Game Strategy & Tactics
•Year 7
•Ultimate Frisbee
•Distributed around activity areas, check for damage before use
Alternative: Foam flying discs, soft flying rings for students with grip difficulties
Use different colours to mark boundaries, target lines, and activity zones
Alternative: Dome markers, chalk lines on playground
Mark specific positions and zones within activities
Alternative: Bean bags, small cones, chalk marks
For distinguishing teams in game application
Alternative: Coloured bands, team markers
For recording exemplar performances and peer feedback
Alternative: Mobile phone with video capability
The ability to predict what will happen next by reading body language, eye contact, and movement patterns
Making visual connection with a teammate to signal passing intentions without alerting opponents
Shifting body weight from one foot to another to fake movement and create space from a defender
Understanding of game situations and making smart decisions about positioning, passing, and movement
Reading the pass and moving to catch the frisbee before the intended receiver
Defensive position with body turned sideways to see both the frisbee and the opponent simultaneously
Understanding where pupils are coming from and where they're going
Vocabulary development (anticipation, interception, tactical awareness). Speaking and listening during pair discussions and reflections. Following and giving instructions clearly. Providing constructive feedback during peer assessment.
Scoring and calculating points in Longball (1 point vs 5 points). Estimating distances (5-metre line). Counting consecutive passes in moving triangle. Geometry of triangle and square formations. Angles of throwing and body position.
Forces in throwing - push and pull forces, trajectory and air resistance on frisbee flight. Body systems during exercise - increased heart rate, breathing rate, and the cardiovascular system. Muscles used in throwing and catching - biceps, triceps, core muscles.
Spatial awareness and positioning on the court. Understanding boundaries and using space effectively. Directional language (left, right, forward, backward). Mapping movement patterns in game situations.
Teamwork and collaboration skills in competitive situations. Communication and active listening. Resilience when facing challenges (being eliminated, losing lives). Leadership and supporting others. Emotional regulation during competition. Fair play and sportsmanship values.
Warm-up: position at corner for visibility of all runners and throwers. Skill development: circulate between groups, spending 30-60 seconds observing each. Game application: position at side of court where both teams are visible.
Look for: clear eye contact signals, proper weight transfer with visible fake movements, sideways defensive stance, effective communication, safe throwing technique, tactical decision-making, sportsmanship and encouragement.
Step in immediately if: unsafe throwing (above shoulder/chest height), physical contact between defender and attacker, exclusion or negative behaviour, students not engaging in activities, competitive intensity becoming too high, incorrect technique being repeatedly practiced.
Use demonstration groups of 3-4 students to model correct technique. Select groups showing good practice, not necessarily the most skilled. Exaggerate key teaching points - obvious eye contact, dramatic weight shift, clear sideways stance. Demonstrate slowly first, then at game speed. Involve students in identifying what makes demonstrations effective.
Netball-sized court (30m x 15m minimum) for game application. 10m x 10m spaces for small-sided skill activities. Adequate space between activity groups (minimum 3m) to prevent frisbee interference.
Dry, even surface free from standing water, ice, or debris. Check for trip hazards. Indoor hall or outdoor netball court suitable. Grass acceptable if dry and even.
Established STOP signal (whistle or voice). All students freeze immediately. Teacher assesses situation. First aid available and accessible. Emergency services contact protocol in place. Incident recording procedures followed. Key risks discussed with class at start.
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