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Lesson 4 - Building Attacks and Timing Runs

Tactical Awareness & Strategy

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Year 8

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Ultimate Frisbee

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Big Question

How can you use numerical advantage and well-timed movement to break through organised defences?

Learning Objectives

To build attacks gradually whilst retaining possession carefully
To time runs effectively to breach defensive systems
To understand and exploit numerical advantages in attacking play

Key Outcomes

Students will demonstrate the ability to retain possession through progressive passing sequences
Students will show improved timing of attacking runs to receive passes in advantageous positions
Students will apply tactical understanding to exploit numerical superiority and overcome numerical disadvantage

Equipment & Resources Required

Frisbees

1 per pair (15 total for class of 30)

Distributed to each court area before lesson begins

Alternative: Soft flying discs, foam frisbees for less experienced students

Cones

40-50 cones for court markings and boundaries

Set up multiple small courts (4m x 7m) and large squares before students arrive

Alternative: Markers, spots, or chalk lines on outdoor surfaces

Bibs

3 sets of 10 (different colours for team identification)

Organised in team sets ready for game application section

Alternative: Coloured bands or wristbands

Whistles

1 for teacher

Carried by teacher throughout lesson

Alternative: Voice commands, air horn for outdoor spaces

Key Vocabulary

Building attacks

The gradual progression of the frisbee towards the scoring zone through careful possession retention and tactical passing

Possession retention

Maintaining control of the frisbee within your team through accurate passing and intelligent movement

Timing of runs

Moving at the precise moment to receive a pass when defenders are out of position or unable to intercept

Numerical advantage

Having more attacking players than defenders in a particular area or across the whole playing area

Defensive strategies

Organised approaches to prevent the opposition from scoring, including man-to-man marking or zonal coverage

Weight transfer

Shifting body weight from one foot to another to create deceptive movement and lose a marker

Safe pass

A low-risk pass to a well-positioned teammate that maintains possession rather than attempting a difficult or interceptable pass

Regrouping

Resetting the attacking shape after pressure, often using safe passes to create new attacking opportunities

Skill Progression Pathway

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

Prior Learning

Basic frisbee throwing and catching techniques
Understanding of no-travelling rule and possession time limits
Basic defensive positioning and marking concepts
Spatial awareness and finding space

Current Skills

Building attacks through progressive possession play
Timing attacking runs to breach defences
Exploiting numerical advantages in game situations
Weight transfer and deceptive movement to lose markers

Next Steps

Advanced tactical play including set attacking patterns
Defensive systems and zone defence strategies
Tournament play with complex tactical decision-making
Leadership roles in competitive Ultimate Frisbee

Milestone Indicators

Able to complete 5+ consecutive passes under defensive pressure

Successfully times runs to receive passes in scoring positions

Demonstrates understanding of when to use safe passes versus penetrating passes

Shows tactical awareness in exploiting or defending against numerical advantages

Key Teaching Points

Building attacks requires patient possession retention through consecutive accurate passes, not rushed long passes that risk turnover
Timing of attacking runs is critical - too early and defender recovers, too late and opportunity is missed; attackers must read the game situation
Numerical advantage (6v4) must be actively exploited through width and depth in positioning, creating passing options and stretching defence
Weight transfer creates deceptive movement - shift weight one direction, explode in opposite direction to lose marker
Defenders should adopt sideways stance allowing simultaneous vision of both frisbee and opponent they're marking
Safe passes to supporting players (outside team in 5-pass challenge) enable regrouping when under pressure - possession maintained even if not progressing attack
The 5-second goal line restriction creates urgency and requires precise timing between runner and passer - communication is essential
Defending when outnumbered requires organisation and communication - man-to-man marking or zonal coverage both have merits depending on situation

Common Misconceptions

Misconception: 'Building attacks means making long passes forward.' Reality: Building attacks often means patient shorter passes that maintain possession and gradually progress into dangerous areas. Long passes are higher risk and often intercepted.
Misconception: 'The best player should always run to the goal line.' Reality: Varying who attacks the goal line creates unpredictability and prevents defenders from focusing on one threat. All players should develop these skills.
Misconception: 'Using the outside support players (in 5-pass challenge) is failing or weak play.' Reality: Using safe passes to regroup is intelligent tactical play that maintains possession when under pressure - it's strategic not weak.
Misconception: 'When defending outnumbered, we can't win so effort doesn't matter.' Reality: Organised defending with communication can successfully stop attacks even against numerical advantage. Defensive effort and tactics are crucial.
Misconception: 'The 3-second possession rule doesn't matter if no one's counting.' Reality: The rule develops quick decision-making essential in Ultimate Frisbee and prevents static play - it should always be enforced for learning.
Misconception: 'Weight transfer is too difficult and doesn't make difference.' Reality: Even small weight shifts create hesitation in defenders providing the split-second separation needed to receive passes successfully.

SEN Adaptations

ADHD

Short activity bursts with frequent changes maintain attention (activity structure supports this), clear and simple instructions one step at a time, immediate feedback and positive reinforcement for on-task behaviour, regular 'brain breaks' during discussion sections, clearly marked boundaries reduce distraction, high-energy activities channel energy positively, specific roles with clear responsibilities in team games, timer/countdown visible for time-limited activities

dyspraxia

Use larger, softer frisbees that are easier to catch and control, extra practice time on basic throwing and catching before game pressure, reduce speed of game initially allowing more processing time, simplified rules initially building complexity gradually, visual demonstrations repeated multiple times, buddy support for spatial organisation, verbal cues for timing ('ready... now!'), smaller court size reducing movement complexity, celebrate effort and progress not just outcome

autism spectrum

Provide visual schedule showing lesson structure and timings at start, maintain predictable routines and clear expectations, give advance warning before transitions ('2 minutes until we change activity'), reduce sensory overload by ensuring quiet space available if needed, use consistent language and phrases for instructions, clearly defined boundaries and zones (visual markers), allow processing time for instructions before starting, small group or 1-1 work initially before whole class games if needed

visual impairment

Use brightly coloured or high-visibility frisbees (yellow, orange), provide clear verbal descriptions of court layout and boundaries before starting, use tactile markers for goal lines and zones, buddy system with sighted peer for spatial awareness, verbal cues from teacher and teammates during games ('frisbee coming to you!'), reduce court size for easier navigation, allow closer proximity to action to see better

hearing impairment

Ensure clear visual demonstrations of all activities before starting, use visual signals for start/stop (hand raised, coloured card), position teacher where lip-reading possible during instructions, written instructions on whiteboard or cards as backup, visual countdown timers for 5 second goal line rule and 3 second possession, team captain uses visual signals to communicate tactics, ensure student can see teacher and peers during circle discussions

physical disability

Adapt rules to allow seated play if needed (seated frisbee from wheelchair), reduce court size and distances for reduced mobility, use lighter/softer frisbees that are easier to throw and catch, allow rolling instead of throwing if arm movement restricted, extend time limits (5 second goal line becomes 8-10 seconds), reduce number of passes needed for success (3 instead of 5), provide additional support player to assist with movement, ensure level access to playing area

Cross-Curricular Links

English

Listening skills during instruction and peer feedback, articulating tactical ideas clearly in discussions, explaining strategies and justifying decisions, constructive feedback language ('one positive, one coaching point'), subject-specific vocabulary development (building attacks, possession retention, numerical advantage)

Maths

Counting consecutive passes accurately, calculating success percentages (how many of 5 attempts successful?), measuring court dimensions and zones (thirds), angles of passing, distance estimation, time management (5 seconds on goal line, 3 seconds possession)

Science

Forces acting on frisbee during flight (aerodynamics, air resistance, lift, gravity), effect of spin on flight stability, body systems during exercise (cardiovascular, respiratory, muscular), energy expenditure during different intensity activities (defending vs attacking), recovery processes during cool-down

Geography

Spatial awareness and use of space effectively, directions and angles of movement, mapping movement patterns on court, understanding zones and territories (thirds of court), positioning relative to landmarks (goal line, boundaries)

PSHE

Teamwork and cooperation towards shared goals, communication skills (verbal and non-verbal), leadership opportunities in organising team tactics, resilience when facing challenges (defending against numerical advantage), emotional regulation during competitive situations, fair play and sportsmanship, respect for opponents and officials (teacher), honest self-assessment and realistic goal-setting

Teacher Guidance

Positioning

Position at corners or edges of playing area for maximum visibility during activities. Circulate actively during practices spending time with each group. During 6v4 games, position centrally between both courts to observe both games, or alternate spending 2-3 minutes focused on each court.

Observation Focus

Watch specifically for: timing of attacking runs to goal line (key lesson objective), quality of possession retention through consecutive passes, exploitation of numerical advantages (width, depth, player movement), defensive organisation when outnumbered, compliance with Ultimate Frisbee rules (no travelling, 3 second possession), safety (no dangerous physical contact), engagement and attitude (all students involved and trying).

Intervention Points

Intervene immediately if: unsafe physical contact occurs, students travelling with frisbee or holding beyond 3 seconds repeatedly, one student dominating or others not participating, skill level too challenging causing frustration or too easy causing boredom, disputes arising that students cannot resolve themselves, incorrect understanding of rules or tactics becoming embedded. Use freeze technique (whistle + 'Freeze!') to stop all activity for teaching points or safety issues.

Demonstration Notes

Demonstrate all new activities before students begin - show don't just tell. Use 2-3 volunteer students to model activities at game speed after explaining. Exaggerate key technique points for visibility (e.g., weight transfer, sideways defensive stance). Demonstrate common mistakes as well as correct technique using contrast. During activities, use positive examples: 'Freeze! Watch Team Red - see how they're timing that run perfectly?' Maintain high energy and enthusiasm in delivery to inspire students. Use humour appropriately to maintain engagement. Ensure demonstrations visible to all students - position centrally with students in semi-circle.

Verbal Cues

•'Spread out - create width!' when attacking teams too narrow
•'Time your run - wait for it!' when runs to goal line too early
•'Build carefully - don't rush!' when teams forcing passes
•'Three seconds!' as warning when possession time approaching limit
•'Plant your feet!' when catching to prevent travelling
•'Heads up!' when frisbee flying towards unaware students
•'Talk to each other!' when teams not communicating
•'Use your outside helpers!' when teams not regrouping during 5-pass challenge

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m space required for full-class activities. Can use sports hall, playground, or outdoor grass area. Multiple smaller courts (4m x 7m for warm-up, 15m x 15m for skills) plus 2 large courts (20m x 40m) for game application needed simultaneously.

Surface Check

Surface must be dry, even, and free from hazards (stones, holes, debris). Indoor courts should be swept clean. Outdoor surfaces checked before lesson for puddles, ice, or damage that could cause slips or trips. No broken glass, litter, or equipment from previous lessons.

Equipment Safety

Safety Checks

•All frisbees inspected before lesson for cracks, sharp edges, or damage - damaged frisbees removed from use
•Cones checked for stability and no sharp or broken edges that could cause injury
•Bibs clean and in good condition with no torn fabric that could cause tripping
•Equipment stored safely at edge of playing area when not in use, not scattered creating trip hazards
•Adequate number of frisbees to avoid students waiting or fighting over equipment

Risk Management

Key Risks

•Collisions between students during dynamic games, particularly in 6v4 game where multiple players converge
•Frisbee strikes to face or head when students not watching or during contested catches
•Slips, trips and falls during rapid direction changes and explosive movements
•Overexertion particularly for students in defending roles during 6v4 (high intensity when outnumbered)
•Collisions with walls, equipment, or court boundaries if courts too close to hazards
•Disputes or physical confrontations arising from competitive situations or perceived unfair play

Risk Mitigation

•Clear boundaries established and reinforced - courts adequately spaced (minimum 2m between courts)
•Explicit teaching of no-contact rules in Ultimate Frisbee - incidental contact only, no pushing, grabbing, or blocking
•'Heads up!' call taught and reinforced when frisbee flying towards unsuspecting students
•Progressive skill building from controlled practices to game intensity reduces injury risk
•Regular rotation in 6v4 game ensures no team defends consecutively without rest, preventing overexertion
•Teacher positioned for maximum visibility, constantly scanning for risky situations
•Clear behaviour expectations established - disputes resolved through teacher not physical confrontation
•Adequate warm-up prepares muscles for dynamic movements reducing soft tissue injury risk
•Differentiation ensures all students working at appropriate challenge level

Supervision & Emergency Procedures

Supervision Points

•Position at corner or edge for visibility of all courts during multi-court activities
•Circulate between courts during game application, spending equal time observing both
•Monitor high-activity areas particularly around goal lines where multiple players converge in 6v4
•Watch specifically for compliance with no-contact rules and intervene immediately if physical play escalates
•Observe for students showing signs of overexertion: excessive breathing difficulty, pale/flushed faces, dizziness
•Position with back to wall/boundary never with back to playing area
•Maintain constant visual scan - never distracted by phone, paperwork, or extended conversations
•Be particularly vigilant during transitions between activities when students moving equipment or reorganizing

Emergency Procedures

Stop all activity immediately using whistle and 'STOP' command if injury occurs. Assess situation: if minor (small bump, mild discomfort) provide appropriate first aid and supervision while student recovers. If serious (suspected fracture, concussion, severe pain, breathing difficulty) send responsible student for additional adult support, call for first aider/emergency services as needed, provide first aid within competence level, keep injured student still and comfortable, keep other students calm and supervised away from incident, complete accident report form following school procedures.