Footy Codes: AFL Tactics

Overview

This is lesson 1 of 3 in the Footy Codes Indoor Unit. Students explore AFL’s Australian development, including Aboriginal and Torres Strait Islander contributions and diverse participation, then apply rules, roles and principles of play to tactical decisions and a small-sided game design.

Learning intentions

Students will:

• describe key features of an AFL oval, scoring zones, player roles and possession rules
• explain how scanning, support, width, marking and transition influence play
• identify safe, fair and inclusive choices in common AFL scenarios
• design and justify one rule change for a small-sided AFL game

Success criteria

• I can correctly match AFL rules, roles and playing areas.
• I can annotate an attacking or defensive diagram using tactical language.
• I can explain why a decision supports possession, space, safety or inclusion.
• I can justify how one modified rule changes the way a game is played.

Curriculum links

• Understanding movement concepts and strategies, including space, positioning, support and transition.
• Applying movement skills and tactics in different physical activity contexts.
• Examining how participation in physical activity is influenced by culture, history, inclusion and community.
• Communicating and collaborating to plan, adapt and evaluate physical activity experiences.

Lesson structure (50 minutes)

1. 0–5 minutes – Hook and prior knowledge

Open with the AFL hook and learning intentions slides. Show an image idea of a diverse group of young people sharing an oval and ask: “Who gets to belong in Australian football, and what makes a game fair?” Students think-pair-share, then contribute one fact or question about AFL.

2. 5–12 minutes – AFL context and court orientation

Use the AFL history, culture and oval diagrams to briefly introduce AFL’s development in Australia, Aboriginal and Torres Strait Islander contributions, and the importance of diverse participation. Clarify that First Nations people have made significant contributions as players, coaches and community leaders, while avoiding presenting one person or culture as a stereotype.

On the board, identify the oval, goals, behind posts, centre square and scoring areas. Explain that the lesson uses simplified indoor rules and that local competitions may vary.

3. 12–20 minutes – Rules-and-roles sort

In groups of four or five, distribute the AFL rules, roles and spaces organiser and the role-and-rule cards prepared by the teacher. Students sort terms into three categories: “where and who”, “what players may do” and “how play can restart”. Include roles such as forward, midfielder, defender and support player, and rules such as possession, marking, handballing, kicking and safe contesting.

Groups compare one answer with another group. Address misconceptions, especially that a mark is taken after a clean catch from a kick and that players must keep their eyes on the ball and avoid dangerous contact.

4. 20–30 minutes – Tactical diagram challenge

Display the attacking and defensive diagram instructions and direct students to complete the two diagrams on the AFL rules, roles and spaces organiser. On the attacking diagram, students draw arrows showing width, support and a safe forward option. On the defensive diagram, they show scanning, covering space, tracking an opponent and transition after winning possession.

Students label at least three choices using the words scan, support, width, mark, transition and space. Confer with groups and ask: “Where is the safest next option?” and “What happens if everyone follows the ball?”

5. 30–39 minutes – Scenario decisions

Present the four scenarios on the scenario decision slides. For example: a player receives the ball with an opponent nearby; a team has crowded one side of the oval; a defender wins possession near the goal; or two players are contesting a high ball.

Pairs choose a response, record it on the AFL rules, roles and spaces organiser, and justify it using a sentence such as: “The best option is ___ because it creates/supports ___.” Students must refer to safety, possession, space or inclusion. Invite two pairs to share different solutions and discuss whether both could be effective.

6. 39–47 minutes – Design a small-sided AFL game

Groups design a simplified indoor AFL game for 5–7 players per team. Using the final section of the AFL rules, roles and spaces organiser, they modify one rule, such as the number of handballs, the size of the scoring zone, the requirement to involve all players, or the use of a safe passing zone.

Groups record the original rule, their changed rule, the intended tactical effect and the inclusion or safety effect. Each group gives a 30-second explanation using at least two subject-specific terms. Prompt them to predict whether the change increases passing, width, support, participation or defensive challenge.

7. 47–50 minutes – Exit reflection

Return to the plenary and exit reflection slide. Students complete the final reflection on the AFL rules, roles and spaces organiser: “One tactical decision I can explain is…”, “One rule that supports safe and inclusive play is…”, and “One question I still have is…”. Collect worksheets as students leave.

Resources

• the AFL tactics and context slide deck
• the AFL rules, roles and spaces organiser
• Printed AFL oval, attacking and defensive diagrams
• Teacher-prepared cards showing rules, roles and playing areas
• Whiteboards and markers
• Pencils, coloured pencils and erasers
• Display board or projector
• Clear indoor space and agreed safety boundaries

Assessment

• Check the rules-and-roles sort for accurate understanding of possession, roles, spaces and safe contesting.
• Assess diagram annotations and scenario rationales for correct use of space, support, scanning, width and transition.
• Use the game-design explanation and exit reflection to assess tactical reasoning, inclusion awareness and ability to justify a rule modification.

Differentiation

• Provide a word bank, model diagram and sentence starters for students needing support; allow oral explanation, labelled arrows or scribed responses.
• Pair students strategically and read scenario instructions aloud. Use clear visual symbols for attack, defence, space and safe movement, supporting EAL learners and students with language or processing needs.
• Reduce the number of terms to be sorted, or provide two possible choices before students select and justify one.
• Extend students by requiring comparison of two rule changes, prediction of unintended effects, or explanation of how the rule changes attacking and defensive transitions.