Exploring Movement Strategies

Overview

Students explore how movement strategies can be manipulated to improve movement outcomes through a fast-paced hook game, cooperative tactical challenges, and short video analysis. This builds the foundation for Lesson 2 by helping students identify and apply effective strategies in dynamic settings.

Learning intentions

Students will:

• identify and develop appropriate movement strategies in invasion-style game scenarios

• demonstrate basic implementation of strategies during play

• use video examples to explain why a strategy worked in a changing environment

• self-assess confidence and reflect on one strategy to transfer to future challenges

Success criteria

Students can:

• articulate at least two movement strategies (e.g. create space, change direction, support/mark/intercept)

• demonstrate one strategy in a game scenario with basic effectiveness

• explain (in 1–2 sentences) why the strategy improved their chances of success

• complete an exit ticket listing two strategies and one question for next lesson

Curriculum links

• AC9HP8M02: design and demonstrate how movement strategies can be manipulated to improve movement outcomes

• AC9HP8M07: propose and evaluate movement strategies and skills most effective in different movement situations

• AC9HP8M03: demonstrate and explain how movement concepts (space, time, effort, objects/people) can be manipulated to improve movement outcomes

• AC9HP8M09: practise and apply leadership, collaboration and group decision-making processes when participating in physical activities

Lesson structure (45 minutes)

• 0–10 min · Hook game: “Tag & Switch”

  • Teacher sets up two zones and explains rules briefly.

  • Students play at high effort, then quickly identify key strategies that helped avoid being tagged.

• 10–15 min · Quick debrief + WALT focus

  • Teacher prompts: “What strategies changed your outcome? What did you do with space and timing?”

  • Students share 2 ideas; teacher records strategies on the board.

• 15–25 min · Direct teach: strategy toolbox (mini-lesson)

  • Teacher demonstrates 2 movement strategies with brief cues:

    • Create space and get open

    • Support the player with the ball

  • Students practise briefly in pairs, swapping roles quickly.

• 25–35 min · Video analysis

  • Teacher shows two short clips focusing on decision-making and positioning.

  • Students complete a simple viewing sheet.

  • Teacher pauses briefly to discuss effective strategies.

• 35–45 min · Cooperative tactical game: “Score by Strategy”

  • Modified game with small teams and markers for “open space”.

  • Teams must complete a strategy step to score.

  • Students play with a brief mid-game coach call to adjust strategy.

• Optional: Exit ticket and quick self-assess if time permits

  • Students write two movement strategies identified and one question.

  • Quick thumbs up/sideways/down self-assessment.

Resources

• Cones/bibs/markers to create zones and “open space” points

• Whistle and timer

• Strategy viewing sheet (one per student)

• Printed or paper exit ticket slips

• Mobile/tablet or TV to play brief YouTube videos (pre-selected by teacher)

• Pencils and clipboards

• Optional: whiteboard/markers for strategy toolbox

Assessment

• Formative during hook game: listen for strategy language (space, timing, support, change of direction).

• Formative during video analysis and tactical game: check viewing sheets and whether teams attempt the required strategy step.

• Exit ticket: confirm students can list at least two strategies and record one question for Lesson 2.

Differentiation

• Support: assign “strategy buddy” pairs; provide sentence starters on the viewing sheet (“I noticed the player…”, “It worked because…”). Offer extra prompts during the tactical pause (“Where is the open space? Who is supporting?”).

• Support: for students needing confidence, allow them to choose between two strategy options (Strategy 1 or Strategy 2) so success is achievable.

• Challenge: advanced learners create and trial an additional “strategy step” for their team (e.g. change of speed + cut to space; decoy movement to unmark a teammate) and justify it during the mid-game coach call.

• Inclusion/EAL-SEN: use visual cue cards for strategies (arrows showing movement of “support” and “create space”); reduce rule complexity for some students while keeping the strategy goal.

Extension (optional)

• Advanced learners research and present (next class or as a quick in-class share) how a successful athlete uses movement strategies in their chosen sport (e.g. how they create space, time their runs, or position to receive/intercept). Students must include one specific example and explain why it worked in dynamic play.