Adapting Target Games

Overview

This is lesson 6 of 9 in Target Games Mastery. Students apply previously practised throwing, rolling, aiming and tactical decision-making skills while adapting to changes in distance, target size and team responsibilities. They will participate as players and officials, using observations and performance data to refine technique and strategy.

Learning intentions

• WALT adapt our movement techniques when distance and target size change.
• WALT select strategies that improve accuracy and success.
• WALT communicate effectively and take responsibility for different team roles.
• WALT use simple performance information to identify strengths and plan an improvement.

Success criteria

• I can change my force, angle and technique for a new distance or target.
• I can explain why a particular strategy suits a game setup.
• I can fulfil a team role fairly and safely.
• I can use results or observations to identify what to practise next.

Curriculum links

• Physical Education: specialising in movement patterns and applying rules, strategies and tactics in a chosen activity.
• Physical Education: recognising that activities involve specialised movement patterns, rules, strategies and tactics for participation and officiating.
• Physical Education: using data to identify strengths and limitations and set goals in response to performance.
• Physical Education: applying specific training methods and the principles of specificity and progression to improve relevant fitness components.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and learning focus. Teacher gathers students in a safe space, introduces the challenge—“How can the same technique work when the game changes?”—and opens the hook and learning-intention slides. Students recall one technique and one tactical decision from the previous lesson, then listen to the safety expectations.

2. 5–13 min · Warm-up and movement preparation. Teacher leads a dynamic warm-up: light jogging, changes of direction, balance holds, shoulder mobility, lunges and controlled practice throws or rolls using soft equipment. Students move into space, practise stopping on signal, and complete partner throws or rolls with increasing accuracy. Teacher briefly links warm-up to physical and mental preparation for performance.

3. 13–20 min · Demonstration and tactical teach. Teacher demonstrates one target game at a short distance and then changes either the distance or target size. Using the technique and setup slides, model how to adjust force, release point, body position and choice of throw or roll. Explain that teams of five will rotate through player, target setter, scorer, safety monitor and coach roles. Students identify what changed and predict how their technique or strategy must change.

4. 20–35 min · Challenge round one: distance changes. Teacher establishes six small playing areas, each with a clearly marked throwing or rolling line and a target. Teams of five complete short rounds, changing the distance after each round. Students take turns attempting to reach or hit the target, record successful attempts, and rotate roles every two minutes. The coach gives one specific feedback point, such as “use less force” or “release towards the centre”. Officials apply agreed rules and pause play if equipment or spacing becomes unsafe.

5. 35–48 min · Challenge round two: target-size changes. Teacher changes the target size or provides each team with a larger and smaller target, then displays the adapted-game instructions and discussion prompt. Students predict which technique and strategy will be most effective before playing. Teams complete two further rounds, adapting their force, angle, stance and shot selection. At the halfway point, teams review their scores and agree on one change to improve their next round.

6. 48–55 min · Team analysis and replay. Teacher asks teams to compare their results across setups and prompts them to use evidence rather than simply naming a favourite technique. Students discuss: “Which setup was most difficult?”, “What changed in our performance?”, and “What would we train next?” Each team chooses one adjustment and completes a final, purposeful round to test it.

7. 55–60 min · Cool-down and exit reflection. Teacher leads slow walking, breathing and gentle stretches, then returns to the plenary and reflection slides. Students share one successful adaptation and one next step with a partner. Each student gives a brief verbal exit response: “When the target became ___, I changed ___ because ___.” Teacher collects team score sheets for review.

Resources

• Soft target-game equipment: beanbags, foam balls or low-bounce balls
• Hoops, cones, buckets, skittles or floor targets in different sizes
• Cones or floor markers for throwing and rolling distances
• Six team score sheets and pencils
• Bibs or coloured bands for teams
• Whistle and first-aid kit
• Whiteboard or portable rules board
• the target-games teaching and activity deck

Assessment

• Observe whether students adjust force, angle, release point or body position when distance and target size change.
• Listen to team explanations and check that coaches give specific feedback while officials apply rules consistently and safely.
• Review score sheets and use the final verbal response to identify whether each student can connect a setup change with a technical or tactical adjustment.

Differentiation

• Support students by using shorter distances, larger targets, a choice of rolling or underarm throwing, and a visual demonstration before each round.
• Provide sentence starters: “I changed ___ because…”, “Our evidence shows…”, and “Next time we will…”. Pair students who need communication support with a supportive teammate.
• Offer a graduated challenge by asking confident students to use smaller targets, select their own distance, or justify a risk-versus-reward strategy.
• Include students with physical, sensory or coordination needs through adapted equipment, seated or supported throwing, extra time, clearly marked boundaries and meaningful roles such as coach, scorer or official.