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Lesson 3 - Defensive Tactics and Game Sense

Strategic Movement

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Year 9

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Ultimate Frisbee

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Big Question

How can intelligent defensive positioning and the 'spirit of the game' transform Ultimate Frisbee from just throwing a disc to a truly strategic team sport?

Learning Objectives

Demonstrate improved game sense by maintaining possession and creating scoring opportunities through intelligent movement and positioning
Apply defensive tactics including pressing, shadowing and positioning to force turnovers
Demonstrate understanding of Ultimate Frisbee rules and embody the 'spirit of the game' through self-refereeing and fair play

Key Outcomes

Students will execute defensive tactics in game situations with improved timing and spatial awareness
Students will make tactical decisions that demonstrate understanding of possession-based play and scoring opportunities
Students will apply rules consistently and demonstrate sportsmanship through self-refereeing

Equipment & Resources Required

Frisbees

10-12 (1 per 6 students for warm-up, 2 for main games)

Check all discs for damage and ensure consistent weight/size for fair play

Alternative: Soft flying discs for students with grip difficulties

Bibs

2 sets of 15 in contrasting colours

Ensure sizes are appropriate for Year 9 students and securely fastened

Alternative: Coloured bands, pinnies, or team shirts

Cones

40-50 for court markings and net lines

Mark multiple 30m x 15m playing areas and 'net' lines for Frisbee tennis

Alternative: Chalk lines on playground, existing court markings

Sun Markers

For explaining tactics and recording scores/observations

Alternative: Tablet with drawing app, laminated tactics boards

Stopwatch

For stall counts and timed activities

Alternative: Phone timer, visible clock

Key Vocabulary

Spirit of the Game

The principle that Ultimate Frisbee relies on self-refereeing, fair play, and mutual respect between players

Pressing

Defensive tactic of closing down space quickly on the disc holder to limit their passing options

Shadowing

Defensive marking where you stay close to an opponent without the disc, matching their movements

Turnover

When possession changes from one team to the other due to an incomplete pass, interception, or violation

Pivoting

Keeping one foot planted whilst moving the other to change throwing angle (thrower cannot run with the disc)

Game Sense

The ability to read the game situation and make intelligent tactical decisions about positioning and movement

Split Vision

Ability to track both the disc and your opponent simultaneously

Stall Count

The defender counts to 10 seconds whilst marking the thrower - if reached without a throw, it's a turnover

Skill Progression Pathway

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

Prior Learning

Basic throwing techniques: forehand and backhand
Fundamental catching skills and pivoting
Understanding of basic offensive movement and spacing
Introduction to Ultimate Frisbee rules and spirit of the game concept

Current Skills

Defensive tactics: ready position, pressing, shadowing, legal contact
Game sense: reading the field, anticipating plays, creating scoring opportunities
Advanced rule application and self-refereeing
Team communication under pressure

Next Steps

Advanced offensive strategies: stack formations and cutting patterns
Zone defence and force strategies
Tournament play with multiple teams
Leadership roles in coaching and refereeing

Milestone Indicators

Student can read offensive plays and position defensively before the throw

Student consistently makes the correct choice between pressing and dropping back

Student can explain tactical decisions during game situations

Student demonstrates leadership in maintaining spirit of the game

Key Teaching Points

Defensive tactics work as a system: ready position enables pressing and shadowing, all four tactics should be used fluidly in game situations based on context
Game sense is about reading the situation BEFORE it develops - anticipate where the disc will go, where space will open, when to press vs when to drop back
Spirit of the game is not optional - it's fundamental to Ultimate Frisbee and must be modelled, taught and reinforced constantly throughout the lesson
Possession-based play requires patience - teams should value maintaining the disc over forcing risky scoring throws, high-percentage passes build towards scoring opportunities
Communication is essential - students must verbalise intentions ('Mine!', 'Switch!', 'Open!') to organise defence and create offensive options
Legal defensive distance (arms length) must be maintained - pressing is about limiting options through positioning, not physical obstruction
Self-refereeing requires honesty over winning - students must call their own fouls and resolve disputes using spirit of the game protocols, not teacher intervention
Movement creates opportunities - static offensive players are easy to defend, constant cutting and repositioning creates passing lanes and scoring chances

Common Misconceptions

MISCONCEPTION: 'Pressing means getting as close as possible to the thrower.' CORRECTION: Pressing is about rapid close-down to legal distance (arms length) with arms raised to block lanes, not making physical contact. Say: 'You're pressing to make throwing difficult, not to touch them!'
MISCONCEPTION: 'Spirit of the game means being soft and not competing hard.' CORRECTION: Spirit of the game means competing intensely but fairly, with honest refereeing and respect. Say: 'Play your hardest, but play honestly - that's real competition!'
MISCONCEPTION: 'The best tactic is always to throw long towards the end zone.' CORRECTION: Game sense means recognising when to maintain possession vs when to risk the scoring throw. Say: 'Sometimes the best throw is backwards to keep possession. Patient build-up leads to better scoring chances!'
MISCONCEPTION: 'Shadowing means standing right next to your opponent.' CORRECTION: Shadowing is about staying between your opponent and the disc, maintaining space to react. Say: 'Give yourself room to react - if you're touching them, you can't move when they cut!'
MISCONCEPTION: 'If the other team makes a bad call, I should argue until they change it.' CORRECTION: Spirit of the game dispute resolution: explain perspective calmly, then reset disc to thrower if unresolved. Say: 'Explain your view, listen to theirs, then move on - the game continues!'
MISCONCEPTION: 'Only the best throwers should touch the disc in games.' CORRECTION: Ultimate Frisbee is about team possession - everyone contributes by moving, creating space and making safe passes. Say: 'Everyone has a role - move into space and you'll get the disc. Safe passes help more than risky long throws!'

SEN Adaptations

ADHD

Frequent activity changes maintain engagement (built into lesson structure). Clear, concise instructions with visual supports. Provide specific, immediate feedback regularly. Use movement breaks strategically (already incorporated). Allow fidget tools during instruction time if helpful. Assign active roles (team captain, equipment manager) to channel energy. Break complex tactics into small, achievable steps. Celebrate small successes frequently.

dyspraxia

Use larger, lighter frisbees (children's size or foam discs) for easier control. Provide additional practice time for skill development. Break down throwing action into smaller component parts. Use visual cues for foot positioning (chalk marks). Reduce court size to minimise running distances. Allow extra time for stall count (15 seconds instead of 10). Pair with patient, supportive partner. Provide verbal cues for sequencing ('Step, twist, release').

autism spectrum

Provide clear visual schedule of lesson structure shown on whiteboard. Establish predictable routines for each section. Create quiet zone option if sensory overwhelm occurs. Use social stories to pre-teach spirit of the game concepts. Provide specific role assignments (e.g., 'You are shadowing player with red bib'). Minimise unexpected changes - warn before transitions. Offer alternative to tournament if competitive pressure is overwhelming.

visual impairment

Use brightly coloured frisbees (neon yellow/orange) for better visibility. Provide audible cues during gameplay ('Disc coming to your left!'). Assign sighted guide buddy for spatial orientation. Use high-contrast cones for boundary marking. Reduce court size to minimise distance challenges. Provide verbal descriptions of court layout and positioning.

hearing impairment

Use visual signals for starts/stops (raising hand, flag system). Provide printed rule sheets and tactical diagrams. Demonstrate all instructions visually with clear gestures. Position student where they can see teacher's face for lip-reading. Use vibrant bibs for clear team identification. Assign communication partner to relay key verbal instructions.

general adaptations

All adaptations applied subtly to maintain inclusion and dignity. Use buddy system pairing SEND students with supportive peers. Provide choice in participation level where appropriate. Ensure success criteria include effort and improvement, not just performance. Celebrate diverse contributions to team success. Maintain high expectations with appropriate support. Regularly check understanding through questioning not just observation.

physical disability

Wheelchair users: Allow rolling with disc for mobility, enlarged end zones, adapted catching techniques (trap against body), positioning in strategic zones. Reduced mobility: Smaller court area, designated passing zones where they operate, lighter or modified frisbees (foam discs), seated throwing and catching variations, scoring bonus points for their successful catches to encourage involvement.

Cross-Curricular Links

English

Communication skills: clear verbal instructions to teammates, persuasive language in dispute resolution, listening and responding to others' perspectives, specialist vocabulary acquisition and usage, explaining tactics and strategies articulately

Maths

Calculating tournament points and win percentages, measuring court dimensions and distances, analysing angles for optimal throwing trajectories, timing stall counts (10-second intervals), geometric understanding of spacing and field positioning

Science

Forces and motion in frisbee flight (thrust, drag, lift, gravity), biomechanics of throwing action (lever systems, force application), cardiovascular response to exercise (heart rate, breathing rate), aerodynamics of disc flight and spin stabilisation

Geography

Spatial awareness and field positioning, using directional language (forward, back, left, right, diagonal), understanding zones and areas of the playing field, mental mapping of teammate and opponent positions

PSHE

Teamwork and collaborative problem-solving, emotional regulation under competitive pressure, conflict resolution through spirit of the game, honesty and integrity in self-refereeing, leadership and responsibility, resilience when facing adversity or losing

Teacher Guidance

Positioning

Position centrally between the two courts during game play, allowing clear view of all students and both playing areas. During skill introduction, demonstrate from a position where all students can see clearly - typically at the front with students in semi-circle formation. During Frisbee Tennis warm-up, circulate between groups to observe technique and provide individual feedback.

Observation Focus

PRIMARY: Watch for defensive tactics application - are students pressing when opponents receive disc, shadowing off-disc players, maintaining legal distance? SECONDARY: Observe game sense - are students making intelligent decisions about possession vs scoring throws, reading the field to create space? TERTIARY: Monitor spirit of the game - honest self-refereeing, calm dispute resolution, respect for opponents. NOTE: Quality of tactical application more important than game scores.

Intervention Points

Intervene immediately if: 1) Play becomes over-physical with dangerous contact, 2) Disputes escalate beyond calm resolution, 3) Students not following safety protocols (e.g., throwing at faces), 4) Spirit of the game is being violated (dishonest refereeing, aggressive behaviour). Pause briefly if: 1) Clear tactical teaching opportunity arises (freeze game to highlight excellent positioning), 2) Majority of class struggling with specific tactic (stop to re-teach), 3) Fatigue compromising safety or technique quality.

Demonstration Notes

Demonstrate: ALL defensive tactics must be shown with clear exaggeration initially so whole class can see technique. For ready position: emphasise bent knees and wide arm position. For pressing: show explosive close-down with high arms blocking throwing lanes. For shadowing: demonstrate side-on positioning with split vision. For legal contact: show body shielding vs illegal pushing. Use proficient student to assist demonstrations when possible (builds confidence and provides peer role model). CRITICAL: Always demonstrate at teaching pace first (slow and clear) then at game pace (realistic speed).

Verbal Cues

•'Press hard! Close that space down!' when defenders giving too much room to thrower
•'Shadow tight! Stay with your player!' when off-disc marking is too loose
•'Patient possession! Don't force the throw!' when teams rushing risky passes
•'Find space! Keep moving!' when offensive players standing static
•'Spirit of the game! Honest calls!' when self-refereeing needs reinforcement
•'Call it! Communication!' when students not verbalising during contested catches
•'Legal distance! Arms length!' when defensive pressing becoming too close

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 60m x 30m total space for two courts plus safety margins. Each court 30m x 15m with 5m end zones. Minimum 5m clearance between courts and 3m from walls/obstacles.

Surface Check

Inspect playing surface before lesson for wet patches, debris, uneven ground, or trip hazards. Outdoor grass surface should be dry and well-maintained. Indoor sports hall floor must be clean and dry with no spills. Remove any loose cones or equipment from playing area perimeter.

Equipment Safety

Safety Checks

•Check all frisbees for cracks, sharp edges or damage before use
•Ensure cones are stable, visible and have no sharp edges
•Bibs should be appropriate size and securely fastened to avoid entanglement
•Verify frisbees are appropriate weight for Year 9 (175g regulation Ultimate discs)

Risk Management

Key Risks

•Collisions between students during high-speed cutting and chasing
•Finger injuries from catching attempts or contested catches
•Frisbee strikes to face or head from throws
•Slips and falls from rapid direction changes
•Over-physical contact during defensive play exceeding legal limits
•Overexertion in hot weather conditions

Risk Mitigation

•Establish clear court boundaries and ensure adequate spacing between courts
•Teach and reinforce proper catching technique with hands positioned correctly
•Brief students on spatial awareness: call for disc to avoid collisions during catches
•Emphasise legal defensive distance (arms length) and non-contact principles
•Warm-up includes dynamic movements to prepare muscles for direction changes
•Monitor competitive intensity and intervene if play becomes over-physical
•Provide water breaks between game rounds, especially in warm weather
•Teach students to back off from contested catches if collision appears likely
•Stop play immediately if any student appears injured or in distress

Supervision & Emergency Procedures

Supervision Points

•Position centrally between two courts for maximum visibility of all students
•Actively scan both courts during gameplay, not focusing on one game only
•Monitor high-activity areas: end zones and areas where contested catches occur
•Watch for fatigue signs: reduced coordination, poor decision-making, excessive breathing
•Listen for communication issues or disputes that may escalate
•Position to observe defensive play for excessive physical contact

Emergency Procedures

STOP play immediately using whistle or loud verbal command. Assess injured student - do not move if serious injury suspected. Send responsible student to fetch first aider/office if required. Administer appropriate first aid within competence level. Complete accident report form. Contact parents/guardians if injury requires medical attention. Ensure other students supervised safely during emergency response - position in seated area away from incident.