🥏

Lesson 5 - Communication and Space Finding

Game Strategy & Tactics

•

Year 7

•

Ultimate Frisbee

•

Big Question

Can you communicate effectively with teammates and quickly find space in tight situations?

Learning Objectives

Develop effective verbal and non-verbal communication skills during dynamic game play
Apply quick decision-making to find and create space in competitive situations
Execute coordinated team attacks using strategic communication

Key Outcomes

Students will communicate clearly with teammates using verbal calls and visual signals
Students will demonstrate movement patterns that create space in competitive scenarios
Students will apply communication strategies to coordinate offensive plays in Ultimate Frisbee

Equipment & Resources Required

Frisbees

1 per 6 students (minimum 5)

Distributed to team captains at start of each activity

Alternative: Flying rings or soft-edge flying discs for less confident students

Cones

24 (4 per group for square drill)

Set up as 2m x 2m squares for the skill development drill

Alternative: Marker spots, bean bags, or other visible markers

Sun Markers

1 netball court or equivalent area (30m x 15m)

Use existing netball court with D areas as end zones

Alternative: Create boundaries with cones if court markings unavailable

Bibs

15 (half the class)

Two contrasting colours for team identification

Alternative: Different coloured PE kit tops

Whistles

Worn by teacher throughout lesson

Alternative: None - essential for safety and game management

Video Device

1 (tablet or camera)

For filming game play during application phase

Alternative: Student smartphones if school policy allows

Key Vocabulary

Communication

Using verbal calls, hand signals, and eye contact to coordinate with teammates

End Zone

The scoring area at each end of the Ultimate Frisbee pitch (like the netball D)

Pull

The throw that starts play, similar to a kick-off in football

One-Two Passing

A quick pass to a teammate who immediately returns it, like a wall pass in football

Space Utilisation

Using empty areas of the playing area effectively to create passing opportunities

Diagonal Runs

Running at an angle rather than straight, making it harder for defenders to track movement

Quick Passing

Moving the disc rapidly between players to maintain momentum and prevent interceptions

Intercepting

A defensive player catching or knocking down a pass intended for an opponent

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching techniques with frisbees
Understanding of pivoting rules and basic Ultimate Frisbee gameplay
Experience with simple passing patterns and movement
Knowledge of basic defensive positioning

Current Skills

Effective verbal communication during dynamic play
Creating and utilising space in tight defensive situations
One-two passing combinations with movement
Quick decision-making under pressure
Diagonal running patterns to evade defenders

Next Steps

Advanced offensive strategies and set plays
Defensive communication and zone marking
Tournament play with complex rule applications
Leadership roles in directing team tactics

Milestone Indicators

Consistently calls for disc with clear, early signals

Creates separation from defender through purposeful movement

Completes 5+ consecutive passes in competitive drill

Demonstrates leadership in organising team attacks

Adapts communication style based on game situation

Key Teaching Points

Communication is the foundation - every pass should have a name call or verbal signal preceding it. Model this yourself in demonstrations and constantly reinforce during activities.
Creating space requires purposeful movement, not random running. Teach students to move AWAY from the disc to create passing lanes, then cut back sharply when called.
Diagonal runs are more effective than straight runs because they create angles that defenders struggle to track - emphasise this in your coaching language throughout.
The 3-second passing rule serves a dual purpose: maintains game flow AND forces quick decision-making which prevents overcrowding around the disc.
One-two passing (give-and-go) is the fundamental pattern that breaks down defences - connect this explicitly to similar concepts in football, basketball, and hockey.
Pivoting is the core skill that enables all others - without proper pivot foot discipline, the game breaks down. Reinforce this rule consistently.
Use the Head/Hands/Heart framework explicitly with students so they understand they're being assessed on thinking, technique, AND teamwork - not just physical ability.

Common Misconceptions

MISCONCEPTION: 'I need to hold onto the disc until I see the perfect pass.' REALITY: Quick passing maintains momentum - pass and move immediately, trust teammates to continue the flow.
MISCONCEPTION: 'The best strategy is to throw as far as possible every time.' REALITY: Short, accurate passes maintain possession better than risky long throws. Progress down the court systematically.
MISCONCEPTION: 'Communication means shouting loudly all the time.' REALITY: Effective communication is CLEAR, EARLY, and SPECIFIC - calling names before passes, signaling movements, giving tactical information.
MISCONCEPTION: 'If I can't get free, I should just stay still and wait.' REALITY: Continuous movement creates opportunities - fake one direction, cut another. Static players are easy to defend.
MISCONCEPTION: 'Only the athletic students can be good at Ultimate Frisbee.' REALITY: Tactical intelligence and communication are just as valuable as physical ability. Understanding WHEN and WHERE to move matters more than speed.
MISCONCEPTION: 'Defensive players should always watch the disc.' REALITY: Defenders should watch their opponent's hips and body position while using peripheral vision for the disc - this prevents being beaten by fakes.
MISCONCEPTION: 'The pull (starting throw) doesn't matter much.' REALITY: A good pull creates strategic field position advantage - long, high pulls give defensive team time to set up and pin opposition deep in their half.

SEN Adaptations

ADHD

Keep activity explanations brief and immediately follow with action. Use varied activities with clear time boundaries (visible timer). Provide regular positive feedback and specific praise. Allow movement breaks if needed. Give responsibility roles (equipment manager, scorer) to channel energy positively. Use physical demonstrations rather than long verbal explanations. Break skills into very small, achievable steps. Consider allowing fidget tools during seated reflection if helpful.

dyspraxia

Use larger, softer frisbees that are easier to catch and throw. Reduce distances for throwing initially, progressing as confidence builds. Provide additional demonstration and practice time for complex movement sequences. Break down skills into smaller component parts. Allow extra time for coordination activities like weaving in warm-up. Use verbal cues to support movement ('step, turn, throw'). Pair with patient, supportive partner. Celebrate effort over perfect technique. Consider role of static feeder in drills requiring less dynamic coordination.

autism spectrum

Provide visual schedule showing lesson structure and timings. Use consistent, clear routines for transitions between activities. Offer quiet zone option if sensory overload occurs during high-energy game. Pre-teach rules and expectations before lesson if possible. Use visual rule reminders displayed on wall. Minimise unexpected changes to planned activities. Provide warning before whistle blows ('whistle in 3, 2, 1'). Buddy system with understanding peer.

visual impairment

Use brightly coloured, high-contrast frisbees (fluorescent yellow or orange). Provide verbal descriptions of spatial setup and court positions. Buddy system with sighted partner who provides verbal guidance. Use audible markers (bells or verbal calls) to indicate end zones. Reduce playing area size to make distances more manageable. Ensure high contrast between bibs and playing surface.

hearing impairment

Demonstrate all activities visually before starting - show don't just tell. Use clear hand signals for instructions (thumbs up for go, flat hand for stop, pointing for direction). Position student where they can see teacher's face for any verbal instructions. Provide written/visual rule cards they can reference. Buddy system with hearing partner who can relay urgent verbal information through agreed signals. Use visual whistle alternatives (flag or hand raise) where appropriate.

general adaptations

All activities have three differentiation levels built in (support/core/extension). Mixed-ability groupings ensure peer support. Emphasis on personal improvement rather than comparison to others. Multiple ways to succeed and contribute (tactical, technical, leadership). Regular check-ins and opportunities to opt for modified versions. Positive, inclusive language throughout. No-contact rule benefits all students especially those anxious about physical play.

physical disability

Wheelchair users can participate with modified rules: can 'travel' up to 3 wheel pushes with disc, or have dedicated pusher. Reduce court size for limited mobility. Allow seated throwing and catching at own height level. Use larger, lighter frisbees or flying rings that are easier to handle. Provide additional time for passes (5-second rule instead of 3). Create specific roles such as static end zone receiver requiring less dynamic movement.

Cross-Curricular Links

English

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.

Maths

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.

Science

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.

Computing

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.

Geography

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).

PSHE

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.

Teacher Guidance

Positioning

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.

Observation Focus

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.

Intervention Points

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.

Demonstration Notes

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.

Verbal Cues

•'Soft touches!' - for gentle, controlled catching
•'Find space!' - to encourage movement away from crowded areas
•'Call for it!' - to prompt verbal communication
•'Quick release!' - to reinforce 3-second passing rule
•'Spread out!' - when team clustering too much
•'Diagonal!' - to remind about angled running patterns
•'Eyes up!' - to encourage scanning for passing options
•'Lead the runner!' - for passes to moving teammates
•'Pivot!' - reminder to keep one foot planted
•'Great communication!' - positive reinforcement when heard

Safety Considerations

Space & Surface Requirements

Space Requirements

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.

Surface Check

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.

Equipment Safety

Safety Checks

•Inspect all frisbees for cracks, sharp edges, or damage before use - replace any compromised discs
•Check cones have no sharp points or broken edges that could cause cuts
•Ensure bibs are clean and appropriate sizes to avoid tripping hazards
•Verify whistle is functioning properly for clear safety signals
•Recording device (if used) positioned safely away from playing area on stable surface

Risk Management

Key Risks

•Collisions between students during dynamic movement and gameplay - moderate risk
•Frisbee strikes to face or body during throwing/catching - low to moderate risk
•Slips, trips, and falls during running and directional changes - moderate risk
•Overexertion in high-intensity game situations - low risk
•Contact between players in competitive situations - low to moderate risk
•Twisting injuries during pivoting or sudden direction changes - low risk

Risk Mitigation

•Establish and enforce clear boundaries for all activities with adequate buffer zones from walls/equipment
•Implement strict no-contact rule with immediate whistle and stoppage for any physical contact
•Ensure adequate spacing between practice groups (minimum 3-5m) throughout lesson
•Teach and reinforce proper catching technique (hands position, visual tracking) to prevent facial strikes
•Progressive skill building from controlled practice to competitive game application
•Monitor game intensity and enforce 3-second passing rule to prevent overcrowding
•Require appropriate footwear with good grip for dynamic movement
•Build in active recovery periods and ensure water breaks to prevent overexertion
•Mixed-ability groupings to reduce competitive pressure and physical mismatches

Supervision & Emergency Procedures

Supervision Points

•Position on sideline during games for maximum visibility of all students and court space
•During group drills, circulate actively between groups to monitor technique and safety
•Maintain clear sightlines - never turn back on active play for extended periods
•Monitor high-activity areas where collisions more likely (near end zones, middle of court)
•Watch for signs of overexertion: excessive breathlessness, flushed faces, students requesting to sit out
•Be particularly vigilant during transitions between activities when organisation can break down
•Keep whistle in hand throughout for immediate intervention capacity

Emergency Procedures

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.