Invasion Games Kickoff

Overview

Today is Lesson 1 of 5 in “Mastering Invasion Games”. Students will explore what invasion games are and practise foundational attack/defence ideas through quick, safe game activities, focusing on dodging, teamwork, and basic throwing and catching.

Learning intentions

• WALT understand the basic principles of invasion games (attack and defence goals and simple strategies).
• WALT identify invasion games by their key features: moving into space, working with others, and trying to score while preventing the other team.
• WALT apply basic throwing and catching skills with accuracy and control.

Success criteria

• I can explain what invasion games are and name at least one example.
• I can demonstrate safe, accurate throwing and catching (ready position, soft hands, controlled release).
• I can show teamwork by communicating and moving to open space.
• I can follow rules/conventions during play and wait for my turn when needed.

Curriculum links

• Te Mātaiaho Health and PE (Year 5): Movement skills (Invasion games) — applying attacking and defending strategies including dodging, marking, and intercepting.
• Te Mātaiaho Health and PE (Year 5): Key principles of attack include moving the ball forward, dodging, and scoring.
• Te Mātaiaho Health and PE (Year 5): Applying rules and conventions accurately during play and adapting to game situations and positions.
• Te Mātaiaho Health and PE (Year 5): Marking involves both first stage (marking the player) and second stage (marking the ball).

Lesson structure (45 minutes)

1. 0–5 min · Warm-up activation (Crazy Tag). Teacher sets a tag area and explains safety boundaries and “freeze if you hear stop”. Students practise agility dodging with a simple teamwork rule: call out “help” to teammates and rotate taggers quickly.

2. 5–12 min · Skills set-up (Throw–Catch Ready). Teacher demonstrates: “step, throw under control, follow-through”, and “eyes on ball, soft hands, catch to chest”. Students practise with partners in a line: 5–6 throws each, focusing on accuracy rather than distance.

3. 12–20 min · Game thinking introduction (Eanie Meanie). Teacher introduces “attacker” and “defender” roles using a simple rule: attackers try to get the ball to a target line; defenders try to stop progress by staying between player and space (marking the player/ball in simple terms). Students play in small groups; teacher pauses once to ask: “What are attackers trying to do? What are defenders trying to do?”

4. 20–30 min · Invasion mini-drills (Marking the ball). Teacher coaches two-stage marking in child-friendly language:

• “First step: be near the player” (slow down/stand side-on)
• “Second step: watch the ball” (move to block passing lanes) Students rotate through stations:
• Station A: defender shadow practice (no ball)
• Station B: pass-and-move with one key call-out (“space”, “ball”, or “mark”)
• Station C: interception practice with easy, slow feeds (underarm throws)

5. 30–40 min · Controlled invasion play (Team score). Teacher sets a simple 4v4 or 5v5 format: limited dribbling (or no dribble), start with a pass, attackers aim to score by passing to teammates across a line/into a zone; defenders aim to regain possession by intercepting or forcing bad passes. Students play 4 short rounds (about 2 minutes each) with quick resets to keep engagement high.

6. 40–45 min · Review and exit check. Teacher leads a 2-minute debrief and collects one quick response: “One invasion game principle I used today was…”. Students share, then return equipment and practise a calm “team high-five” for safe closure.

Resources

• Soft balls (mix of sizes for differentiation)
• Cones or markers for boundaries, zones, and lines
• Bibs for attackers/defenders
• Whistle and stop signal cards
• Score/round timer
• Optional visual cue cards showing: “Ready – Eyes – Soft hands – Follow-through”
• Dyslexia-friendly handout or card (one page max): 3 pictures + 3 short sentences (“Attacker tries to… / Defender tries to… / Rules mean…”), or teacher reads aloud

Assessment

• Teacher observation checklist during drills: safe throwing/catching, listening for cues, and appropriate movement into space.
• Quick questioning in pauses: “What are attackers doing?” “How did defenders mark the ball?”
• Exit ticket (oral or written/drawn): students state one invasion game principle and one basic skill they used.

Differentiation

• Support (catching/throwing): provide smaller balls or softer foam balls; allow extra preparation time (step back, slower feed); use “catch to chest” targets marked with cones.
• Support (instruction access): use visual cue cards and short, repeated steps; partner “buddy coach” where one student models “ready → throw → follow-through”.
• Mixed ability grouping: rotate roles so everyone experiences attacker and defender; keep rounds short to maintain confidence.
• Extension (advanced learners): students can lead a mini-game at station time by explaining one rule and calling “pause—reset” while teacher monitors safety.

Extension (optional)

• Advanced students run a 2-minute “self-organised challenge” after station 2: change one rule (e.g., “only underarm passes”, or “score requires a completed pass into the zone”) and coach peers on how the change affects attack and defence.