Game Strategy & Tactics
•Year 7
•Ultimate Frisbee
•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
Bright colours for visibility, set up courts before students arrive
Alternative: Markers, spots, or chalk lines for outdoor courts
Clearly define end zones and thirds for game application
Alternative: Use existing sports hall lines, outdoor painted lines, or cone boundaries
Organised before lesson for quick team identification
Alternative: Coloured bands or asking teams to tuck shirts in/out
Fully charged, ready for filming attacking patterns and game play
Alternative: Student smartphones if school policy allows
Keeping control of the frisbee within your team through accurate passing and movement
Having more attacking players than defenders in a specific area or overall (e.g., 6v4)
Making attacking movements at the precise moment to create space and receive passes
Shifting body weight in one direction to deceive the defender before cutting the opposite way
Gradually progressing up the court through patient passing rather than forcing long throws
A low-risk passing option used to maintain possession when under pressure
Making a sharp, fast movement to create separation from a defender and receive a pass
When a defender catches or knocks down a pass intended for an opponent
Understanding where pupils are coming from and where they're going
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
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
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)
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)
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
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.
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).
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).
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).
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.
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.
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.
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