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Lesson 2 - Defensive Anticipation

Game Strategy & Tactics

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Year 7

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Ultimate Frisbee

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1h 5min

Big Question

How can you read the game and outsmart your opponents before they make their move?

Learning Objectives

Develop anticipation skills to read passing opportunities and defensive movements
Apply a range of tactical strategies to outwit defenders in game situations
Communicate effectively with teammates to create and exploit space

Key Outcomes

Students will be able to anticipate passes using eye contact and body language cues
Students will demonstrate weight transfer techniques to manipulate defenders
Students will apply tactical awareness in competitive Ultimate Frisbee scenarios

Equipment & Resources Required

Soft Frisbees

15-20 (1 between 2 students)

Distributed around activity areas, check for damage before use

Alternative: Foam flying discs, soft flying rings for students with grip difficulties

Cones

40-50 in various colours

Use different colours to mark boundaries, target lines, and activity zones

Alternative: Dome markers, chalk lines on playground

Water Containers

20-30

Mark specific positions and zones within activities

Alternative: Bean bags, small cones, chalk marks

Bibs

15 (half class set)

For distinguishing teams in game application

Alternative: Coloured bands, team markers

PE Equipment

For recording exemplar performances and peer feedback

Alternative: Mobile phone with video capability

Key Vocabulary

Anticipation

The ability to predict what will happen next by reading body language, eye contact, and movement patterns

Eye contact

Making visual connection with a teammate to signal passing intentions without alerting opponents

Weight transfer

Shifting body weight from one foot to another to fake movement and create space from a defender

Tactical awareness

Understanding of game situations and making smart decisions about positioning, passing, and movement

Interception

Reading the pass and moving to catch the frisbee before the intended receiver

Sideways stance

Defensive position with body turned sideways to see both the frisbee and the opponent simultaneously

Skill Progression Pathway

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

Prior Learning

Basic frisbee throwing and catching techniques from Lesson 1
Understanding of attacking and defending roles
Awareness of personal space and safe movement

Current Skills

Anticipating passes through non-verbal communication
Using weight transfer to create separation from defenders
Applying defensive positioning to intercept passes
Making tactical decisions under pressure

Next Steps

Developing advanced offensive plays and set pieces
Applying zone defence strategies in full games
Leading team tactics and adapting strategies mid-game

Milestone Indicators

Student consistently uses eye contact before passing

Defender adopts sideways stance automatically

Attacker successfully fakes movement to create space

Team communicates without teacher prompting

Key Teaching Points

Anticipation begins with observation - watch eyes, body position, and weight distribution to predict movement
Eye contact is a secret weapon - communicates with teammates without alerting opponents
Weight transfer creates separation - sell the fake by shifting weight and shoulders, then explode in opposite direction
Sideways defensive stance allows you to see both frisbee and opponent simultaneously
Communication is the foundation of teamwork - call for the frisbee, alert teammates, encourage constantly
Tactical decision-making involves risk assessment - when to play safe, when to take risks based on game situation
Two-handed catching (pancake catch) provides maximum control and consistency

Common Misconceptions

Misconception: 'Eye contact gives away my passing intention to defenders.' Correction: Subtle eye contact with teammates is quick and difficult for defenders to read if practiced correctly.
Misconception: 'I should watch the frisbee when defending.' Correction: Watch your opponent and use peripheral vision for the frisbee - the sideways stance lets you see both.
Misconception: 'Weight transfer means just leaning slightly.' Correction: Effective fakes require exaggerated weight shift with shoulders and hips moving to sell the movement convincingly.
Misconception: 'Communication means shouting constantly.' Correction: Effective communication is specific, timely, and purposeful - call names, directions, or intentions clearly.
Misconception: 'The best strategy is always to go for 5 points in Longball.' Correction: Tactical awareness means assessing risk - when on final life, securing 1 point is smarter than risking elimination.
Misconception: 'Defending means standing right in front of the attacker.' Correction: Sideways stance with distance allows reaction time and vision of both player and frisbee.

SEN Adaptations

ADHD

Short, focused activity bursts with clear time limits (use visible timer). Regular change of activity to maintain engagement (8-10 minute sections). Clear boundaries marked with cones for all activities. Frequent positive feedback and specific praise. Active roles that maintain engagement (captain, equipment manager). Sensory breaks available if needed. Clear stop/start signals practiced at beginning.

dyspraxia

Larger, softer frisbees for easier catching and gripping. Reduced complexity in activities - fewer steps to remember. Additional demonstration and practice time for new skills. Simplified movement patterns focusing on one element at a time. Verbal rehearsal of movement sequences before performing. Smaller triangle/square formations to reduce throwing distance. Partner support for spatial organisation and equipment setup.

autism spectrum

Clear visual schedule of lesson sections displayed. Consistent routines for starting and ending each activity. Quiet zone available if sensory overload occurs. Advanced warning before transitions between activities. Clear, explicit rules displayed visually. Option to observe activities before participating. Predictable lesson structure to reduce anxiety. Avoid ambiguous language - be literal and specific.

visual impairment

Use brightly coloured or high-contrast frisbees (yellow, orange). Verbal cues from teacher and teammates throughout activities. Buddy system with sighted partner for spatial orientation. Auditory signals (whistles, bells) attached to frisbees for tracking. Clear verbal description of court layouts and boundaries. Tactile markers (textured cones) for key boundary lines.

hearing impairment

Visual demonstrations of all activities with exaggerated movements. Use written instructions on whiteboard or printed handouts. Hand signals for key commands (stop, go, well done). Position teacher where lip-reading is possible for instructions. Ensure student can see all demonstrations clearly. Buddy system with hearing partner for conveying instructions.

physical disability

Seated or adapted position for activities - can throw and catch from wheelchair or chair. Modified distances - reduce triangle size, move 5-metre line closer. Larger, lighter frisbees or foam rings may be easier to grasp and throw. Allow alternative equipment like bean bags if frisbee grip is challenging. Adapted rules in Longball - throwers can use mobility aids, fielders allow extra time. Peer support for positioning and retrieval of equipment.

Cross-Curricular Links

English

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.

Maths

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.

Science

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.

Geography

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.

PSHE

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.

Teacher Guidance

Positioning

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.

Observation Focus

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.

Intervention Points

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.

Demonstration Notes

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.

Verbal Cues

•'Eyes up - watch the throwers!'
•'Show me your sideways stance!'
•'Make eye contact before you throw!'
•'Sell the fake - shift that weight!'
•'Communicate! Let your team know!'
•'Below chest height only!'
•'Soft touches - control over power!'

Safety Considerations

Space & Surface Requirements

Space Requirements

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.

Surface Check

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.

Equipment Safety

Safety Checks

•Use soft frisbees only - check for cracks or damage before lesson
•Ensure cones have no sharp edges or broken parts
•Frisbees should not be hard plastic - foam or soft rubber preferred
•Check equipment markers are secure and not slippery

Risk Management

Key Risks

•Frisbee strikes to head/face area
•Collisions between running students
•Slips, trips, and falls during dynamic movement
•Overexertion in warm-up and game situations
•Conflict during competitive activities

Risk Mitigation

•Enforce below shoulder-height rule for warm-up (below chest-height in game)
•Establish clear boundaries and safe zones
•Controlled numbers in warm-up - categories of 5-7 students maximum
•Monitor competitive intensity and intervene if frustration occurs
•Progressive skill building from controlled to competitive situations
•Clear stop signal established and practiced
•Adequate spacing between activity groups enforced throughout
•Teacher positioned for maximum visibility of all activities

Supervision & Emergency Procedures

Supervision Points

•Position at edge of teaching area with full visibility during warm-up
•Circulate between groups during skill development to monitor technique and behaviour
•Position at side of court with view of all action during Longball game
•Monitor throwers in warm-up - ensure controlled throwing technique
•Watch for signs of overheating or overexertion in warm conditions

Emergency Procedures

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.