Games and Team Activities

KS1

PE-KS1-D002

Participating in team games, developing simple tactics for attacking and defending.

National Curriculum context

Team games introduce pupils to the social and strategic dimensions of physical activity at KS1. Pupils not only participate in games but are expected to develop simple tactics for attacking and defending, which requires them to think about the game strategically as well as execute physical skills. This domain develops communication, cooperation and decision-making within physical contexts, teaching pupils to work effectively with others towards shared goals. The introduction of attacking and defending as conceptual frameworks gives pupils a vocabulary for thinking about game strategy that will be extended and refined throughout their physical education.

1

Concepts

1

Clusters

1

Prerequisites

1

With difficulty levels

Specialist Teacher: 1

Lesson Clusters

1

Apply simple attacking and defending tactics in team games

practice Curated

Single concept domain. Game Tactics and Strategy at KS1 encompasses both the tactical thinking and the team participation skills needed to play simple games with intent — developing decision-making, cooperation and game literacy.

1 concepts Systems and System Models
Game Tactics and Strategy

Prerequisites

Concepts from other domains that pupils should know before this domain.

Fundamental Movement Skills from Physical Skills and Movement
PE-KS1-C001

Concepts (1)

Game Tactics and Strategy

skill Specialist Teacher

PE-KS1-C002

Tactics in games involve making decisions about what to do and when, in order to gain advantage over opponents or to create scoring opportunities. At KS1, pupils develop simple tactical understanding within small-sided games, learning the basic concepts of attacking (trying to score or gain advantage) and defending (trying to prevent the opposition from scoring). Tactical thinking requires pupils to read the game situation, make decisions quickly and adapt their movement accordingly.

Teaching guidance

Use small-sided games with simple rules so that tactical decisions are visible and manageable. Start with one-versus-one situations to make attacking and defending clear. Ask pupils questions during and after games: 'What did you do to get past your opponent?' 'Where was the best place to move to?' Use freeze-frame moments to discuss tactical options. Gradually increase the complexity of games as pupils develop tactical understanding. Connect tactical language to real decisions in game contexts rather than teaching it abstractly.

Vocabulary: attack, defend, score, opponent, team, tactics, strategy, space, position, pass, intercept, guard, mark, goal, target
Common misconceptions

Young pupils often focus on the ball and chase it regardless of position, making games chaotic. Teaching about space - both finding and creating it - develops more sophisticated game play. Pupils may not understand the value of passing; small games where passing is rewarded help develop this understanding. Some pupils confuse individual skill with team success; cooperative games build understanding that effective teamwork can outperform individual talent.

Difficulty levels

Entry

Understanding the basic difference between attacking (trying to score) and defending (trying to stop scoring) in simple games.

Example task

In this game, your team has the ball. Should you try to move towards the goal or stay where you are?

Model response: I should move towards the goal because my team is attacking. I need to try to get past the defenders to score.

Developing

Using simple tactics in small-sided games: moving into space when attacking, marking an opponent when defending.

Example task

You are attacking in a 3v3 game. Your teammate has the ball. What should you do?

Model response: I should move into an open space away from the defender so my teammate can pass the ball to me. I need to call for the ball so they know where I am.

Expected

Applying attacking and defending tactics effectively in games, making quick decisions about when to pass, shoot or hold possession.

Example task

You have the ball near the goal but a defender is blocking your shot. What are your options?

Model response: I could pass to a teammate in a better position, try to dribble around the defender, or do a fake one way and shoot the other. I chose to pass because my teammate was open and closer to the goal, so they had a better chance of scoring.

Delivery rationale

Physical Education skill concept — requires physical space, expert technique correction, and safety supervision.