Lesson 6 - Leadership & Self-Assessment
Technical Mastery & Tactics
•Year 9
•Invasion Games
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How can leading others in competition help us understand our own sporting strengths and areas for development?
Learning Objectives
- Be able to accurately self-assess performance in Gaelic football using specific criteria
- Lead their own mini tournament effectively demonstrating organisational and communication skills
- Apply all skills learned throughout the unit in competitive play with tactical awareness
Key Outcomes
- Students will demonstrate leadership skills by organising teams, rules, and tournament structure
- Students will accurately evaluate their own and peers' performance using assessment criteria
- Students will apply technical skills, tactics, and teamwork in competitive tournament play
Equipment & Resources Required
Distributed around playing area, check inflation levels
Alternative: Size 3 footballs, rugby balls
Mark out multiple small pitches for tournament games
Alternative: Markers, poles
Organised by team captains for easy distribution
Alternative: Coloured bands, team shirts
Position at each end of tournament pitches
Alternative: Portable goals, cone goals with height markers
Given to student timekeepers for each game
Alternative: Mobile phones with timer apps
Printed self-assessment criteria sheets for each student
Alternative: Digital assessment forms on tablets
For scorekeepers and assessment completion
Alternative: Hard surfaces for writing
Key Vocabulary
The process of evaluating your own performance against specific criteria to identify strengths and areas for improvement
A competition involving multiple teams or players competing in organised matches to determine overall winners
The ability to guide, motivate and organise others effectively towards achieving shared goals
Playing according to the rules with respect for opponents, teammates, and officials
Demonstrating integrity, respect, and graciousness in both victory and defeat
Understanding when and how to apply different skills and strategies based on game situations
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students have learned basic Gaelic football skills: catching, kicking, solo runs, tackling
- Students understand basic rules and regulations of Gaelic football
- Students have experience of small-sided games and tactical awareness
- Students have developed teamwork and communication skills through previous lessons
Current Skills
- Self-assessment using specific performance criteria
- Leadership skills in sports organisation and team management
- Tournament organisation including scheduling, scoring, and officiating
- Application of all technical skills in competitive pressure situations
Next Steps
- Transfer leadership skills to other invasion games and sports
- Develop coaching and mentoring abilities with younger students
- Progress to more complex tournament formats and competition structures
- Apply self-assessment skills to academic and personal development contexts
Milestone Indicators
Key Teaching Points
- Leadership is about supporting others to succeed, not just being the best performer yourself
- Self-assessment requires honest reflection on progress, not comparison with others
- Tournament success includes fair play, organisation, and teamwork - not just winning games
- Apply all technical skills learned throughout the unit consistently under competitive pressure
- Good sportsmanship becomes most important when competition is most intense
- Different students contribute to team success in different ways - celebrate all contributions
- Leadership roles require clear communication, organisation, and encouragement of others
Common Misconceptions
- Misconception: Only the best players can be effective leaders. Reality: Leadership is about communication, organisation, and supporting others regardless of ability level
- Misconception: Winning is the most important measure of success in tournaments. Reality: Skill development, leadership growth, and sportsmanship are equally valuable outcomes
- Misconception: Self-assessment should focus on weaknesses and areas for improvement. Reality: Balanced assessment recognises achievements and sets realistic targets for growth
- Misconception: Competition pressure means you should abandon proper technique for quick results. Reality: Maintaining good technique under pressure demonstrates true skill mastery
- Misconception: Fair play and sportsmanship are less important in competitive situations. Reality: Character and integrity become more important when stakes are higher
SEN Adaptations
ADHD
- Provide multiple active roles throughout tournament, use shorter game times if needed, offer movement breaks between games for non-playing students
dyspraxia
- Focus on leadership and organisational roles rather than complex skills, provide step-by-step guides for tournament procedures, celebrate strategic thinking over physical performance
autism spectrum
- Provide clear tournament schedule and structure in advance, allow for quiet zones during intense competition, offer alternative leadership roles that match interests
visual impairment
- Use bright coloured balls and bibs for better visibility, provide verbal commentary during games, assign sighted partner for tournament organisation tasks
hearing impairment
- Use visual signals for game starts and stops, provide written tournament rules and procedures, ensure clear sightlines for lip reading during instructions
physical disability
- Adapt roles to include non-playing tournament officials (scoring, timekeeping), modify pitch sizes for wheelchair users, provide seated leadership opportunities
Cross-Curricular Links
English
Leadership communication skills, giving clear instructions and feedback, writing self-assessment reflections and peer evaluations
Maths
Tournament organisation requiring scheduling calculations, score recording and league table mathematics, time management using minutes and seconds
Science
Understanding forces and motion in ball flight and player movement, energy systems during sustained competitive activity
Geography
Spatial awareness for pitch positioning and tactical movement, understanding of direction and positioning relative to goals and teammates
History
Understanding origins and cultural significance of Gaelic football in Irish heritage and traditions
PSHE
Leadership development and responsibility, teamwork and cooperation skills, resilience and managing competition pressure, self-reflection and personal development
Teacher Guidance
Positioning
Central position allowing oversight of all tournament pitches, moving between games to provide support and monitor safety
Observation Focus
Monitor leadership development, skill application under pressure, safety compliance, and emotional responses to competition
Intervention Points
Step in for safety concerns, support struggling leaders, resolve rule disputes, provide encouragement during emotional moments
Demonstration Notes
Model leadership behaviours, demonstrate positive competitive attitudes, show how to give constructive feedback during games
Verbal Cues
- •'Remember your skills - don't let competition pressure change your technique!'
- •'Captains, this is your moment to show real leadership!'
- •'Great sportsmanship - that's what champions really look like!'
- •'Focus on playing your best game, not just winning!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Multiple small pitches (minimum 30m x 20m each) with 5m safety zones between pitches
Surface Check
Level playing surface free from holes, debris, or wet patches that could cause slips
Equipment Safety
Safety Checks
- •Check all footballs are correctly inflated and in good condition
- •Ensure goals are stable and securely positioned
- •Verify cones are visible and placed safely away from playing areas
- •Confirm stopwatches are working correctly for accurate timing
Risk Management
Key Risks
- •Collisions between players during competitive games
- •Falls during tackle attempts or rapid direction changes
- •Ball strikes to head or body during competitive play
- •Overexertion due to competitive tournament atmosphere
- •Emotional reactions to competitive pressure or results
Risk Mitigation
- •Clear pitch boundaries established with adequate separation
- •Emphasis on fair play and safe tackling techniques throughout
- •Teacher circulation between all games for immediate intervention
- •Regular reminders about maintaining skills focus over winning
- •Timekeepers trained to stop games immediately if incidents occur
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility across multiple tournament games simultaneously
- •Monitor tackle technique and intervene if dangerous play develops
- •Watch for signs of overexertion or emotional distress during competition
- •Support student officials in maintaining safety standards
Emergency Procedures
Immediate game stoppage signal, assessment of incident severity, appropriate first aid response, incident recording procedures