Tactical Moves II

Overview

Students refine their dribble-and-evade tactics by learning how to respond to a passive defender. They practise using space, timing, and ball control in game-like scenarios with fair play and safe movement.

Learning intentions

Students will…

• WALT (We Are Learning To) use dribbling and evasive movement to create space against a passive defender.
• apply simple tactical choices (slow, change direction, protect the ball) to avoid being tagged or intercepted.
• communicate respectfully and use safe body positioning while moving with a ball.
• reflect briefly on what helped them succeed (e.g., “I looked first”, “I changed speed”, “I protected the ball”).

Success criteria

Students will be able to…

• I can dribble while moving to open space and keep control of the ball.
• I can evade a passive defender by changing direction and/or speed at the right time.
• I can protect the ball (stay balanced, use my body between ball and defender).
• I can explain one strategy using simple words (English or Spanish terms).

Curriculum links

• Movement skills and strategies for chasing, dodging, and keeping control of a ball in invasion-style contexts.
• Apply basic rules and tactics in small-sided games while demonstrating safety, fair play, and respect.
• Develop communication and teamwork through partner and group roles (e.g., “coach”, “observer”, “referee”).

Lesson structure (50 minutes)

1. (5 min) Retrieval + warm-up game: “Gate Dribble Tag” In pairs or small groups, students dribble through “gates” (cones) to score a point by reaching the far line before a partner tries to tag them. Previously taught skill: change direction while keeping ball control. Quick reset after each tag.

2. (3 min) Goals (WALT) + success criteria Teacher says: “Today we learn Tactical Moves II: how to dribble and evade when there is a passive defender.” Model what “passive” means (defender stays mostly still and only steps later). Share Spanish CLIL: “mirar (look)”, “cambiar (change)”, “velocidad (speed)”, “protejer (protect)”, “espacio (space)”.

3. (12 min) I Do: Teach and model “Passive Defender Tactics” Teacher demonstrates 3 movement tactics:

• Look first: scan for gaps (“mirar”).
• Timing change: slow for 1 beat then burst (“velocidad”).
• Ball protection: bend knees, keep ball slightly to the side away from defender (“protejer”). Students watch with a hand signal: when to change direction (teacher freezes at the “moment of choice”).

4. (8 min) We Do: Guided practice “Stop–Go vs Passive” Setup: defender stands 2–3 steps away, facing the attacker, feet planted unless signalled. On teacher cue, attacker dribbles and evades using one tactic (look, slow-burst, protect). Defender may take one step only. Students rotate roles every 45–60 seconds. Teacher asks: “What did you notice before you moved?”

5. (7 min) You Do #1: Small-sided “3v2 Passive Shield” (or 2v1 depending on space) In a grid, 3 attackers dribble to reach the end line; 2 passive defenders try to stop them by shadowing and taking a small step when the attacker commits. Attackers must keep dribbling and cannot stop the ball. Points: each successful dribble across earns 1. Teacher coaches positioning and timing.

6. (10 min) Consolidation: “Passive Defenders Challenge Ladder” Two rounds, then brief reteach if needed.

• Round A: defenders are fully passive until attacker enters a “decision zone”.
• Round B: defenders can move one step at a time to “close space”. Teacher roams with 2 focus points: ball protection posture and direction/speed changes. Quick reteach moment mid-way: demonstrate one example using cues.

7. (5 min) Show Me What You Know: “Explain & Play” Students pair up. One dribbles for 20 seconds, the other observes and gives one piece of feedback aligned to the success criteria. Then swap. Students share one strategy to the class (“I slowed first”, “I protected the ball”, “I changed direction using espacio”). End with safety reminder: heads up, stop if whistle blows.

Resources

• Cones to mark grids, gates, decision zones, and end lines
• Basketballs/size-appropriate dribbling balls (or soccer balls/hockey balls for safe dribbling)
• Bibs/vests for attackers/defenders
• Whistle or timer
• Personal space markers (optional floor spots)
• Laminated cue cards with Spanish prompts (mirar, cambiar, velocidad, espacio, protejer)
• Stop-watch or phone timer for quick rotations
• First-aid kit and water access point

Assessment

• Checklist during play: ball control while moving, direction/speed change at the right time, and ball protection posture.
• Observe peer feedback language: students can name at least one tactic using simple English/Spanish.
• Quick teacher questioning after rotations: “What did you do when the defender stepped forward?”

Differentiation

• Support: reduce grid size for better control; allow “one hand touch” or shorter dribble requirements; defenders start closer and permission to take smaller steps.
• Support: use “tactic sentence frames” (e.g., “I looked first, then I ___.” / “Primero miré, luego ___.”).
• Extension: defenders can take two small steps or attempt a light interception after the attacker makes a change; require attackers to use two tactics in one run (e.g., look + slow-burst).
• SEN/EAL: pair with a supportive buddy; allow non-verbal feedback (point to success criteria cue card) and use consistent cues and demonstrations.