Team Strategy Skills

Overview

This lesson is the final one in the unit “Mastering Invasion Games”. Students apply attacking and defending skills from earlier lessons in two fun, structured mini-game scenarios. They will practise making decisions about when and how to pass, move, dodge, mark, intercept, and follow game rules.

Learning intentions

• WALT apply learned attacking skills (moving the ball forward, dodging, and scoring opportunities) in a mini game.
• WALT apply learned defending skills (marking at both stages, intercepting, and preventing space).
• WALT make tactical decisions (when to pass, move, or shoot) to support team success.
• WALT follow rules and conventions accurately during play and adapt to changing situations and positions.

Success criteria

• I can take part in a game showing both offensive and defensive actions.
• I can dodge to create space and support a team decision (pass/move/shoot).
• I can mark and intercept appropriately to help my team defend.
• I can use rules correctly and adapt when the game changes.

Curriculum links

• Movement skills (Invasion games): applying attacking and defending strategies including dodging, marking (both stages), and intercepting.
• Movement skills (Invasion games): applying rules and conventions accurately and adapting to game situations and positions.
• Movement skills (Invasion games): making decisions such as when and how to pass, move, or shoot to support team success.
• Te Taumata Aronui and Te Whare Tapa Whā: developing participation, respect for others, and positive learning behaviours during group play and cooperation.

Lesson structure (45 minutes)

1. 0–5 min · Hook (Nimby recap). Teacher quickly reviews the focus: “Attack creates space; defence closes space.” Students respond to prompts: “What makes marking effective?” and “When should you pass instead of running with the ball?”

2. 5–15 min · Warm-up game: Nimby (rehearse skills). Teacher sets up a playing area with end zones and 1–2 “Nimby” defenders who tag attackers on their way through safe zones. Students in pairs/teams use dodging and quick pass support to avoid getting tagged, while defenders practise marking (close enough to influence) and intercepting passes where possible.

• Team roles rotate every 2 minutes (attacker/defender).
• Teacher uses live coaching cues: “Head up, scan, change direction, look for the supporting player.”

3. 15–20 min · Skill check + mini-formal teach. Teacher pauses the action and uses two fast demonstrations:

• Attack cue: “Create space → call for the ball → pass to advantage → move after you pass.”
• Defence cue: “Mark in two stages: first get in the way, then track the player/ball; intercept when the pass is predictable.” Students practise the body positions for marking (stance, distance, and ready hands) without the ball.

4. 20–35 min · Mini-game: Eanie Meanie (apply all techniques). Teacher explains the mini-game and rules clearly, then starts play in 4 teams (about 6 players each). Teams earn points for successful scoring actions, while defending teams earn points for turnovers/interceptions (teacher decides simple scoring based on your available equipment).

• Attackers: move the ball forward, dodge, pass to teammates, and attempt to score.
• Defenders: mark opponents, block space, intercept passes, and win the ball fairly.
• Tactical focus: “Make a decision—pass, move, or shoot—based on who is free and what the defence is doing.”

Teacher circulates with a simple observation checklist (see Assessment).

5. 35–42 min · Controlled reset (strategy discussion). Teacher stops play briefly. Each team selects one “best decision” from the last round (e.g., “We passed instead of forcing a run” or “We intercepted because we anticipated the pass”). Students share one sentence using sentence starters on the board.

6. 42–45 min · Exit reflection + success check. Students do a quick exit ticket: “One attacking skill I used well was… One defensive skill I used well was… One rule I will remember next time is…” (Collect slips or have students show with thumbs scale.)

Resources

• Cones and bibs (enough for 4 teams and defenders)
• 2–3 soft balls (or beanbags) sized for safe handling
• Whistle/timer
• Simple rule card (written in kid-friendly language)
• Observation checklist for teacher (marking, intercepting, passing/moving/shooting decisions, rules)
• Dyslexia-friendly sentence starter cards (laminated preferred)
• Coloured floor markers or tape for end zones

Assessment

• During Nimby and Eanie Meanie, teacher uses an observation checklist: offensive decisions (pass/move/shoot), defensive actions (mark/intercept), and rule-following.
• Listen-for assessment during the 35–42 minute reset: students can name one tactical decision and link it to teamwork.
• Exit ticket: quick evidence that students used both offensive and defensive skills and can recall at least one rule/convention.

Differentiation

• Support: provide a “modified rules” option such as smaller space, fewer defenders, or allowing an extra time step before a defender can tag/intercept; reduce the scoring pressure (score for maintaining possession for 3–5 passes).
• Support: offer clear role cards so students know whether they are attacking/defending and what their job is (e.g., “Defend space; mark; intercept when a pass is telegraphed.”).
• Dyslexia-friendly supports: use short sentences, icons (pass, move, mark, intercept, rule), and audio instructions during set-up; allow oral responses for reflections instead of only written exit tickets.
• Extension (advanced players): add a “no-ball-run” constraint for attackers for 30 seconds (must pass to advance), or challenge students to create a new variation rule (e.g., “double points for interception then quick pass to a teammate in the target zone”), then justify how it changes strategy.

Extension (optional)

• Advanced teams design one rule variation and test it for one round, ensuring it still supports attacking/defending balance and clear fair play.