KS2 · Physical education · Year 6
Application of 'powers' into game play to challenge tactical thinking
Invasion games: scenarios, tactics and power play in ball games
Learn it. Recall it. Make it stick.
IllumED Slides
IllumED · 1/10
Your learning goal
I can think tactically in games to use and apply special 'powers' that can serve to give my team an advantage.
1 of 10
Application of 'powers' into game play to challenge tactical thinking: slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
What you’ll learn
I can think tactically in games to use and apply special 'powers' that can serve to give my team an advantage.
Key learning points
- Move: accurate and consistent passing, moving, dribbling and shooting skills enable our team's powers to be successful.
- Think: selecting the right power to use in a game requires careful decision making.
- Think: making effective decisions as to when and why to use a power is vital in gaining an advantage in the game.
- Feel: maintaining a strong sense of self-motivation helps us to always try our best throughout the games.
- Connect: respecting the opposition when they apply a power demonstrates fair play and sets an example to our team.
Words to know
- powers
- special tactics or advantages that can be used by a team to benefit them in a game
- tactics
- plans you create and use to try to win or succeed
- advantage
- gaining extra benefit to outsmart our opponents
Common mistakes
Pupils feel it isn't fair when their opponents use a tactic against them; they fail to see the importance of taking time to consider how they can use their own power to gain an advantage.
Celebrate teams who deploy their powers at the right time as a result of careful planning. Consider awarding bonus points for this, even if the execution isn't successful. Award points to teams who focus on their own powers and not the opposition's.
For parents, carers and teachers
- Assign teams powers initially, then give teams time to choose powers for themselves. Build in the chance for teams to pick their opponents' powers and/or design their own powers. Addionally, encourage less-confident pupils to make the call to the referee/umpire when powers come into effect.