Game Strategy & Tactics
•Year 7
•Ultimate Frisbee
•Distributed to team captains at start of each activity
Alternative: Flying rings or soft-edge flying discs for less confident students
Set up as 2m x 2m squares for the skill development drill
Alternative: Marker spots, bean bags, or other visible markers
Use existing netball court with D areas as end zones
Alternative: Create boundaries with cones if court markings unavailable
Two contrasting colours for team identification
Alternative: Different coloured PE kit tops
Worn by teacher throughout lesson
Alternative: None - essential for safety and game management
For filming game play during application phase
Alternative: Student smartphones if school policy allows
Using verbal calls, hand signals, and eye contact to coordinate with teammates
The scoring area at each end of the Ultimate Frisbee pitch (like the netball D)
The throw that starts play, similar to a kick-off in football
A quick pass to a teammate who immediately returns it, like a wall pass in football
Using empty areas of the playing area effectively to create passing opportunities
Running at an angle rather than straight, making it harder for defenders to track movement
Moving the disc rapidly between players to maintain momentum and prevent interceptions
A defensive player catching or knocking down a pass intended for an opponent
Understanding where pupils are coming from and where they're going
Oracy skills through constant verbal communication during gameplay. Giving clear instructions and calls. Listening and responding appropriately to teammates. Using persuasive language during rule adaptation discussions. Vocabulary development with technical Ultimate Frisbee terminology.
Spatial reasoning and geometry when analysing angles of runs and passing lanes. Measuring distances during setup (2m spacing). Calculating scores and tracking game statistics. Understanding trajectory and arc of frisbee throws involving angles and forces.
Forces and motion - air resistance affecting frisbee flight, Magnus effect creating curve on spinning discs. Human biology - cardiovascular system response to exercise (heart rate increase during warm-up and games). Muscular system - which muscles used for throwing, running, pivoting.
Use of recording devices (tablets/cameras) to capture and analyse performance. Understanding of data collection through assessment and observation. Potential for video analysis linking to digital literacy and critical evaluation skills.
Spatial awareness and mental mapping of playing area. Understanding directions (diagonal runs northeast, moving west). Use of court markings as reference points for navigation and positioning. Concept of zones and territories (end zones, defensive/offensive areas).
Teamwork and collaboration throughout all activities. Communication skills - verbal and non-verbal. Resilience when dealing with mistakes or challenges. Sportsmanship and fair play during competitive elements. Self-awareness through self-assessment activities. Leadership opportunities during games and group organisation.
During games: position on sideline at halfway point for equal visibility of both end zones. During drills: circulate actively between practice groups spending 60-90 seconds with each to provide specific feedback. During demonstrations: position where all students can see clearly, using centre circle or end line as gathering points.
PRIMARY FOCUS: Communication frequency and quality - are students calling names before passes, using verbal signals to create space, and supporting teammates with encouragement? SECONDARY FOCUS: Spatial awareness - are diagonal runs being utilised, are wide positions being occupied, is spacing appropriate to create passing lanes? TECHNICAL FOCUS: Throwing and catching technique under pressure, pivoting rule adherence, three-second passing compliance.
IMMEDIATE INTERVENTION: Any physical contact between students - blow whistle, stop play, reinforce no-contact rule. Unsafe play such as high throws near faces or dangerous running. TACTICAL INTERVENTION: If game becomes static with limited movement, pause briefly to remind about diagonal runs and communication. If one team dominates, offer tactical hint to struggling team. TECHNICAL INTERVENTION: If fundamental technique breaking down (running with disc, not pivoting), stop and briefly re-teach the specific skill.
Use CLEAR, EXAGGERATED movements during demonstrations so all students can see from distance. Verbalize your thinking during demos: 'I'm looking for space... I see an opening... I call the name... I throw to where they're running.' Use competent student volunteers to model successful techniques - this builds their confidence and provides relatable examples. When demonstrating mistakes to correct, make them obvious and humourous to engage students without embarrassing individuals.
Minimum full netball court (30m x 15m) for game application. Practice areas require 5 distinct zones of approximately 3m x 3m each for small group work, with minimum 3-5m spacing between groups.
Dry, even surface free from water, debris, or trip hazards. Indoor court preferred but outdoor hard court acceptable in dry weather. Check for protruding nails, loose floorboards, or uneven surfaces before lesson begins.
Blow whistle three short blasts for immediate stop. Assess situation quickly: minor injury (student sits out, receives basic first aid from trained staff), moderate injury (send responsible student to get additional help, administer first aid, contact parents), serious injury (immobilize student, send for emergency services, follow school critical incident procedure). Ensure remaining students are supervised safely away from incident. Complete accident report form following any injury requiring first aid.
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