Movement Strategy Teams

Overview

In this lesson (8 of 9) students use small-sided movement games to practise teamwork and simple strategies. They apply movement concepts from the unit and give/receive feedback to improve gameplay.

Learning intentions

Students will be able to:

• apply teamwork behaviours (communication, cooperation, fair play) during small-sided games
• use simple offensive and defensive strategies to help their team succeed
• make movement decisions based on space, teammates and opponents
• give and use feedback using “kind, specific, helpful” language (English + simple Spanish cues)

Success criteria

• I can communicate with my team using simple cues (“help”, “switch”, “space”) and can include a Spanish phrase (for example, “¡Ayúdame!”).
• I can use a strategy (for example, passing lanes, marking, creating space) that improves our chances.
• I can move with purpose and safety, following game rules and boundaries.
• I can explain one improvement I will make using an “I noticed… / Next time…” statement.

Curriculum links

• Develop and apply movement skills and strategies in modified games and activities
• Practise teamwork, communication and fair play in group participation
• Make decisions about space and movement to respond to challenges
• Demonstrate safe participation, including respecting rules and others

Lesson structure (50 minutes)

1. (6 min) Retrieval warm-up: “Echo Pass + Move” Students in groups of 4–5. One runner calls a cue (“help”, “space”, “switch”); the passer responds by making a short accurate pass and immediately moves to a new position. Teacher uses quick prompts from Lesson 7 (movement cues and positioning). Include Spanish: “¡Pásala!” (pass it), “¡Muévete!” (move).

2. (4 min) Goals and safety briefing (WALT) Gather quickly. WALT: “We Are Learning To use teamwork and simple strategies to succeed in small-sided movement games.” Explain what success looks like with the I can statements. Safety: no high-speed collisions, keep to boundaries, respect personal space, and stop on whistle.

3. (12 min) Learning (I Do – We Do): Strategy modelling in mini-game Teacher demonstrates a 3v3 or 2v2 grid game (cones for zones). Use a visible “Strategy Card” on the sideline:

• Offence: create space with movement, pass into space, support the passer.
• Defence: mark space, block passing lanes, move with the ball. Teacher models: “I noticed the defender was too close, so we switched sides” and shows a quick pivot of positions. Ask: “What changed? What did we do as a team?”

4. (15 min) You Do 1: Small-sided games with guided roles Students play rotations (e.g., 2v2 + targets or 3v3). Each team has rotating roles:

• Captain (calls one cue)
• Navigator (watches space and says “space here” / “aquí hay espacio”) Teacher circulates with a simple feedback routine: “1 win, 1 next step.” Reteach moment at ~8 minutes: pause 30 seconds to demonstrate one common fix (for example, “support behind the ball carrier” or “switch zones”).

5. (8 min) You Do 2: Strategy challenge (constraint game) Add one rule to force strategy: for example, “At least 2 passes before scoring” or “Defence must stay in their zone.” Advanced learners get an extra challenge: “Use a fake move to create space” or “Change strategy after 1 goal.” Support learners get reduced complexity: bigger scoring targets, fewer zones, or allow 1 extra step/push to help maintain flow.

6. (5 min) Show Me What You Know: Partner reflection + quick demo In pairs, students complete a quick think-say:

• “I noticed…” (teamwork/strategy)
• “Next time I will…” (one action) Then one student from each grid shares a strategy they saw, using an “I can” sentence.

Resources

• Cones to mark boundaries and zones (enough for multiple courts)
• Coloured pinnies (2–3 colours)
• Soft ball(s) or foam balls (1 per game or per 2 groups)
• Hula hoops or floor markers for safe zones/targets
• Strategy cards with simple pictures (pass, space, switch, mark)
• Whistle (or teacher voice cue)
• Clipboards or small cards for quick feedback prompts
• Timer for rotations
• Safety bibs/vests if needed for visibility

Assessment

• Teacher checklist during games: teamwork behaviours (communication, cooperation, fair play) and strategy use (space creation, defensive marking/blocking)
• Short partner reflection using “I noticed / Next time” linked to the I can statements
• Informal questioning during rotations: “Which strategy are we using and why?”

Differentiation

• Support: smaller playing area, larger targets, fewer defenders, reduced scoring distance, extra cue prompts (“Remember: support the passer”)
• Support: allow additional pass attempt (for example, “1 extra touch”) to keep the ball moving and participation high
• Extension: stricter scoring condition (for example, 3 passes), strategy change mid-game, require a specific communication cue each play
• SEN/EAL: provide bilingual cue cards (English + Spanish) and sentence starters for reflection (“I noticed…”, “Next time…”). Pair with a supportive peer and use role cards for clear responsibilities