🥏

Lesson 5 - Movement Patterns & Strategy

Strategic Movement

•

Year 9

•

Ultimate Frisbee

•

57 min

Big Question

How can intelligent movement and respect for the spirit of the game elevate our Ultimate Frisbee performance?

Learning Objectives

Demonstrate effective movement patterns and spatial awareness to create scoring opportunities
Apply comprehensive knowledge of rules whilst upholding the 'spirit of the game' principles
Execute tactical decisions that support team possession and attacking play

Key Outcomes

Students will consistently create and exploit space through purposeful movement
Students will demonstrate self-officiation skills and resolve disputes respectfully
Students will apply tactical understanding to maintain possession and create scoring chances

Equipment & Resources Required

Frisbees

8-10 (1 per 3-4 students for activities, plus extras)

Distribute around playing area perimeter for quick access

Alternative: Soft foam discs for students with catching anxiety

Team bibs

15 minimum (enough for half the class)

Three different colours for warm-up house teams, two colours for main games

Alternative: Coloured bands or markers if bibs unavailable

Cones

Mark playing area boundaries (40m x 20m) and end zones (marked at each end)

Alternative: Marker domes or chalk lines (outdoor)

Sun Markers

Available for explaining tactical concepts and movement patterns

Alternative: Clipboard with diagrams prepared

Key Vocabulary

Spirit of the Game

The core principle of Ultimate Frisbee emphasising sportsmanship, fair play, and self-officiation without referees

Cutting

A purposeful offensive run designed to create separation from a defender and provide a passing option

Clearing

Moving away from a congested area to create space for team mates

Stack

An offensive formation where players line up vertically to organise cutting space

Turnover

Change of possession occurring when the disc is dropped, intercepted, or goes out of bounds

Pivoting

Keeping one foot planted as a fixed point whilst moving the other foot to find passing angles

Split Vision

Ability to track the disc whilst simultaneously being aware of team mates' positioning

Maintaining Possession

Making safe, tactical decisions to keep the disc within the team rather than forcing risky throws

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching techniques (forehand and backhand)
Understanding of pivoting and non-travelling rules
Awareness of basic positioning concepts
Introduction to spirit of the game principles

Current Skills

Advanced spatial awareness and movement off the disc
Creating and exploiting space through purposeful runs
Self-officiation and dispute resolution
Tactical positioning for offensive success

Next Steps

Advanced defensive strategies and marking techniques
Complex offensive plays and set pieces
Tournament play with full self-officiation
Leadership in upholding spirit of the game in competitive contexts

Milestone Indicators

Consistently creates separation from defender through intelligent cuts

Demonstrates clear understanding of stacking and spacing principles

Resolves disputes calmly and fairly without teacher intervention

Anticipates game flow and positions proactively rather than reactively

Key Teaching Points

Movement to space is purposeful - explosive cuts with change of pace create separation from defenders
Clearing runs are as important as cutting - immediately move away after unsuccessful cuts to create space for team mates
Support positioning requires variation in depth and width - avoid clustering at same distance from disc handler
Spirit of the game means honest self-officiation - give benefit of doubt to opponent, discuss disputes respectfully, accept outcomes graciously
Immediate transition on turnovers - mental and physical switch from attack to defence must be instantaneous
Communication is constant - call names before passing, call 'turnover' when possession changes, direct team mates to space
Spatial awareness requires split vision - track the disc whilst being aware of team mates' and opponents' positions

Common Misconceptions

Misconception: 'Moving fast is the same as moving effectively.' Reality: Change of pace and direction creates separation, not just speed. Teach: Explosive cuts with deception are more effective than predictable sprinting.
Misconception: 'Staying near the disc means I'm supporting.' Reality: Clustering reduces passing options. Teach: Spreading out with depth variation creates multiple passing lanes.
Misconception: 'Making a call means I'm being unsporting.' Reality: Honest calls uphold spirit of the game. Teach: It's about accuracy and fairness, not conflict.
Misconception: 'After I catch, my job is done.' Reality: Immediate clearing creates space for next play. Teach: Sprint away to open space for team mates to cut into.
Misconception: 'Spirit of the game means always agreeing with opponents.' Reality: It means discussing honestly and accepting agreed outcomes. Teach: You can disagree respectfully, discuss fairly, then accept the decision.
Misconception: 'The best throw is the longest throw.' Reality: Possession is more valuable than risky long throws. Teach: Safe, controlled passes maintain possession better than spectacular but risky throws.

SEN Adaptations

ADHD

Structure with short, varied activities (already incorporated). Provide clear, concise instructions with visual cues. Use movement breaks strategically (already built into lesson). Offer specific roles during games (designated positions) to maintain focus. Provide frequent positive feedback. Allow fidget tools during sedentary discussions if needed.

dyspraxia

Use larger, slower-moving discs for better tracking and catching success. Break down throwing technique into smaller steps with additional practice time. Reduce complexity of cutting patterns initially - straight runs before V-cuts. Provide additional space and time to execute movements. Pair with supportive partner during skills practice. Use visual markers (cones) to show cutting paths and support positions.

autism spectrum

Provide visual schedule showing lesson structure and timing. Clearly mark playing areas with distinct boundaries. Establish predictable routines for game starts and transitions. Offer quiet zone available if sensory overload occurs. Use consistent language and signals. Prepare for spirit of the game discussions in advance with social scripts. Allow movement breaks if needed.

visual impairment

Use brightly coloured discs with high contrast to background. Pair with sighted buddy for spatial awareness support. Provide verbal descriptions of field layout and opponent positions. Use audible discs (with bells) if available. Reduce playing area size for easier navigation.

hearing impairment

Use visual signals for game instructions (hand signals for start/stop, directional cues). Provide written/visual diagrams of tactical concepts. Ensure student can see teacher's face when instructions given (lip reading). Use visual markers (coloured cones) to indicate different zones. Designate a communication buddy who can relay verbal calls.

physical disability

Modify to wheelchair Ultimate Frisbee - same rules but players use wheelchairs for mobility. Allow seated throws from static positions if needed. Reduce field size and end zone depth for easier navigation. Permit use of adaptive equipment (lighter discs, larger target areas). Consider modified scoring (points for successful passes, not just end zone catches).

Cross-Curricular Links

English

Communication skills - clear verbal cues during play, articulating tactical concepts in discussions, listening skills during dispute resolution, debate and negotiation through spirit of the game scenarios

Maths

Angles of throwing and cutting movements, calculating optimal spacing distances (3-5m), tracking statistics (completion percentages, turnovers), geometry of passing lanes and triangular support positioning

Science

Forces and motion - trajectory of disc affected by angle and spin, air resistance and aerodynamics of disc flight, body systems during exercise (cardiovascular response to interval activity), biomechanics of throwing action

Geography

Spatial awareness and field positioning, directional language (upfield, crossfield, towards end zone), mapping movement patterns and tactical formations

PSHE

Conflict resolution through spirit of the game, integrity and honesty in self-officiation, resilience when turnovers occur, teamwork and communication skills, respect for opponents and accepting decisions graciously

Teacher Guidance

Positioning

Position yourself centrally between playing areas where you can observe both games. Circulate regularly but maintain overview of all students. During skill practices, position where you can see majority of pairs and demonstrate clearly to all.

Observation Focus

Priority observation areas: 1) Spacing and positioning during games - are students applying tactical concepts? 2) Spirit of the game moments - how are disputes handled? 3) Movement quality - explosive cuts, proper clearing, support positioning. 4) Safety - fatigue, technique breakdown, collision risks.

Intervention Points

Intervene when: 1) Safety is compromised (fatigue, dangerous play, surface hazards). 2) Spirit of the game breaks down (arguments escalating, unfair calls repeatedly). 3) Fundamental misunderstanding of concepts (clustering, poor spacing despite reminders). 4) Significant skill error patterns affecting multiple students.

Demonstration Notes

Demonstrate using students as models wherever possible - this increases engagement and provides peer learning opportunities. When showing movement patterns, exaggerate the change of pace to make it visible. For spirit of the game, role-play scenarios with realistic dialogue. Use 'freeze' moments during games to position students and show tactical concepts in real-game context.

Verbal Cues

•'Spread out - think 3-metre spacing!'
•'Explosive cuts - walk in, sprint out!'
•'Clear the space after your cut!'
•'Spirit of the game - discuss, don't argue!'
•'Support positioning - different depths!'
•'Heads up - awareness of space!'
•'Make eye contact before throwing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 20m clear playing area per game. For class of 30, ideally two separate playing areas or one larger space (60m x 30m) divided. Indoor hall or outdoor hard court/grass field suitable.

Surface Check

Dry, even surface essential for safe cutting movements. Check for: loose stones, wet patches, uneven ground, protruding roots or lips. Indoor: ensure floor is clean and provides adequate grip.

Equipment Safety

Safety Checks

•Frisbees/discs appropriate weight for age group (175g regulation for Year 9)
•Check discs for cracks or sharp edges before use
•Cones are stable and have no sharp edges
•Bibs are clean and fastened securely to avoid tripping hazards

Risk Management

Key Risks

•Collisions during cutting movements - particularly when multiple players converge on disc
•Slips and falls during rapid directional changes
•Disc strikes to face or head from throws
•Twisted ankles from pivoting or landing awkwardly
•Overexertion in competitive game situations

Risk Mitigation

•Establish clear boundaries and ensure adequate spacing between games
•Teach and enforce proper cutting technique with controlled deceleration
•Emphasise awareness of surroundings - 'heads up' calls for loose discs
•Progressive skill building from controlled practice to full game intensity
•Enforce rule: throws aimed below shoulder height in congested areas
•Monitor fatigue levels and enforce hydration breaks as needed

Supervision & Emergency Procedures

Supervision Points

•Position between two games for visibility of both playing areas
•Circulate to monitor high-activity areas (near end zones where collisions more likely)
•Watch for signs of overexertion - flushed faces, hands on knees, laboured breathing
•Be aware of students with medical conditions (asthma, diabetes) - keep inhalers/support nearby

Emergency Procedures

Stop all play immediately if injury occurs. Assess injured student - if in doubt, seek first aid/medical support. Do not move student if head, neck or back injury suspected. Ensure other students are supervised away from incident. Complete accident report form as per school policy. Contact parents/guardians if injury requires further medical attention.