PE and health
Tactics board
Read simplified pitch diagrams, use movement symbols and plan an attacking or defensive play. A second activity transfers the same planning language to a netball court and a centre pass. Discuss the plan in class.
Read the movement arrows on the pitch before planning a play. Use the complete key to explain your choices.
Read the complete materialRead the material
Read simplified pitch diagrams, use movement symbols and plan an attacking or defensive play. A second activity transfers the same planning language to a netball court and a centre pass. Discuss the plan in class.
Activity. Use the preview for diagrams and layout.
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NAME CLASS TEAM 1 Read the pitch KICK-OFF Model: a give and go. Pass, run, pass back. goal goal area halfway line centre circle centre spot 1 2 3 4 Five-a-side pitch: simplified, not to scale LEARNING GOAL Plan and explain team tactics. 2 Plan two plays 1ST HALF Tactics and strategy planner 1 Pitch 2 Court 3 Teacher PHYSICAL EDUCATION AGES 11 TO 14 TACTICS AND STRATEGY TACTICS BOARD Read the pitch, learn the symbols, then plan your plays. HOME SYMBOLS KEY 7 Attacker numbered circle Pass dashed arrow Defender triangle Run solid, no ball Ball solid dot Dribble wavy, with ball SUCCESS CRITERIA I can read pitch and court lines. I can draw plays with the key. I can explain why a plan works. A Attacking set play Draw a restart play Who moves first? How does it work? B Defensive shape They have the ball Who presses? Who covers? Why? Page 1 of 2
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3 Read the court 2ND HALF A netball court has three thirds. Find each marking. goal third centre third goal third shooting circle transverse line centre circle goal post Netball court: simplified, not to scale Before you try it: warm up first, work at your own level, stop if anything hurts and tell your teacher. 4 Plan a centre pass SET PLAY Use the page 1 symbols. Write position letters, such as GA, in your circles. Tactics and strategy planner 1 Pitch 2 Court 3 Teacher PHYSICAL EDUCATION NETBALL PLAN A CENTRE PASS Same symbols, new court: map out your team's first move. THE SEVEN POSITIONS GS Goal Shooter GA Goal Attack WA Wing Attack C Centre WD Wing Defence GD Goal Defence GK Goal Keeper Where can each position go? Check your league's rules for where each position may go, then mark it on your plan. A Plan A: first choice Show where players start and move. Who gets the first pass? Why? B Plan B: if they are marked Plan A is blocked. Draw a back-up option. What changes from Plan A? Page 2 of 2
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Tactics board Teacher companion Physical Education | Pupils aged 11 to 14 Use with the exact 2-page original file. Keep pupil or staff activity pages separate from this teacher companion. When to use it Use this in a supervised PE lesson to discuss team movement and simple tactical plans before pupils try the ideas in play. The first activity uses five-a-side football; the second shifts to a netball court and centre pass. Purpose Interpret court markings, map player movement with the key and explain why a tactical choice may help the team. Start here Read the symbol key and the note that the pitch and court drawings are simplified and not to scale. Review the class warm-up and stop-if-hurt reminder before practical activity. A teaching sequence 1. Study the five-a-side diagram and follow the model give-and-go. Use numbered circles, passes, runs, dribbles and the ball symbol to plan a restart play. Plan a defensive shape and explain who presses, who covers and why. 2. Find the thirds, circles, transverse line and goal post on the netball court. Use position letters only after checking movement zones for the league being taught. 3. Plan a centre pass, showing where players start and how the first pass is made. Draw a backup if the first option is marked. 4. Talk through how the team will respond if the first plan is blocked. Checking guidance Check that symbols distinguish a pass from a run or dribble and that each player’s movement has a clear start and purpose. Ask pupils to explain how their plan creates space or provides cover, then verify netball positioning against the rules used. Ask pupils to distinguish a pass from a run in their plan, name how it creates space or cover, and explain the backup when the first option is blocked. Verify the game’s applicable rules before play. Support Use counters on a floor-sized diagram and plan one pass at a time. Give pupils a reduced choice of symbols, assign fixed roles and allow a spoken explanation while an adult draws the movement. Take it further Ask pupils to compare two ways to restart play or adapt the plan when a defender closes a route. They can explain how the second option changes spacing or support. Things to keep in mind The diagrams are simplified and not to scale. Check current competition and age-group rules before teaching position restrictions or using plans in a game. Warm up and follow school PE safety procedures; stop if anything hurts and tell the teacher. Tactics board Teacher companion | Page 1
A teaching sequence
Interpret court markings, map player movement with the key and explain why a tactical choice may help the team.
Read the movement arrows on the pitch before planning a play. Use the complete key to explain your choices.
Read the complete materialPlan a give-and-go and defensive shape
Follow the give-and-go model and symbol key to draw a restart play. Add a defensive shape explaining who presses, who covers and why.
Who passes, runs, presses and covers under your symbol key?
Locate netball markings and permitted zones
Find the thirds, circles, transverse line and goal post on the netball court. Use position letters only after checking movement zones for the league being taught.
Have position restrictions been checked for the rules actually being taught?
Draw a centre pass and backup
Plan a centre pass, showing where players start and how the first pass is made. Draw a backup if the first option is marked.
Who gets the first pass, and what changes if that player is marked?
Talk through a blocked plan
Talk through how the team will respond if the first plan is blocked.
Which movement or pass changes while the team keeps its agreed shape?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Check that symbols distinguish a pass from a run or dribble and that each player’s movement has a clear start and purpose. Ask pupils to explain how their plan creates space or provides cover, then verify netball positioning against the rules used. Ask pupils to distinguish a pass from a run in their plan, name how it creates space or cover, and explain the backup when the first option is blocked. Verify the game’s applicable rules before play.
Give a little support
Use counters on a floor-sized diagram and plan one pass at a time. Give pupils a reduced choice of symbols, assign fixed roles and allow a spoken explanation while an adult draws the movement.
Take the idea further
Ask pupils to compare two ways to restart play or adapt the plan when a defender closes a route. They can explain how the second option changes spacing or support.
Things to keep in mind
The diagrams are simplified and not to scale. Check current competition and age-group rules before teaching position restrictions or using plans in a game. Warm up and follow school PE safety procedures; stop if anything hurts and tell the teacher.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Marcus Owusu
Covered-court planning forms a substantial part of my scheme, rather than being something to improvise when an outdoor lesson becomes difficult.
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Wei Zhang
I teach Physical Education across the secondary phase and start planning with the pupil who may be least ready to join in.
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Sofia Almeida
I begin secondary PE planning with less-confident pupils, organising participation around available facilities and time so the task offers a workable first step within our practical constraints.
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Kofi Mensah
I want Physical Education to give every year group meaningful movement and a sense that improvement belongs to them, whether or not they already identify as sporty.
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Pham Van Phuc
I welcome pupils joining secondary PE during the year through a manageable first task, clear demonstrations and familiar routines, building from the experience they bring to the group.
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Adam Threlkeld
I connect GCSE PE theory with practical sport, choosing examples and exam questions that help students explain a concept in terms of the activity they experience.
Meet the creatorMichelle Ogunbiyi
I plan adaptable PE fitness and skills work alongside practical fixture arrangements, considering facilities, transport and lesson time while keeping the intended skill visible for different starting points.
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After the Bell
This two-page PE planner uses a simplified, not-to-scale five-a-side pitch with a symbols key and a give-and-go model. Pupils plan two plays, map movement and explain why a tactical choice might help the team.
Board Eraser
Reading the field and using the key before drawing a play makes movement legible to a teammate. The model connects a pass, run and return pass to a tactical intention.
Tea at Breaktime
Walk through the model play first, then let pupils draw one movement at a time and explain the role of each player. Use the simplified diagram as a planning aid before practising in an appropriate space.
Book and Biscuit
The board is a simplified plan and does not account for every player, opponent or actual court condition. Adapt the layout to the sport and check safety and supervision before physical practice.