Skill and tactics — A skill is a controlled action used for a purpose; a tactic is a choice about how to use actions and positioning to gain an advantage. A strategy is a broader plan. An accurate pass is useful only if the decision, timing and movement fit the changing game.
Scanning and decisions — Look for space, teammates, opponents and the target before and while receiving. A player who sees an open teammate early can act more effectively. Do not stare only at the ball: relevant information changes, so keep updating the decision rather than following a memorised route regardless of play.
Width and depth — Width spreads attacking options across the playing area; depth provides options ahead of and behind the ball. These can stretch defenders and create passing lanes, clear routes through which a pass can reach a teammate. Spreading out is purposeful positioning, not simply moving as far from all teammates as possible.
Support and angles — A supporting player moves to a usable angle and distance, allowing the ball carrier a choice. Three players can create a passing triangle in a modified invasion game, a game where teams try to reach a target in the other team’s area, with rules adapted for learning. A straight line behind a defender may look close enough but leave the passing lane blocked.Hypothetical modified invasion-game positions, not a prescribed formation: two angled supporting players offer different routes around a central defender. Actual movement, opponents and rules can change the options. Full-size diagram
Attacking and retaining possession
Passing and receiving — Select a teacher-taught pass appropriate to distance, opponent pressure and the receiver’s movement. Communicate, present a suitable target and control the ball before the next action where the rules require it. More force is not always more accurate or useful.
Movement off the ball — A change of direction or pace can create separation and an opportunity to receive. Move with awareness of others and the rules; do not push or make unsafe contact to become free. After passing, reposition to support the next phase rather than watching the ball from the same place.
Creating overloads — An attacking overload creates a local numerical advantage, such as two attackers against one defender. In a teacher-led two-against-one example, the defender may move towards the player with the ball, leaving a clearer pass to the other attacker. Drawing or committing the defender means prompting that choice. The ball carrier then chooses a pass or movement with the ball according to space and the activity’s rules. An extra player is useful only if positioned and timed effectively.
Finishing decisions — A shot or attempt at the target depends on range, angle, control and defenders. A lower-probability attempt, one with a smaller chance of success, may be less useful than a pass creating a clearer chance. Practise suitable technique and decision together; a goal in one trial does not prove every decision was sound.
Defending and transitions
Goal-side and marking — Positioning between an attacker and the target can reduce a direct threat. Marking may focus on a player or a space, depending on the agreed system. Keep awareness of ball and opponent and maintain the legal distance/contact rules for the actual activity.
Pressure and cover — One defender may apply controlled pressure while another provides cover. If everyone rushes at the ball, a passing lane can open elsewhere. Communicate who pressures, who supports and when to change, using safe teacher-taught techniques rather than reckless attempts to win possession.Controlled defensive pressure and supporting cover address different threats. The leader teaches the legal technique and roles for the actual game. Full-size diagram
Interception — An interception anticipates and takes a pass before it reaches the intended receiver. Read the passer’s options, timing and lane while considering the risk of leaving an opponent free. A failed gamble can create a gap; explain the decision using the situation, not only whether it happened to work once.
Transitions — Transition is the change between attack and defence. After losing possession, recover suitable positions and communicate; after gaining it, recognise a counterattacking option, attacking quickly before the other team regains its defensive positions, or keep safe control of the ball first. The best response depends on the space, numbers, rules and risk.
Applying principles across games
Basketball and netball — Both can use width, depth and support, but movement, contact and possession rules differ. A netball player’s footwork and passing decisions cannot simply copy basketball dribbling. Apply the teacher’s current or modified rules and explain how a rule changes the tactical choice.
Football and hockey — Both can involve movement into space and passing lanes, while the implement and ball-control techniques differ. In hockey, safe stick use and the activity’s rules matter throughout. Transfer a principle such as support while learning the actual technical demands separately.
Rugby and modified contact — Rugby-related activities can teach support, continuity and territory through appropriately selected forms such as tag or touch. Passing direction and permitted contact depend on the code and modification. Contact techniques require qualified direct teaching; these notes do not provide an unsupervised tackling method.
Teamwork and analysis
Communication and roles — Use clear relevant calls, visual cues and agreed roles while listening to others. A useful call identifies an option or threat; constant shouting can obscure information. Rotate suitable leadership, officiating and playing responsibilities and value contributions beyond scoring.
Fair play — Follow agreed rules, respect opponents and officials and take responsibility for safe conduct. Challenge an unclear decision through the permitted respectful process rather than intimidation. Winning, fair competition and inclusion can coexist; exploiting an unsafe mismatch does not demonstrate good tactical understanding.
Reviewing a tactic — Observe a specific sequence, describe player positions and choices and explain their effects. Compare before and after a planned change under reasonably similar conditions. Count a relevant feature such as successful support options, but use observations to explain why it changed rather than treating a score alone as proof.
Test yourself
50 questions · Random sets of 10. These quick checks support revision; practise longer explanations and justified judgements too.
Mind map
Use the branches to recall the ideas and explain their connections. Check the revision notes for the full detail.
KS3PE2 · 1
View KS3PE2 · 1 mind mapOpen the full-size map to zoom. Use the printable view for A4 landscape or enlarge to A3.
Mr Kidman's Classroom
