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Lesson 6 - Skill Application & Play

Game Strategy & Tactics

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Year 7

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Ultimate Frisbee

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Big Question

Can you apply the skills and knowledge you've developed in a competitive game situation?

Learning Objectives

Apply frisbee skills and tactics effectively in competitive game situations
Demonstrate understanding of rules and fair play through umpiring and self-regulation
Evaluate personal progress and identify strengths and areas for development across the unit

Key Outcomes

Students will successfully apply catching, throwing, and movement skills in tournament matches
Students will demonstrate sporting values and leadership through umpiring and teamwork
Students will reflect on their learning journey and celebrate achievements across the unit

Equipment & Resources Required

Frisbees

7 (1 per match pitch plus 2 spare)

One frisbee per playing area, spares at teacher station

Alternative: Foam flying discs for safety

Cones

40-50 (to mark multiple courts)

Mark out 2-3 smaller courts (15m x 10m each) with end zones clearly defined

Alternative: Spot markers, painted lines if available

Sun Markers

2-3 courts with end zones

Each court needs clear sidelines and 2m deep end zones at each end

Alternative: Use existing playground markings if suitable

Bibs

30 (enough for team identification)

Organise into 4 team colours for easy identification

Alternative: Different coloured PE kit if bibs unavailable

Whistles

3.5 (1 per umpire)

One for teacher, others for student umpires

Alternative: Verbal calls if whistles unavailable

Video Device

1 (tablet or phone)

Set up on tripod or stable surface to capture match play

Alternative: Not essential but valuable for assessment

Stopwatch

To manage match timings fairly

Alternative: Mobile phone timer

Clipboards

3 (1 per umpire)

For recording scores and key incidents

Alternative: Paper and pen

Key Vocabulary

Skill application

Using the techniques and tactics you've learned in a real game situation

Game situation

A competitive match context where skills are performed under pressure with opposition

Umpiring

Officiating a game by making decisions on rules, fouls, and scoring

Sporting values

Behaviours like fair play, respect, teamwork, and honesty that make sport enjoyable for everyone

Tournament format

An organised competition structure where multiple teams play a series of matches

Leadership

Taking responsibility to guide, encourage, and organise your team

Fair play

Playing honestly, following rules, and respecting opponents and officials

Fixtures

Scheduled matches between different teams in a tournament

Skill Progression Pathway

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

Prior Learning

Catching and throwing techniques with accuracy
Defensive positioning and marking skills
Basic offensive strategies and creating space
Understanding of Ultimate Frisbee rules and scoring
Experience with small-sided games and drills

Current Skills

Applying all learned skills under competitive pressure
Making tactical decisions in real-time game situations
Self-regulating behaviour and demonstrating sporting values
Umpiring and understanding rules from an official's perspective
Reflecting on personal progress and setting future goals

Next Steps

Developing advanced offensive set plays and strategies
Refining zone defence and switching defensive assignments
Leading warm-ups and coaching peers
Competing in inter-school tournaments
Transitioning skills to other invasion games

Milestone Indicators

Consistent skill execution under pressure in games

Making good tactical decisions without teacher prompting

Showing resilience after mistakes and encouraging teammates

Accurate and confident umpiring decisions

Articulate self-reflection on learning journey

Key Teaching Points

This is a celebration lesson - emphasise how far students have come from lesson 1 to now
Tournament format provides authentic application of all skills learned across the unit
Umpiring develops leadership, rule understanding, and decision-making confidence
Sporting values are as important as skill execution - model and celebrate fair play
Use specific feedback rather than generic praise - reference exact skills and behaviours
Video evidence allows you to recognise achievements you might miss in real-time
Self-assessment develops metacognition and reflection skills essential for lifelong learning
Connect PE learning to broader opportunities - inspire continued participation beyond school

Common Misconceptions

Misconception: 'Tournament means only the most skilled players matter.' Correction: Emphasise that progress, effort, and values are equally celebrated. Design teams to be balanced.
Misconception: 'Umpiring is less important than playing.' Correction: Highlight that umpiring develops different but equally valuable skills like leadership and decision-making under pressure.
Misconception: 'Winning is the only measure of success.' Correction: Throughout tournament, celebrate sporting values, individual skill moments, and team communication regardless of score.
Misconception: 'You can run with the frisbee like in rugby or football.' Correction: Remind that Ultimate Frisbee's unique rule is no travelling - must pivot when in possession.
Misconception: 'Physical contact is acceptable when defending.' Correction: Strictly enforce no-contact rule - Ultimate Frisbee relies on spatial defence, not physical.
Misconception: 'Once you drop/miss, you've failed.' Correction: Normalise mistakes as learning opportunities. Model and celebrate resilient responses to errors.
Misconception: 'PE is just about physical skills.' Correction: Explicitly assess and celebrate Head (tactical thinking) and Heart (social/emotional) alongside Hands (physical) throughout.

SEN Adaptations

ADHD

Short match durations (4 minutes) suit shorter attention span. High-intensity activity channelled productively. Clear, concise instructions repeated. Regular position rotation keeps engagement high. Visual timer showing match time remaining. Immediate feedback and praise. Umpiring role provides movement and responsibility. Channel energy into captain/leadership roles.

dyspraxia

Larger, lighter foam frisbees easier to control. Extra practice time with throwing techniques. Reduced court size means less distance to cover. Allow extra steps before passing (modified travel rule). Buddy support for positioning and spatial awareness. Focus on effort and improvement rather than absolute performance. Written/visual reminders of positions and roles.

autism spectrum

Provide visual schedule of lesson structure in advance. Clear, predictable routines for tournament format. Quiet zone available if overwhelmed by competition intensity. Visual rule cards as reference. Advance warning of transitions between activities. Option to umpire rather than play if social intensity too high. Consistent praise for effort and participation.

visual impairment

Use brightly coloured, larger frisbees with contrasting colours to court. Verbal cues from teammates essential - 'I'm here on your left!'. Buddy system with sighted partner. Use beeper frisbee if available. Reduce court size to decrease distance vision needed. Clear, loud whistle signals from umpire.

hearing impairment

Visual demonstrations of all activities essential. Use hand signals for umpire decisions - develop clear signal system. Written fixture list and rules displayed visually. Ensure student can see teacher and teammates when speaking. Consider vibrating device for stop signals if available. Buddy support from hearing peer.

general adaptations

Flexible grouping allows mixed-ability teams. Multiple roles available (player, umpire, scorer). Success criteria differentiated so all can achieve. Focus on personal progress not comparison. Celebration of diverse strengths. Teacher actively highlighting different types of achievement (skill, values, improvement, leadership).

physical disability

Seated Ultimate variation - play from wheelchair or chair with adapted rules allowing rolling frisbee. Modify court size to accommodate reduced mobility. Allow alternative throwing methods (two hands, underarm). Reduce number of players to give more space and time. Consider role as team tactician or umpire if preferred. Ensure accessible court surface.

social communication difficulties

Clear social scripts provided: 'After a point, say well done'. Explicit teaching of sporting values with examples. Structured team roles to reduce social uncertainty. Visual guides for sportsmanship (when to shake hands, how to celebrate). Support from understanding teammates. Recognition that competition can feel socially complex.

Cross-Curricular Links

English

Communication skills - giving clear instructions and tactical calls. Listening skills when receiving coaching or umpire decisions. Speaking and presentation when providing peer feedback. Vocabulary development through technical PE terms.

Maths

Counting scores and calculating tournament standings. Geometry of court angles and optimal passing trajectories. Time management - calculating equal match durations from total available time. Statistics if tracking success rates of throws/catches.

Science

Forces - projection of frisbee, air resistance, spin creating gyroscopic stability. Physics of flight and aerodynamics. Body systems - cardiovascular response to exercise, muscle groups used in throwing. Energy transfer from thrower to frisbee.

Computing

If using video analysis - digital literacy in recording and reviewing footage. Data handling if tracking tournament statistics. Understanding of technology to enhance learning and performance analysis.

Geography

Spatial awareness and reading space on court. Directions and positional language (e.g., 'move to the left sideline'). Mapping movement patterns and tactical formations. Understanding of zones in zone defence.

PSHE

Teamwork and communication skills essential for success. Emotional regulation when winning or losing. Resilience and growth mindset after mistakes. Leadership through captaincy and umpiring. Fair play and ethical decision-making. Respect for diversity in team contexts.

Teacher Guidance

Positioning

Stand centrally between courts during tournament for visibility of all matches. During skill development, circulate between groups to provide individual feedback. During warm-up, position at front for clear demonstration visibility.

Observation Focus

In tournament, prioritise safety first, then observe: skill application under pressure, tactical decision-making, communication and teamwork, sporting values and fair play, response to success/failure. Note specific examples for recognition in plenary.

Intervention Points

Step in immediately if: unsafe play occurs, no-contact rule broken, unsporting behaviour displayed, umpire losing control of match, students arguing about decisions, anyone showing signs of distress or injury, game becoming one-sided and demotivating.

Demonstration Notes

Use student demonstrations wherever possible to showcase excellent technique or tactics. Demonstrate yourself when introducing new concepts. When demonstrating, exaggerate key points for visibility. Use 'freeze' moments during games to highlight excellent play. Show video clips in future lessons if time permits.

Verbal Cues

•'Spread out - create space!'
•'Talk to each other - communication!'
•'Pivot! Don't travel!'
•'Hands up if you're free!'
•'Mark your player - stay close!'
•'Excellent sporting values - well done!'
•'Freeze - watch this great example!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for multiple small-sided courts. If using 2 courts simultaneously, require 15m x 12m per court plus 3m buffer zone between courts.

Surface Check

Dry, even surface free from standing water, debris, stones, or uneven areas. If outdoor, check for divots or holes. If indoor, ensure hall floor is clean and not slippery.

Equipment Safety

Safety Checks

•Check frisbees for cracks or sharp edges before use
•Cones stable and not creating trip hazards
•Bibs in good condition without torn fabric that could catch
•Whistles cleaned between different umpire users
•Video recording device secured safely, not in playing area

Risk Management

Key Risks

•Collisions between students during dynamic game play
•Frisbee strikes to face or body
•Twisting injuries during changes of direction
•Trips over court markings or equipment
•Overexertion in competitive environment
•Emotional responses to competition (frustration, conflict)

Risk Mitigation

•Clear court boundaries established and students briefed on spatial awareness
•No contact rule strictly enforced - immediate whistle if broken
•Adequate spacing between simultaneous matches (minimum 3m)
•Progressive warm-up including dynamic movements and changes of direction
•Appropriate footwear checked - trainers with good grip required
•Umpires briefed to stop play immediately if safety concerns arise
•Teacher positioned to observe all courts with clear sightlines
•Regular water breaks offered, especially in warm weather
•Emotional regulation addressed through sporting values emphasis
•Emergency stop signal established (e.g., three sharp whistle blasts)

Supervision & Emergency Procedures

Supervision Points

•Position between courts for maximum visibility of all matches
•Circulate to observe different games closely
•Monitor high-intensity moments (near end zones, defensive pressure)
•Watch for signs of fatigue or overexertion
•Identify and address any unsporting behaviour immediately
•Keep first aid kit accessible at court side
•Ensure umpires are managing games safely

Emergency Procedures

Three sharp whistle blasts signals immediate stop - all students freeze. Assess situation, provide appropriate first aid if needed. Injured student moved safely to side if required. Remainder of class supervised appropriately while dealing with incident. Contact school first aider or emergency services if necessary. Incident logged according to school policy.