Mini Games Festival

Overview

Lesson 4 of 4 in Beyond the Ball. Students apply passing, moving, communication and tactical decision-making in a festival of small-sided games, then reflect on their personal and team performance.

Learning intentions

• WALT apply skills from the unit in modified games.
• WALT communicate positively and make tactical decisions.
• WALT demonstrate teamwork, fair play and safe participation.
• WALT reflect on our learning and identify a next step.

Success criteria

• I can move into space and make useful decisions.
• I can communicate clearly and encourage others.
• I can adapt my team’s tactics during a game.
• I can explain one strength and one next step for myself or my team.

Curriculum links

• Participate in physical activity and develop movement skills in a range of contexts.
• Apply movement principles, strategies and tactics to improve performance.
• Demonstrate interpersonal skills, cooperation, leadership and fair play.
• Reflect on participation, learning and personal improvement.
• Key competencies: managing self, relating to others, participating and contributing, and thinking.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and festival briefing Meet students at the activity area, check footwear and establish boundaries. Open with the festival hook and learning intentions: “What makes a team successful when the game does not go as planned?” Explain that the focus is communication, teamwork and decisions rather than winning.

2. 5–12 minutes – Dynamic warm-up and skill recall In pairs, students jog, change direction, stop safely and complete short passing or sending-and-receiving activities using the available equipment. Include a quick “move, call, pass” challenge. Remind students to scan for space, use names, and offer an appropriate passing option.

3. 12–17 minutes – Rules, roles and safety Show the game rotation, safety reminders and success criteria. Place students into six teams of five. Explain that each game lasts four minutes, followed by one minute to rotate and discuss. Students must use controlled play, respect boundaries, stop immediately on the whistle and solve disagreements calmly.

4. 17–42 minutes – Mini-games rotations Run five four-minute rounds, with one-minute transitions. Use three small courts or zones so two teams play while another team completes a nearby challenge or officiates safely. Suggested games are:

• End-zone passing: score by receiving in an end zone; no running with the ball.
• Keep-away: maintain possession for five consecutive passes.
• Numbers game: teams attack a target area and must create space before scoring.

Rotate opponents and roles. During each round, students should identify one team focus, such as calling early, spreading out or defending space. Refer to the mini-game instructions and rotation timer. Pause briefly if needed to ask, “What decision helped your team?” and “What could you change next round?”

5. 42–48 minutes – Final challenge round Teams choose one tactical goal and play a final game against a new opponent. Each student must contribute through communication, movement, defending or supporting play. Award recognition for effective teamwork, improvement and inclusive participation, not simply the highest score. Use the final challenge prompt to remind teams to adapt their plan.

6. 48–55 minutes – Cool-down and team reflection Lead a gradual walk, breathing and gentle stretches. In teams, students briefly discuss which communication strategy worked, how they responded to mistakes, and how their tactics changed. Distribute the personal and team reflection sheet. Students complete the prompts independently, then share one response with a partner.

7. 55–60 minutes – Plenary and exit check Invite several students to share a useful decision or example of positive teamwork. Revisit the reflection and next-step prompts. Collect the worksheets as students leave and check that equipment is returned safely.

Resources

• Cones to mark three playing areas and end zones.
• Suitable balls or other equipment used during Beyond the Ball.
• Bibs or coloured bands for six teams.
• Whistle and timer.
• Whiteboard or court diagram.
• the Mini Games Festival slide deck.
• the personal and team reflection sheet.
• First-aid kit and access to drinking water.

Assessment

• Observe whether students move into space, communicate, support teammates and make appropriate attacking or defending decisions.
• Use questioning during rotations to assess tactical thinking and students’ ability to adapt.
• Review reflections for evidence of personal growth, teamwork, a specific example and a realistic next step.

Differentiation

• Support students by reducing playing areas, allowing extra time, using larger or softer equipment, and providing a clear role such as communicator, defender or space finder.
• Use mixed-ability teams and rotate responsibilities so every student has meaningful involvement.
• For students needing additional support, give one tactical focus at a time, demonstrate the game visually and allow verbal rather than extended written reflection.
• Extend confident students by requiring them to lead a team huddle, explain a tactical adjustment, or officiate and provide constructive feedback.