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Lesson 5 - Communication & Space Finding

Tactical Awareness & Strategy

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Year 8

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Ultimate Frisbee

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Big Question

How can effective communication and quick movement create scoring opportunities in competitive situations?

Learning Objectives

Develop effective verbal and non-verbal communication skills with teammates during dynamic gameplay
Demonstrate the ability to quickly identify and move into space in tight, pressured situations
Apply tactical decision-making to utilise space and create scoring opportunities

Key Outcomes

Students will communicate clearly with teammates using calls, signals and body language
Students will consistently find and exploit space to receive passes and create attacking opportunities
Students will make tactical decisions about when and where to move to support team play

Equipment & Resources Required

Frisbees

1 per 6 students minimum (5 total for class of 30)

Have extra frisbees at side of pitch for quick replacement if discs go out of bounds

Alternative: Flying discs, soft discs for students with catching anxiety

Cones

24-32 cones for marking squares and boundaries

Use different colours to distinguish between different activity zones

Alternative: Spots, markers, or natural boundaries

Sun Markers

1 netball court with D markings

Ensure D markings are clearly visible as these act as end zones

Alternative: Mark out approximate court with cones if netball court unavailable (20m x 40m recommended)

Bibs

15 bibs for team identification

Distributed before game application to speed up transitions

Alternative: Different coloured pinnies or bands

Key Vocabulary

Effective communication

Clear verbal and non-verbal signals that help teammates understand your intentions and position

Finding space

Moving away from defenders into open areas where you can receive a pass safely

One-two passing

A quick passing combination where you pass to a teammate and immediately move to receive a return pass

End zone

The scoring area at each end of the Ultimate Frisbee pitch where catches result in points

Pull

The throw that starts each point, similar to a kick-off in football, thrown by the defensive team

Diagonal runs

Running at an angle rather than straight, making it harder for defenders to track and intercept

Tactical decisions

Choices made during play about positioning, timing, and movement based on the game situation

Space utilisation

Making effective use of all available playing area to spread the defence and create opportunities

Skill Progression Pathway

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

Prior Learning

Basic frisbee throwing and catching techniques from previous lessons
Understanding of offensive and defensive roles
Basic awareness of space and positioning
Fundamental rules of Ultimate Frisbee including no-contact and pivoting

Current Skills

Effective verbal and non-verbal communication during gameplay
Quick identification and movement into space under pressure
One-two passing combinations and give-and-go movements
Tactical decision-making about positioning and timing

Next Steps

Advanced tactical systems and team formations
Creating and executing set plays from the pull
Zone defence strategies and communication
Tournament play with multiple teams and complex scenarios

Milestone Indicators

Students consistently call for the disc using clear verbal cues

Students show awareness of teammates' positions without looking

Students create 2v1 situations through intelligent positioning

Students demonstrate diagonal and curved runs to lose defenders

Key Teaching Points

Effective communication requires volume, clarity, and specificity - say names not just 'Here!'
Finding space means moving AWAY from defenders and congested areas before calling for disc
Diagonal runs are more effective than straight runs for losing defenders and creating passing angles
One-two passing creates numerical advantage and breaks defensive pressure
Clearing space after passing prevents congestion and creates opportunities for teammates
The 3-second rule promotes quick decision-making and maintains game flow
Spirit of the game (fair play, self-officiating) is fundamental to Ultimate Frisbee culture
Width and depth in positioning stretches defences and creates scoring opportunities

Common Misconceptions

Misconception: 'I just need to catch and throw well to succeed.' Reality: Communication and spatial awareness are equally important as technical skills in Ultimate Frisbee.
Misconception: 'Calling for the disc is being greedy or bossy.' Reality: Clear communication helps your team succeed and shows confidence and leadership.
Misconception: 'The best position is close to the disc.' Reality: Creating space often means moving AWAY from the disc to spread the defence and create passing options.
Misconception: 'Running straight forward is the fastest way to the end zone.' Reality: Diagonal runs confuse defenders and create better angles even if the path is technically longer.
Misconception: 'Good defence is about speed and athleticism only.' Reality: Smart positioning, anticipation and communication are more important than pure speed.
Misconception: 'Ultimate is just like other throwing games.' Reality: The spirit of the game (self-officiating, fair play) makes Ultimate unique and requires different social skills.
Misconception: 'I should try to score every time I get the disc.' Reality: Team play, building through passes, and creating opportunities for others is more effective than individual heroics.

SEN Adaptations

ADHD

Keep activity changes frequent (every 2-3 minutes) to maintain engagement. Provide clear, brief instructions with demonstration. Use active supervision with proximity and positive reinforcement. Assign leadership or specific roles to channel energy positively. Allow brief movement breaks if focus waning. Use visual timers so student can see time remaining. Reduce waiting time - keep all students active simultaneously. Provide specific, immediate feedback frequently. Position near supportive peers and away from distractions.

dyspraxia

Use larger, softer frisbees that are easier to control and catch. Break skills into smaller, sequential steps with extra practice time. Provide additional demonstrations and modelling. Allow more time to process instructions and execute movements. Reduce complexity of movement patterns initially. Pair with patient, supportive partner. Offer verbal rehearsal before physical execution. Celebrate effort and small improvements explicitly. Consider alternative roles that suit strengths (e.g., tactical organiser if throwing challenging).

autism spectrum

Provide visual schedule of lesson structure before starting. Use clear, concrete language avoiding idioms or ambiguity. Establish predictable routines and stick to them consistently. Offer quiet zones or brief breaks if sensory overwhelm occurs. Pre-teach lesson content using visual supports if possible. Use visual boundary markers (lines, cones) for clear spatial definition. Limit group size for less social complexity initially. Provide written or visual rules posted visibly. Allow additional processing time for instructions. Offer specific role rather than open-ended participation.

visual impairment

Use brightly coloured or larger frisbees for better visibility. Provide verbal descriptions of spatial setup and positions. Assign a sighted buddy for guidance during activities. Use auditory cues (call name loudly before passing). Consider using a bell disc (disc with bell inside) for auditory tracking. Reduce playing area size for better spatial management. Provide high-contrast bibs for team distinction.

hearing impairment

Use visual demonstrations extensively with exaggerated movements. Provide written instruction cards or visual diagrams of activities. Develop hand signal system for common calls (e.g., pointing for 'pass here'). Ensure student can see teacher's face for lip-reading during instructions. Pair with hearing buddy who can relay verbal instructions. Use visual cues for start/stop (flags, lights) rather than whistle. Position student where they can see most teammates during gameplay.

physical disability

Modify playing area to smaller court with wheelchair access if needed. Allow longer time limits for passing (5 seconds instead of 3). Consider seated or walking-only version of game with modified movement rules. Use lighter, softer discs that are easier to throw and catch. Allow use of adapted equipment (e.g., frisbee launcher, larger catching target). Create zones where less mobile students can be effective contributors. Adjust scoring rules to value all contributions (e.g., points for assists not just scoring).

Cross-Curricular Links

English

Oracy skills: Clear verbal communication under pressure. Vocabulary development: Technical terminology and sport-specific language. Instruction following: Listening and comprehending multi-step instructions. Articulating reasoning: Explaining tactical decisions during reflection.

Maths

Calculating scores and statistics (points scored, completion percentage, interception rate). Geometry: Understanding angles for best passing lanes and cutting angles. Spatial reasoning: Calculating distances and optimal positioning on court. Data handling: Recording and analysing game statistics. Problem-solving: Working out tactical solutions to defensive pressure.

Science

Forces: Understanding spin, trajectory and aerodynamics of frisbee flight. Friction: How surface type affects movement and disc travel. Body systems: Cardiovascular and respiratory response to exercise. Energy transfer: How muscles convert energy for explosive movements. Newton's laws: Action and reaction in throwing, momentum in catching.

Drama

Body language and non-verbal communication: Using gestures and positioning to convey intentions. Spatial awareness: Understanding of staging and positioning similar to court positioning. Performance under pressure: Similar to performing for audience.

Geography

Spatial awareness: Understanding of relative positions and mapping movement patterns. Scale and proportion: Relating pitch dimensions to movement distances. Directions: Using directional language (diagonal, perpendicular, parallel) for movement.

PSHE

Teamwork and communication: Essential cooperation skills transferable beyond sport. Resilience: Coping with mistakes, setbacks and competitive pressure. Leadership: Organising teammates and making collective decisions. Respect and empathy: Spirit of the game embodies fairness and understanding. Emotional regulation: Managing competitive emotions appropriately. Inclusion: Valuing all contributions regardless of skill level.

Teacher Guidance

Positioning

During games: Position on sideline at mid-court for best visibility of both ends. During skill activities: Move between groups providing specific feedback. During demonstrations: Central position where all students can see clearly. Avoid having students face bright windows or sun.

Observation Focus

Priority 1: Safety (contact, collisions, unsafe movements). Priority 2: Communication (volume, clarity, frequency of verbal calls). Priority 3: Spatial awareness (are students finding genuine space or bunching?). Priority 4: Technical execution (catching, throwing, pivoting). Priority 5: Social interactions (encouragement, fair play, inclusion).

Intervention Points

Intervene immediately for: Any physical contact between students, unsafe throwing (at head height when close), collisions or near-collisions, emotional distress, rule disputes escalating. Pause activity briefly for: Mid-game coaching points, highlighting excellent examples, correcting widespread technical issues, re-establishing expectations.

Demonstration Notes

Always use volunteers from class for demonstrations rather than demonstrating solo where possible. Ensure demonstrations visible to all students (check sightlines). Perform demonstrations at slow speed first, then full speed. Exaggerate key movements for clarity. Narrate what you're doing while demonstrating. Repeat demonstrations if students unclear - never assume understanding.

Verbal Cues

•'Eyes up, heads up!' - when students looking down
•'Call for it!' - when students not communicating
•'Spread out, use the width!' - when bunching occurs
•'Soft hands, watch it in!' - for catching reminders
•'Quick release!' - when students holding disc too long
•'Clear space!' - when students standing in passing lanes
•'That's it!' - immediate positive reinforcement

Safety Considerations

Space & Surface Requirements

Space Requirements

Full netball court (minimum 30m x 15m) or equivalent space. Multiple smaller zones required during skill development activities. Minimum 2m clearance from walls and obstacles. For class of 30, full court or two half-courts recommended.

Surface Check

Indoor court: Clean, dry, non-slip surface free from dust or moisture. Check for loose floorboards or surface damage. Outdoor: Dry, level tarmac or artificial surface. Not suitable for muddy or wet grass due to direction changes and pivoting requirements.

Equipment Safety

Safety Checks

•Check all frisbees for cracks, sharp edges or damage before use - replace damaged discs immediately
•Ensure cones have no sharp points and are stable when placed
•Check bib elastic and fabric for tears that could cause injury when pulling on/off
•Frisbees should be appropriate weight for Year 8 (standard 175g ultimate disc or lighter training disc)
•Have spare frisbees available to replace any that become damaged during lesson

Risk Management

Key Risks

•Collisions between students during dynamic running and cutting movements
•Contact between students competing for disc (against rules but may occur)
•Frisbee strikes to face or body during throwing/catching
•Slips, trips and falls during rapid direction changes and pivoting
•Overexertion or dehydration during extended game play
•Finger injuries from poor catching technique or hard throws
•Emotional distress from competitive pressure or perceived failure

Risk Mitigation

•Establish and enforce strict no-contact rule with immediate stoppages if breached
•Teach and reinforce proper catching technique (two hands, watch disc into hands)
•Clearly defined playing boundaries to prevent running into obstacles
•Adequate spacing between different activity groups during skill practices
•Progressive skill building before competitive game to develop competence
•Active supervision positioned for maximum visibility of all students
•Regular reminders about calling 'Coming through!' when moving through groups
•Emphasise looking up and awareness of surroundings during movement
•Enforced water breaks or opportunities if weather warm or lesson extended
•Promote spirit of the game and fair play culture to reduce competitive tension
•Clear communication that mistakes are learning opportunities to reduce anxiety
•Match students appropriately in competitive situations

Supervision & Emergency Procedures

Supervision Points

•Position on sideline during games with clear sightline to entire playing area
•Move between groups during skill activities to provide close observation
•Watch particularly for collisions during weaving relay and game cutting movements
•Monitor defensive intensity in square grid activity - intervene if too physical
•Scan for students showing signs of fatigue, overheating or emotional distress
•Be alert for students with pre-existing injuries potentially aggravated by activity
•Position to observe both teams during gameplay to catch unsafe behaviour quickly
•Keep complete class in view at all times - never turn back to large groups

Emergency Procedures

STOP activity immediately if injury occurs using loud whistle or 'STOP!' command. Assess injured student without moving them unnecessarily. Send responsible student to alert emergency contacts if serious. Apply appropriate first aid within training competence. Complete accident report form. Contact parents if injury requires. Resume activity only when safe to do so and other students adequately supervised.