within activities where possible; provide quiet 'time out' option if overwhelmed; use restorative approaches if conflicts arise; pair with emotionally mature, supportive partners; celebrate effort and participation over winning; provide consistent, predictable structure; give specific praise for positive social interactions; allow student to sit out briefly if emotionally dysregulated then reengage when ready; avoid public criticism; use private, calm conversations for behaviour management; build in success opportunities to boost confidence; recognise emotional regulation as success equal to physical skill

Cross-Curricular Links

English

Following complex verbal instructions develops listening skills; articulating tactics and strategies enhances speaking and vocabulary; peer assessment requires constructive feedback language; plenary discussions develop oracy skills; explaining techniques to others builds communication competence; learning and using technical vocabulary (possession, numerical advantage, timing, weight transfer, interception); reading body language and non-verbal cues from teammates and opponents

Maths

Counting consecutive passes (1 to 5) applies number sequencing; timing activities (5-second goal line limit, 3-second possession) develops time measurement understanding; spatial awareness of court thirds relates to fractions (dividing space into equal parts); calculating scores and keeping tally develops mental arithmetic; angles of throwing and cutting movements relate to geometry; distance estimation between players and to targets applies measurement concepts

Science

Forces applied when throwing frisbee (push, pull, thrust); air resistance and aerodynamics of frisbee flight; friction between shoes and floor surface affecting movement; gravity affecting frisbee trajectory; cardiovascular system response to exercise (increased heart rate, breathing rate); muscular system engagement during throwing, running, catching; energy transfer from player to frisbee; Newton's laws of motion applied to throwing and catching; levers in throwing action (arm as lever)

Geography

Directional language and spatial awareness (moving left/right, forward/backward, into attacking third); mapping movement patterns around the court; understanding of space and boundaries; navigation around playing areas; positioning relative to landmarks (goal lines, third boundaries, court edges); mental mapping of team positions; awareness of relative positions (nearer/farther, inside/outside)

PSHE

Teamwork and cooperation essential throughout all activities; communication skills developed through verbal and non-verbal signalling; resilience when facing challenges (defending while outnumbered, developing difficult skills); leadership opportunities through team organisation and peer coaching; respect for rules, opponents, and teammates; managing emotions in competitive situations; fair play and sportsmanship; honesty in self-refereeing; empathy and inclusion of all ability levels; goal-setting through success criteria; self-assessment and reflection on learning

Teacher Guidance

Positioning

Position yourself strategically throughout the lesson: during explanations, ensure all students can see and hear you clearly; during activities, circulate around the outside of playing areas maintaining sight of all groups; when two courts are active, position centrally between them or move between them spending equal time at each; during demonstrations, stand where all observing students have clear sight lines; avoid standing with back to active groups; position to intervene quickly if needed.

Observation Focus

Watch for these key elements: technical skill execution (weight transfer, throwing technique, catching); tactical decision-making (timing of runs, use of space, exploitation of numerical advantage); safety compliance (no contact, no travelling, 3-second release); engagement levels (all students active and involved); differentiation needs (students struggling or needing extension); examples of excellent practice to highlight; common errors to address; social dynamics (inclusion, communication, sportsmanship).

Intervention Points

Step in when: safety rules are broken (stop immediately with whistle); students showing persistent poor technique (individual coaching); whole group showing common error (pause all, demonstrate correction); students becoming frustrated or disengaged (encourage, modify task); disputes over rules (clarify, reinforce fair play); activities too easy or hard (adjust differentiation); students excluding others (reinforce inclusion); time management (keep lesson moving at appropriate pace).

Demonstration Notes

Use demonstration strategically: demonstrate all new activities before students attempt them; use confident, skilled students as demonstrators when possible; demonstrate both correct technique and common errors (show what TO do and NOT to do); exaggerate movements for visibility (e.g., weight transfer); slow down complex movements for clarity; use freeze-frame technique during activities to highlight excellent examples; demonstrate with commentary explaining what you're doing; ensure all students can see demonstrations clearly; keep demonstrations concise (maximum 2-3 minutes) to maximise activity time; use demonstrations to differentiate (show support, core, and extension versions).

Verbal Cues

•'Soft touches!' - when students throwing too hard
•'Find space!' - when students bunching together
•'Be patient!' - when teams rushing possession
•'Freeze!' - immediate stop signal for safety or teaching point
•'Eyes up!' - when students not scanning for options
•'Time it!' - reminder about timing of runs
•'Talk to each other!' - encouraging communication
•'Show your hands!' - reminder about hand signals for targets
•'Sideways position!' - to defenders about body positioning
•'Three seconds!' - reminder about possession time limit
•'No contact!' - when defending becoming too physical
•'Well done!' or 'Excellent!' - positive reinforcement throughout

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum total space: 35m x 25m to accommodate warm-up courts, skill development areas, and two game courts with adequate safety spacing. Indoor sports hall ideal, or outdoor hard court area. Courts must not overlap and require 2-4m safety zones between activities.

Surface Check

Floor/surface must be dry, clean, and even. Check for: wet patches (especially indoor halls), debris, loose equipment, uneven surfaces, or trip hazards. Outdoor courts require check for gravel, holes, or standing water. Surface should provide appropriate grip - not slippery but not overly abrasive.

Equipment Safety

Safety Checks

•All frisbees inspected before lesson for cracks, sharp edges, or damage - damaged discs removed from use
•Cones checked for stability and no sharp or broken edges
•Bibs checked for tears or choking hazards (damaged bibs removed)
•Sufficient equipment to avoid sharing (especially frisbees) reduces contact and waiting time
•Equipment stored safely at court perimeters when not in use to prevent trip hazards
•Recording devices (cameras/tablets) positioned safely on tripods away from playing areas

Risk Management

Key Risks

•Collisions between students during dynamic movement and games - moderate risk
•Frisbee strikes to face/head from throws - low to moderate risk
•Trips and falls during running, cutting movements, and direction changes - moderate risk
•Collisions with equipment (cones) during play - low risk
•Overstretching or muscle strains from sudden movements without proper warm-up - low risk if warm-up completed
•Overheating/dehydration during sustained activity - low risk with breaks and water access
•Contact between players (unintentional) during defending - low to moderate risk

Risk Mitigation

•Clear boundaries established for all courts with adequate spacing (minimum 2-4m) between activity areas to prevent cross-court collisions
•No contact rule strictly enforced - defending through positioning only, not physical contact
•Students instructed to throw at chest height only - no high throws that could strike faces
•Progressive warm-up prepares muscles for dynamic activity
•Adequate spacing between students during activities - not overcrowded
•Clear start/stop signals (whistle) ensure controlled activity transitions
•3-second possession rule prevents dangerous close marking situations
•Teacher positioned with sight of all active areas for constant supervision
•Controlled pace of lesson prevents overexertion and maintains focus
•Regular water breaks available (between sections)
•Rules clearly explained and reinforced throughout lesson
•Damaged equipment removed immediately
•Students wearing appropriate PE kit (no jewellery, appropriate footwear)
•Differentiation allows students to work at appropriate challenge level reducing frustration-based risk

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned at corners/edges of activity areas for maximum visibility of all students
•When two courts active simultaneously, position between them with ability to see both
•During demonstrations, position to see both demonstrators and observing students
•Circulate constantly during activities to provide proximity supervision
•Particular attention to high-activity game sections - monitor for unsafe play
•Scan constantly for students showing signs of distress, fatigue, or frustration
•Monitor adherence to no-contact rule especially during competitive games
•Watch for frisbees leaving designated areas and stop activity if necessary
•Position to intervene quickly if safety incident occurs

Emergency Procedures

In event of injury or incident: Use whistle to immediately stop all activity ('Stop! Freeze!'); assess situation calmly; provide appropriate first aid if qualified or send reliable student for first aider/emergency services; keep other students calm and seated away from incident; do not move injured student unless immediate danger; complete accident report form following school procedures; contact parents/guardians as per school policy. Minor injuries: Move student to side, apply basic first aid, assess if they can continue or need to sit out. Always err on side of caution with head injuries or suspected fractures.