💡

Lesson 3 - Capture the Flag Strategies

Tactical Awareness in Invasion Games

•

Year 9

•

Teaching Games for Understanding

•

Big Question

How do we coordinate as a team to simultaneously attack and defend territory while making split-second tactical decisions?

Learning Objectives

Develop and apply tactical strategies for attacking and defending in territorial games
Demonstrate effective teamwork and communication skills in dynamic game situations
Analyse and adapt tactics based on opponent strategies and game situations

Key Outcomes

Students will execute coordinated attack and defence strategies in capture the flag
Students will communicate effectively with teammates during fast-paced game situations
Students will demonstrate tactical awareness by adapting strategies based on game flow

Equipment & Resources Required

Coloured Bibs

30 (15 of each colour)

Distribute to clearly identify teams

Alternative: Coloured bands or pinnies

Sun Markers

20-30

Mark playing area, centre line, and special zones

Alternative: Chalk lines on hard surfaces

flags

2 (one per team)

Place in designated flag zones at opposite ends

Alternative: Bean bags, tennis balls, or coloured objects

Markers

8-10 cones

Create clearly defined jail areas on each side

Alternative: Rope or chalk to mark jail areas

Stopwatch

For timing game rounds and activities

Alternative: Smartphone timer or whistle intervals

Key Vocabulary

Territory

The area of play that a team is trying to invade or defend

Tactical awareness

Understanding when and how to make strategic decisions during gameplay

Coordination

Working together as a team with timing and communication

Evasion

Avoiding being caught by changing speed, direction, or using deception

Defensive line

Organised positioning of defenders to prevent opponent advancement

Support play

Teammates positioning to help with attack or defence

Skill Progression Pathway

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

Prior Learning

Basic understanding of invasion games principles
Fundamental movement skills including running, dodging, and changing direction
Experience working in teams and following game rules

Current Skills

Tactical decision-making in attack and defence
Coordinated team movements and communication
Reading game situations and adapting strategies

Next Steps

Advanced tactical formations in invasion games
Leadership roles in team strategy development
Analysis of professional team sports tactics

Milestone Indicators

Students communicate tactical instructions clearly during gameplay

Teams demonstrate coordinated attack and defence transitions

Students adapt strategies in response to opponent tactics

Key Teaching Points

Territorial games require balanced thinking about both attack and defence simultaneously
Effective communication during gameplay is essential for tactical success
Adaptation and flexibility are more important than rigid adherence to predetermined strategies
Individual skills must serve team tactical objectives rather than personal glory
Safety and fair play standards must be maintained even under competitive pressure
Tactical analysis and reflection deepen understanding beyond just playing the game
Leadership can be demonstrated through tactical thinking as well as physical performance

Common Misconceptions

Misconception: 'All players should attack the flag at once' - Correction: Balanced teams need defenders and strategic coordination
Misconception: 'Speed is more important than tactics' - Correction: Smart tactical decisions often overcome pure athletic ability
Misconception: 'Individual brilliance wins games' - Correction: Team coordination and communication are essential for success
Misconception: 'Defending is passive and less important' - Correction: Active defence and tactical awareness are crucial game elements
Misconception: 'Once tagged you're out of the game' - Correction: Jail rescue creates ongoing tactical opportunities and decisions

SEN Adaptations

ADHD

Break tactical instruction into shorter segments, provide immediate feedback and encouragement, offer specific tactical roles to maintain focus

dyspraxia

Simplify movement patterns, provide extra practice time for coordination skills, offer alternative ways to contribute to team tactics

autism spectrum

Provide clear routine structure, offer quiet zones for tactical planning, use visual schedules for lesson progression

visual impairment

Use brightly coloured flags and bibs, provide verbal descriptions of tactical formations, assign sighted buddy for navigation support

hearing impairment

Use visual signals for game starts/stops, provide written tactical instructions, ensure face-to-face communication during strategy sessions

physical disability

Modify movement requirements, provide alternative roles such as tactical coordinator, adjust playing area size as needed

Cross-Curricular Links

English

Communication skills, tactical vocabulary development, analysis and evaluation of strategies

Maths

Spatial geometry in tactical formations, timing and probability in strategic decision-making, data analysis of game statistics

Science

Physics of movement and momentum, reaction times and decision-making, cardiovascular responses to exercise

Geography

Territorial concepts, map reading skills, spatial awareness and navigation principles

History

Historical development of territorial conflicts and strategic thinking, evolution of team sports and tactics

PSHE

Leadership development, conflict resolution, teamwork under pressure, resilience in competitive situations

Teacher Guidance

Positioning

Move actively between teams and games to provide tactical feedback and ensure safety oversight

Observation Focus

Watch for tactical decision-making, team communication, safe play, and inclusive participation

Intervention Points

Step in immediately for unsafe play, provide tactical prompts when teams struggle, mediate any disputes fairly

Demonstration Notes

Use students to demonstrate tactics, highlight good examples during gameplay, model positive language and sportsmanship

Verbal Cues

•'Communicate with your team!'
•'What's your tactical plan?'
•'Safe tagging - two hands only!'
•'Adapt your strategy!'
•'Excellent tactical thinking!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m for full game, clear boundaries with 2m safety margin from walls/obstacles

Surface Check

Level playing surface free from holes, debris, or wet areas that could cause slipping

Equipment Safety

Safety Checks

•Check flags are securely attached and won't cause injury if grabbed
•Ensure cones are visible height and not damaged
•Verify bibs are appropriate size and won't restrict movement

Risk Management

Key Risks

•Collisions during high-speed evasion activities
•Aggressive tagging leading to pushing or grabbing
•Overexertion during competitive championship games
•Disputes over rules leading to inappropriate behaviour

Risk Mitigation

•Clear boundaries established and regularly reinforced
•Emphasis on safe two-hand tagging technique throughout
•Regular breaks and hydration opportunities during extended games
•Clear dispute resolution process with teacher as final arbiter
•Progressive skill building from practice to competitive application

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all playing areas during simultaneous games
•Monitor jail areas for appropriate interaction and safety
•Watch for signs of escalating tension during competitive activities
•Ensure equal participation and inclusion of all students

Emergency Procedures

Stop signal (loud whistle blast), immediate assessment of situation, appropriate first aid response, clear evacuation routes maintained