Implementing Game Tactics

Overview

In this lesson (2 of 3), students apply movement strategies from the previous lesson in small-sided games. They use team discussion and quick mid-game checks to adjust tactics and improve movement outcomes.

Learning intentions

• Students will implement previously chosen movement strategies in new small-sided game scenarios.
• Students will collaborate to apply team decisions about where to move, when to move, and how to combine with teammates.
• Students will monitor strategy effectiveness and make adjustments during play.
• Students will justify adjustments using observations from team play.

Success criteria

• I can apply my team’s chosen movement strategy during play (not just talk about it).
• I can identify what was working and what wasn’t while the game is still happening.
• I can make one adjustment mid-game and explain why it may improve scoring or possession.
• I can contribute to a team reflection with clear, respectful evidence (what I saw/heard).

Curriculum links

• AC9HP8M02: design and demonstrate how movement strategies can be manipulated to improve movement outcomes.
• AC9HP8M07: propose and evaluate movement strategies and skills effective in different movement situations.
• AC9HP8M01: analyse, refine and transfer movement skills using feedback in varied game contexts.
• AC9HP8M03: demonstrate and explain how effort, space, time, objects and people concepts can be manipulated for better outcomes.
• AC9HP8M09: practise leadership and collaboration using group decision-making processes in physical activities.

Lesson structure (45 minutes)

1. 0–5 min · Hook: predict outcomes. Teacher runs a 2-minute micro-game (e.g., “keep ball away” with a goal area) twice, each time changing one strategy cue (e.g., “pressure earlier” vs “hold shape”). Students predict which outcome will be better and why, writing 1 short prediction.

2. 5–10 min · Model strategy choice + WALT. Teacher shows 2 strategy cards from Lesson 1 (or repeats the team strategy template) and explains how to “test then tweak” mid-game. Students repeat the WALT and identify their team’s current strategy goal for today.

3. 10–12 min · Quick team planning. Teacher gives each team 1–2 minutes to confirm roles (e.g., organiser, space-caller, feedback recorder) and decide one success cue to watch during play (e.g., “support angle,” “closing distance,” “timing of runs”).

4. 12–22 min · Game 1: implement the strategy. Teacher sets up small-sided games (e.g., 4v4 or 3v3 with goal/point scoring; 3–4 minute rotations). Students play while the feedback recorder tracks: Was the strategy used? What happened to space/possession? Teacher circulates with prompting questions (“What are you trying to change in the next phase?”).

5. 22–27 min · Mid-game pause: rapid adjustment. Teacher stops play for 60–90 seconds for teams to choose one adjustment based on evidence (e.g., change spacing, change effort level, change passing options). Students revise their plan and one player demonstrates the adjustment with a quick signal or movement example.

6. 27–37 min · Game 2: test the adjustment. Teacher runs a second rotation with the same scenario but requires teams to implement the updated plan for at least one scoring attempt. Students play, then the recorder notes whether the adjustment improved outcomes (possession retained, shots made, turnovers reduced, or better defensive coverage).

7. 37–43 min · Team reflection with video reinforcement. Teacher shows a short clip of real athletes adjusting tactics mid-game (no audio required; students focus on movement changes). Each team shares: one strategy that worked well and one they would adjust next time, linking back to the WALT.

8. 43–45 min · Strategy Journal entry (exit). Students complete a brief Strategy Journal: strategy used, how it performed, and what they would change next time (paper or digital such as Padlet). Teacher collects for quick review.

Resources

• Cones/markers for small-sided areas and goal/score zones
• Strategy cards (from Lesson 1) with cues (space, timing, pressure, support, marking options)
• Team role cards (organiser, space-caller, feedback recorder)
• Bibs/optional pinnies for teams
• Whistles/timers
• Strategy Journal printouts or a Padlet/digital form
• Short video clip ready to play
• Differentiation prompt sheets (sentence starters)

Assessment

• Formative observation: teacher checklist during games for “strategy used,” “mid-game adjustment made,” and “collaboration contributions.”
• Peer/recorder check: each team’s feedback recorder provides one evidence-based statement during the pause.
• Exit ticket (Strategy Journal): quick rating/notes on strategy performance and adjustment decision.

Differentiation

• Support for students who struggle:
• Provide strategy cards with simpler cues and a single “must-do” action (e.g., “support behind the ball,” “press after pass”).
• Sentence starters for reflections: “When we used…, we noticed…”, “We changed because…”, “Next time we will…”.
• Pair a developing student with a supportive teammate role (e.g., recorder initially, then gradually to “space-caller”).
• Extension for advanced learners:
• Challenge them to test two different adjustments (e.g., change spacing AND change passing option) and compare outcomes.
• Have them evaluate which “effort/space/time” factor most influenced results in their reflection.
• Inclusion/EAL/SEN:
• Visual cue emphasis (icons on cards) and role cards reduce language load.
• Allow gestures and demonstrations instead of extended verbal explanations during pause time.
• Behaviour/engagement:
• Clear rotation timing with high engagement jobs (recorder, cue-reader) so every student has a purpose.

Extension (optional)

• Advanced video analysis: After one game, groups record a short segment on a phone/tablet, then annotate (on screen or using a simple template) where the strategy was applied and where an adjustment occurred. They submit 2 bullet points: “strategy used” and “impact on outcomes.”