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Lesson 1 - Frisbee Sending and Receiving

Tactical Awareness & Strategy

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Year 8

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Ultimate Frisbee

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Big Question

Can you send and receive a frisbee accurately under pressure?

Learning Objectives

Develop accurate frisbee throwing technique using the spinning wrist action
Master the ready position and two-handed trapping technique for catching
Apply sending and receiving skills in competitive game situations

Key Outcomes

Students will demonstrate correct throwing stance and wrist technique
Students will catch frisbees consistently using proper trapping method
Students will apply skills in paired and small-sided games with accuracy

Equipment & Resources Required

Frisbees

1 per 2 students (minimum 15 for class of 30)

Distributed around activity area perimeter, check for damage or sharp edges before use

Alternative: Foam discs, plastic flying discs, or lightweight plates for initial practice

Cones

40-50 (for court marking, circle activities, and boundaries)

Pre-set court boundaries (4m x 7m), circle formations (6 cones per group), safety buffer zones

Alternative: Dome markers, chalk lines outdoors, or tape indoors

Net Materials

7 sets (2 lines of cones 1m apart per court)

Position in centre of each mini-court, ensure stable and visible

Alternative: Ropes between cones, chalk lines, or benches turned on side

Bibs

15 (for differentiating teams in games)

Available for game application phase

Alternative: Coloured bands or team identification markers

Key Vocabulary

Spinning technique

The flicking action of the wrist that creates spin on the frisbee, making it stable in flight

Ready position

Square-on stance with hands relaxed at sides, weight on balls of feet, eyes tracking the frisbee

Trapping

Catching technique where one hand goes underneath the frisbee and one on top to secure it

Throwing stance

Sideways-on position with throwing arm back, opposite foot forward, ready to transfer weight

Anticipation

Reading the flight path of the frisbee and moving into position before it arrives

Space awareness

Being conscious of other students and available space to move safely

Skill Progression Pathway

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

Prior Learning

Basic understanding of throwing and catching objects
Experience with hand-eye coordination activities
Awareness of personal space and safety in PE
Ability to work cooperatively with partners

Current Skills

Frisbee-specific throwing technique with wrist spin
Ready position for receiving aerial objects
Two-handed trapping catch technique
Applying skills under time pressure and in game contexts

Next Steps

Throwing whilst moving and changing direction
One-handed catching techniques
Defensive strategies in Ultimate Frisbee
Tactical positioning and zone play in team games

Milestone Indicators

Consistent spin on frisbee when thrown

Frisbee travels flat through the air without wobbling

Student successfully traps frisbee without fumbling

Student can complete 5 consecutive catches with partner

Demonstrates awareness of others during competitive activities

Key Teaching Points

Throwing technique: Sideways-on stance with throwing foot forward, wrist flexion creates spin, follow-through towards target
Catching technique: Ready position (square-on, knees bent, weight on balls of feet), two-handed trapping method (one hand underneath, one on top)
Frisbee flight: Spin stabilises the frisbee making it fly straight and true - wrist flick is essential not just arm pushing
Spatial awareness: Maintain safe distances from others, scan environment before moving, communicate positions in games
Progression: Master static skills before adding movement; build from simple to complex patterns
Game application: Accuracy and control more important than power; tactical positioning helps scoring; communication with partner essential
Sportsmanship: Encourage teammates, accept decisions fairly, congratulate good play from both teams, replay disputed points

Common Misconceptions

Misconception: 'Power is more important than technique for throwing far.' - Correction: Proper wrist spin and stance create more distance and accuracy than arm strength alone. Demonstrate controlled throw vs powerful throw with poor technique.
Misconception: 'You should catch one-handed like a professional.' - Correction: Two-handed trapping is more reliable for learning and building confidence. One-handed catches come later with advanced skill.
Misconception: 'Face the target when throwing.' - Correction: Sideways-on stance allows better weight transfer and rotation, generating more power and spin. Demonstrate difference in accuracy.
Misconception: 'The frisbee will drop straight down where it is.' - Correction: Frisbees continue moving forward due to momentum and spin. Anticipate landing spot ahead of current position.
Misconception: 'Stand still in ready position waiting for frisbee.' - Correction: Ready position means ready to move in any direction. Weight on balls of feet allows quick adjustments to catch.
Misconception: 'In the game, always stay at the back.' - Correction: Move forward after serve to better position for catching and returning. Court positioning is tactical.

SEN Adaptations

ADHD

Short, varied activities to maintain engagement (lesson already structured this way). Clear, concise instructions one step at a time. Frequent positive reinforcement for on-task behaviour. Active roles in all activities (no extended waiting time). Visual boundaries clearly marked. Regular movement breaks built into lesson structure. Allow fidget tools during instruction time if helpful. Position near teacher during explanations. Frequent check-ins during activities.

dyspraxia

Use larger, lightweight frisbees initially for easier catching. Reduce complexity of movement patterns - simplify to essential actions. Provide additional practice time before timed activities. Break down techniques into smaller steps with extra rehearsal. Use verbal cues alongside demonstration. Reduce distance between partners to build confidence. Avoid activities requiring quick direction changes initially. Provide encouragement and celebrate small improvements. Consider alternative catching methods (using equipment like scoops) if coordination very limited.

autism spectrum

Provide visual schedule showing lesson sequence before starting. Clear, consistent routines for each activity. Advance warning before transitions ('in 2 minutes we're changing activity'). Quiet zone available if sensory overload occurs. Pair with familiar, supportive peer. Use visual aids for rules and instructions. Minimise unexpected loud noises (whistle warnings). Allow use of ear defenders if noise sensitivity. Provide specific, literal instructions avoiding figurative language.

visual impairment

Use brightly coloured frisbees with high contrast against floor/background. Provide verbal cues for frisbee location ('coming towards your left side'). Allow use of audible frisbees or bells attached if available. Buddy system with sighted peer providing directional guidance. Reduce activity area size for easier navigation. Use tactile markers (textured cones) for boundaries.

hearing impairment

Ensure student can always see teacher's face for lip-reading during instructions. Use visual demonstrations for all techniques. Provide written instruction cards for complex activities. Use hand signals for key commands (thumbs up for 'go', flat hand for 'stop'). Assign buddy to repeat instructions if needed. Position at front during whole-class instruction. Use visual countdown timers for timed activities.

physical disability

Seated version of activities for wheelchair users - throw and catch from chair position, reduced court size. Use softer, lightweight frisbees for reduced grip strength. Modify distances to suit capability (closer for reduced throwing power). Allow alternative throwing methods if wrist action not possible (underarm, two-handed pushes). Provide foam frisbees or bean bags as alternatives. Peer partner for collecting dropped frisbees. Extended time for activities.

Cross-Curricular Links

English

Following complex multi-step instructions. Using specific technical vocabulary correctly (spinning technique, trapping, ready position). Verbal communication with partners and teammates during activities. Listening skills when receiving instructions and feedback.

Maths

Measuring distances for court setup and activities (4m, 7m, 8m). Counting consecutive catches and scores. Estimating angles for diagonal passes in rectangle pattern. Understanding geometry of court shapes (rectangles) and spacing (circles). Calculating success rates (catches vs drops as percentages).

Science

Forces and motion - how spin stabilises frisbee flight, air resistance affecting trajectory. Biomechanics of throwing movement - transfer of energy from legs through core to arm and wrist. Cardiovascular system response to exercise - heart rate increase during activities, recovery during cool-down. Lever systems in arm during throwing action.

Geography

Spatial awareness and navigation in activity space. Understanding directions and angles for passing. Mapping movement patterns in activities (straight, diagonal). Positioning and territorial awareness in court games.

PSHE

Teamwork and cooperation in paired and group activities. Managing emotions in competitive situations. Resilience when facing challenges (dropped catches, losing points). Communication skills with partners and teams. Sportsmanship and fair play values. Honesty in self-assessment. Respect for others' abilities and efforts.

Teacher Guidance

Positioning

Stand at corner of activity area during large group activities for maximum visibility. Move between groups during small group work to provide individual coaching. Position near net during mini-games to observe technique and assist with disputes. Always maintain sight lines to all students.

Observation Focus

Prioritise observing: 1) Throwing technique - sideways stance, wrist spin, follow-through, 2) Catching technique - ready position, two-handed trap, tracking frisbee, 3) Spatial awareness and safety - maintaining distances, awareness of others, 4) Engagement and effort - all students active and involved, 5) Sportsmanship - fair play, encouragement, resilience.

Intervention Points

Step in immediately if: unsafe behaviour observed, student demonstrating persistent poor technique, student excluded or disengaged, disputes in games becoming heated, equipment malfunction or hazard, signs of overexertion or distress. Use whistle and STOP command for whole-class interventions. Provide individual coaching for technique corrections.

Demonstration Notes

Demonstrate all new techniques clearly with exaggerated movements for visibility. Show from multiple angles. Use slow-motion breakdown for complex skills. Invite high-performing students to model excellence for peer learning. Demonstrate both correct technique and common errors (labelling each clearly) so students understand differences. Use verbal commentary during demonstration to explain what you're doing and why.

Verbal Cues

•'Sideways on!' - reminder for throwing stance
•'Wrist flick!' - emphasis on spin technique
•'Ready position!' - reminder before catching
•'Soft hands!' - gentle catching technique
•'Find space!' - tactical awareness in games
•'Communicate!' - encourage talking between partners/teammates
•'Track it!' - eyes on frisbee until caught
•'Freeze!' - immediate stop for safety or instruction

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear activity area for warm-up and skill activities. Additional marked court space for game application (6-8 courts of 4m x 7m). Indoor sports hall or outdoor hard court suitable.

Surface Check

Dry, even surface free from standing water, debris, or trip hazards. Check for protruding court fixtures. Ensure adequate friction for running and stopping safely. If outdoor, cancel if surface is wet or icy.

Equipment Safety

Safety Checks

•Check all frisbees for cracks, sharp edges, or damage before use
•Ensure frisbees are appropriate weight for age group (lightweight for Year 8)
•Verify cones are stable and have no sharp or broken edges
•Confirm adequate number of frisbees to avoid sharing conflicts
•Store spare equipment safely away from activity area

Risk Management

Key Risks

•Collisions between students during chase game and movement activities
•Frisbee strikes to face or body during throwing activities
•Slips, trips and falls when running or changing direction quickly
•Overexertion in high-intensity activities (particularly circle sprint activity)
•Finger injuries from incorrect catching technique
•Collisions with equipment or boundaries during games

Risk Mitigation

•Establish clear boundaries and buffer zones between activity areas
•Ensure adequate spacing between pairs (minimum 3m) and groups during activities
•Teach and reinforce spatial awareness throughout lesson
•Progressive skill building from static to dynamic activities
•Emphasise controlled, accurate throws over power throws
•Teach proper two-handed trapping technique to prevent finger injuries
•Monitor effort levels and offer rest breaks during high-intensity activities
•Clear 'STOP' command for immediate cessation of activity if unsafe situations arise
•Remove any student from activity who demonstrates unsafe behaviour
•Ensure adequate warm-up before high-intensity activities

Supervision & Emergency Procedures

Supervision Points

•Position at corner or edge of activity area for maximum visibility of all students
•During warm-up chase game, position centrally to monitor all pairs
•Circulate between groups during skill development activities
•During mini-games, move between courts to observe play and provide coaching
•Monitor high-activity areas like circle sprint activity closely
•Maintain sight lines to all students at all times
•Be positioned to intervene quickly if unsafe situations develop

Emergency Procedures

Use whistle and STOP command immediately if injury or unsafe situation occurs. All students freeze in position. Assess situation and provide appropriate first aid or summon medical support. Do not move injured student unless immediate danger. Other students sit down away from incident. Resume activity only when safe to do so. Complete accident report form if required. Contact parents/guardians if injury requires medical attention.