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Lesson 1 - Sending and Receiving with Accuracy

Game Strategy & Tactics

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Year 7

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Ultimate Frisbee

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Big Question

Can you send and receive a frisbee accurately?

Learning Objectives

To develop accurate frisbee throwing technique using the spinning wrist action
To demonstrate effective ready position and trapping technique when receiving
To apply sending and receiving skills in competitive game situations

Key Outcomes

Students will be able to execute a spinning throw with correct foot positioning and sideways stance
Students will be able to catch a frisbee using the trapping technique with hands above and below
Students will demonstrate anticipation and spatial awareness during competitive frisbee activities

Equipment & Resources Required

Frisbees

1 per pair (15 for class of 30)

Distribute around perimeter of working area, check for cracks or damage

Alternative: Foam flying discs for beginners, smaller discs for reduced hand size

Cones

30-40 various colours

Use to mark boundaries, court areas, and activity zones

Alternative: Markers, domes, or floor spots

Measuring Tapes

2-3

For setting up 4m distances and court dimensions

Alternative: Pre-measured court markings

Whistles

For clear starting and stopping signals

Alternative: Voice commands, hand signals

Video Device

1 per student

For filming throwing technique to analyse next lesson

Alternative: Not essential but useful for technique analysis

Key Vocabulary

Spinning technique

Using a flick of the wrist to create rotation on the frisbee for stable flight

Throwing stance

Sideways position with opposite foot forward (right hand = right foot forward)

Ready position

Square-on stance with weight on balls of feet, hands relaxed at sides, prepared to move

Trapping technique

Catching method using one hand above and one hand below the frisbee to secure it

Anticipation

Reading the flight of the frisbee and moving to where it will land before it arrives

Spatial awareness

Understanding your position in relation to others, equipment, and boundaries to maintain safety

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching skills from KS2
Understanding of personal space and safety
Experience with cooperative partner work

Current Skills

Frisbee-specific throwing technique with wrist spin
Trapping technique for receiving
Ready position with balanced stance
Anticipation and movement to space

Next Steps

Throwing whilst moving and under pressure
Advanced catching techniques including one-handed catches
Tactical understanding of Ultimate Frisbee game play
Offensive and defensive positioning strategies

Milestone Indicators

Consistent catches over 4 metres without dropping

Smooth weight transfer during throwing action

Quick movement to space after releasing frisbee

Accurate throws landing within 1 metre of target

Key Teaching Points

Throwing stance is sideways with same-side foot forward (right hand = right foot) - this is different from ball throwing and must be reinforced consistently
The wrist snap creates the spin - this is the most critical element for stable frisbee flight and must be emphasised in every throwing opportunity
Ready position for receiving has weight on balls of feet with knees bent - this allows quick movement in any direction for successful catches
Trapping technique uses both hands (one above, one below) creating a sandwich motion - this is safest and most reliable catching method for beginners
Anticipation means thinking one step ahead - before you receive the frisbee, you should already know what you'll do next
Spatial awareness keeps everyone safe - heads up, scanning the environment, aware of others' positions at all times
Accuracy is more important than power - controlled, well-aimed throws are more successful than hard, wild throws especially for beginners

Common Misconceptions

MISCONCEPTION: 'I throw a frisbee the same way as a ball with opposite foot forward' - CORRECTION: Frisbee uses same-side foot forward because the sideways body position generates the wrist snap needed for spin
MISCONCEPTION: 'The harder I throw, the better it will fly' - CORRECTION: A smooth wrist snap with moderate power creates better spin and more accurate flight than maximum power
MISCONCEPTION: 'I can catch one-handed like I see in Ultimate Frisbee games' - CORRECTION: Beginners need two-handed trapping for consistent success; one-handed catches come later with advanced skill
MISCONCEPTION: 'I need to reach forward early to catch the frisbee' - CORRECTION: Timing is key - reach too early and you'll miss; track the frisbee and time your trapping motion as it arrives
MISCONCEPTION: 'In the court game I can move anywhere anytime' - CORRECTION: Must start at back line for serve, then free movement; but once you catch you're frozen and must throw from that spot
MISCONCEPTION: 'Anticipation means reacting quickly' - CORRECTION: Anticipation means thinking ahead and predicting what will happen, allowing you to move before you need to react

SEN Adaptations

ADHD

Short activity bursts (2-5 minutes) with clear endpoints and frequent changes. Clear visual boundaries using cones to define work areas. Immediate, frequent positive feedback for engagement. Movement-based activities suit high energy levels. Assign specific roles or responsibilities (equipment manager, demonstrator). Use timers to provide structure. Allow fidget tools during seated plenary. Position near teacher for redirection and support.

dyspraxia

Larger, lighter frisbees for easier catching and throwing. Reduced complexity - one step at a time rather than multi-step patterns. Extra practice time before introducing competitive elements. Visual demonstrations with step-by-step breakdown. Verbal cues for sequencing ('First foot forward, then turn sideways, then wrist snap'). Reduced distances for throwing and catching. Pair with patient, supportive partner. Celebrate effort and improvement not just accuracy.

autism spectrum

Provide visual schedule showing lesson structure and timings. Clear, consistent routines for transitions between activities. Quiet zone available if sensory overload occurs. Use of visual cue cards showing ready position and throwing stance. Pair with familiar, supportive partner. Reduce competitive pressure by focusing on personal bests not winning. Warning given before loud whistle signals. Clear, literal language avoiding idioms or ambiguous instructions.

visual impairment

Use brightly coloured frisbees with high contrast against hall/ground surface (e.g., fluorescent yellow or orange). Provide verbal descriptions of all demonstrations with clear directional language. Pair with sighted buddy for activities. Use audible signals (voice, whistle) for all instructions. Allow use of larger, easier-to-track frisbees. Reduce court size and throwing distances. Ensure clear pathways free from obstacles.

hearing impairment

Position student where they can see teacher's face clearly for lip reading. Use visual demonstrations for all instructions - show don't just tell. Provide written instruction cards or visual diagrams for complex patterns. Use hand signals for start/stop instead of whistle. Pair with supportive partner who can communicate using agreed methods. Ensure student can see demonstrations from multiple angles. Use vibrating timer or visual cue for timed activities.

physical disability

Adapted frisbees available - lighter weight, smaller diameter, or foam versions. Seated version of activities for wheelchair users with modified throwing technique. Reduced throwing distances based on individual capability. Partner activities allowing static positions rather than movement. Extended time for skill practice. Use of ramps or throwing aids if appropriate. Modify court game rules - allow mobility aid movement, extended catch time, or stationary positions.

Cross-Curricular Links

English

Technical vocabulary development (spinning technique, trapping, anticipation). Following and giving instructions accurately. Verbal peer feedback developing oracy skills. Explanation of technique developing speaking and listening.

Maths

Measuring court dimensions (4m x 7m) reinforcing area and perimeter concepts. Counting consecutive catches developing number skills. Angles in throwing trajectories. Spatial reasoning through court positioning. Recording scores developing data handling.

Science

Forces acting on frisbee during flight (thrust, drag, lift, gravity). Friction between hand and frisbee creating spin. Air resistance affecting flight path. Body systems during exercise (cardiovascular and respiratory). Muscles used in throwing action (deltoids, triceps, core).

Geography

Directions and compass points (throwing north, south, east, west). Spatial awareness relating to maps and positioning. Understanding scale through court measurements. Trajectory concepts relating to map contours.

PSHE

Teamwork and cooperation during partner and group activities. Resilience when facing challenges and making mistakes. Managing emotions during competitive games. Sportsmanship and fair play demonstrating respect. Honest self-assessment showing integrity. Growth mindset through improvement focus.

Teacher Guidance

Positioning

During whole-class instruction: central position where all students can see and hear clearly. During pair/group work: circulate continuously, spending 30-60 seconds observing each group. During court games: elevated or central position to observe multiple games simultaneously. Always position with back to wall/boundary for full visibility of space.

Observation Focus

TECHNIQUE: Watch for correct foot positioning, sideways stance, wrist snap, and spin on release. CATCHING: Monitor ready position, two-handed trapping technique, and timing. MOVEMENT: Observe anticipation, spatial awareness, and safe controlled movement. BEHAVIOUR: Watch for sportsmanship, communication, teamwork, and fair play. SAFETY: Continuously scan for overcrowding, collisions, inappropriate throwing (too hard or at face level), and emotional dysregulation.

Intervention Points

TECHNIQUE BREAKDOWN: Stop activity immediately if majority showing incorrect technique. Re-teach key points. SAFETY CONCERNS: Use FREEZE signal for any unsafe behaviour - address immediately, whole-class if needed. INDIVIDUAL STRUGGLES: Provide one-to-one support during practice time, or pair with confident student for peer support. CONFLICT: Address immediately, separate students if needed, reinforce sportsmanship expectations. ENGAGEMENT: If students off-task or losing focus, use demonstration from engaged students or introduce variation to re-engage.

Demonstration Notes

INITIAL DEMONSTRATIONS: Use slow motion to show technique clearly, then full speed for realistic representation. Always demonstrate from multiple angles (front view and side view) so all students understand. Use student demonstrators when possible to show that peers can achieve skills. DURING PRACTICE: Stop groups briefly to show excellent examples from the class - celebrate good practice. For corrections, demonstrate the incorrect version (exaggerated) then the correct version for clear comparison. VERBAL COMMENTARY: Always accompany demonstrations with verbal explanation of key points - 'Watch my feet... right foot forward... now see my shoulders turn sideways... here comes the wrist snap...' Use think-aloud to make invisible thinking visible.

Verbal Cues

•'Sideways stance!' - to prompt correct body position during throwing
•'Snap that wrist!' - to remind students about the spin technique
•'Ready position!' - to cue receivers to get into athletic stance
•'Heads up!' - to promote spatial awareness during movement
•'Freeze!' - emergency stop for safety or attention
•'Chest height!' - to ensure throws are at safe, catchable level
•'Think ahead!' - to promote anticipation during pattern work
•'Control over power!' - to emphasise accuracy over hard throwing

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum sports hall size (20m x 30m) or outdoor playground area with equivalent space. Indoor or outdoor appropriate. Clear of obstacles including walls, equipment storage, and other hazards.

Surface Check

Dry, even surface free from water, debris, or trip hazards. If outdoor, check for uneven ground, holes, or loose surfaces. Indoor wooden hall floors ideal; outdoor tarmac or artificial turf acceptable if dry.

Equipment Safety

Safety Checks

•Check all frisbees for cracks, sharp edges, or damage before use
•Ensure cones are stable and have no sharp edges or broken parts
•Verify adequate number of frisbees to avoid sharing conflicts
•Recording device secured when not in use to prevent damage or injury

Risk Management

Key Risks

•Collisions between students during dynamic movement activities
•Frisbee strikes to face or body causing impact injuries
•Slips, trips and falls during running and chasing activities
•Strain injuries from throwing without proper warm-up
•Overcrowding causing reduced personal space and increased collision risk

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson
•Adequate spacing between pairs and groups (minimum 3-4m maintained)
•Progressive skill building starting with stationary, then controlled movement
•Emphasis on 'heads up' movement with spatial awareness
•Teacher positioned centrally for maximum visibility of all students
•Clear stop signal (whistle and verbal 'FREEZE') established and practiced
•Warm-up includes dynamic stretching of throwing muscles (shoulders, wrists)
•Court games have defined boundaries preventing overlap
•Students instructed to throw at chest height, not head or face level

Supervision & Emergency Procedures

Supervision Points

•Position centrally during whole-class activities for 360-degree visibility
•Circulate during pair/group work, spending time with each group
•Monitor high-activity areas (e.g., multiple court games) from elevated or central position
•Watch for fatigue signs especially during continuous movement activities
•Be alert to interpersonal conflicts during competitive games
•Position near students with known behavioural or medical needs

Emergency Procedures

STOP signal (whistle + 'FREEZE') immediately halts all activity. Assess situation for injury severity. Minor injuries: student sits out, ice pack applied if needed, monitored by teaching assistant or sensible student if continuing lesson. Moderate injuries: lesson paused, first aid administered by qualified first aider, incident logged. Serious injuries: lesson stopped, emergency services called if needed, school emergency procedures followed, other students supervised by additional staff. All injuries reported and logged according to school policy.