Enhancing Decision Making

Overview

This 60-minute session is designed for Year 9 students to develop their decision-making skills within a Physical Education context. The lesson aligns with the National Curriculum for England (2014) focusing on developing tactical knowledge and understanding and applying skills and strategies with increasing confidence. Students will engage in practical activities that simulate real-game scenarios requiring rapid decision making, combined with reflective discussion to deepen understanding.

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National Curriculum References

• Pupils should be taught to:
  "Use running, jumping, catching and throwing skills in isolation and in combination"
  "Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending"
  "Develop their technique and improve their performance in other competitive sports"
  "Take part in outdoor and adventurous activity challenges both individually and within a team."

Key Competencies Targeted:

• Tactical awareness in team games
• Decision-making under pressure
• Communication and collaboration within a team

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Learning Objectives

By the end of the lesson, students will be able to:

1. Demonstrate improved decision-making skills during dynamic game play.
2. Identify the impact of effective decisions on team performance.
3. Reflect on their choices and adapt strategies accordingly.
4. Apply principles of attacking and defending to enhance game tactics.

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Resources Needed

• Cones to mark zones
• Bibs for team differentiation
• Stopwatch or timer
• Whistle
• Whiteboard and markers for group reflection
• Small footballs or handballs (depending on the chosen sport)

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Lesson Structure

1. Introduction and Warm-Up (10 minutes)

• Objective: Prepare physically and mentally; introduce decision-making concept.
• Activity:
  • Dynamic warm-up (e.g., jogging, agility drills) emphasising quick feet and reaction.
  • Brief interactive discussion: Teacher asks, “What does good decision making look like in team sports?” Collect responses and highlight key points on the board such as speed, accuracy, and awareness of teammates/opponents.

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2. Skill Focus: Decision-Making Drill (15 minutes)

• Objective: Practise quick decision making under pressure.
• Activity:
  • Set up a small-sided game (e.g., 3v3 handball/football with cones forming restricted zones).
  • Rules: Players can only hold the ball for 3 seconds and must pass to a teammate.
  • Twist: Teacher blows whistle at random intervals, signalling players to switch zones quickly, forcing change in tactics.
• Teacher Role: Observe and prompt players to scan the field, anticipate opponents’ moves, and choose the best passing options.

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3. Main Game: Tactical Application (20 minutes)

• Objective: Apply decision-making skills in a larger team context.
• Activity:
  • Full 7v7 modified football or handball match.
  • Encourage players to verbalise their decisions briefly during stoppages ("I passed because...").
  • Focus on attacking and defending principles introduced earlier (e.g., creating space, marking opponents).
• Teacher Role: Pause game intermittently to highlight excellent decision making or suggest alternative choices.

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4. Cool Down and Reflection (10 minutes)

• Objective: Reflect on decision making to consolidate learning.
• Activity:
  • Gentle stretching.
  • Group discussion:
    • What decisions worked well today?
    • Which choices could have been better? Why?
    • How did decisions affect team success?
  • Students jot down one personal decision-making goal for next lesson.

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5. Assessment and Feedback (5 minutes)

• Formative Assessment:
  • Teacher uses observation notes from drills and game.
  • Peer feedback: Students give one positive comment about a teammate’s decision during the lesson.
• Feedback: Clear, constructive verbal feedback focusing on tactical understanding and decision quality.

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Differentiation

• For less confident pupils: Restrict passing options (e.g., only pass to players in a particular zone) to reduce complexity.
• For more able pupils: Include ‘wild card’ players who can move fluidly, increasing unpredictability and demand on decision making.

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Cross-Curricular Links

• English: Verbal communication skills for explaining decisions.
• PSHE: Developing resilience and self-awareness in decision making.

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Teacher’s Notes

• Emphasise creating a supportive environment where students feel safe to take risks and make mistakes in their decision making.
• Use questioning throughout to deepen tactical understanding rather than simply instructing.
• Consider video recording the game for students to review their decisions next lesson.

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This innovative practical session not only adheres strictly to the National Curriculum but also challenges students to think critically and adapt their choices in real time, equipping them with life-long physical and cognitive skills.