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Lesson 6 - Evading and Dodging

Balance & Dynamic Control

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Reception

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Fundamental Movement Skills

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45 min

Big Question

How can I move safely around others whilst avoiding being caught?

Learning Objectives

To develop evasion skills with awareness of others
To understand how to share space safely during movement activities
To demonstrate weight transfer skills when dodging

Key Outcomes

Students will successfully evade others using quick weight transfer
Students will move with spatial awareness and consideration for safety
Students will apply dodging skills in game situations

Equipment & Resources Required

Coloured Cones

8-12

Used to mark corners and boundaries

Alternative: Markers, bean bags

Tag Belts

1 per student (30)

Tucked into waistband or shorts

Alternative: Coloured fabric strips, ribbons

Soft Dodgeballs

4-6

For rolling activity in boulders game

Alternative: Sponge balls, bean bags

Small Balls

One per group for crossing activity

Alternative: Bean bags, foam blocks

Key Vocabulary

Dodge

To move quickly to avoid being caught or touched

Evade

To escape or avoid by moving away from someone

Spatial awareness

Knowing where you are in relation to others and objects

Weight transfer

Moving your body weight from one foot to the other

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic walking and jogging skills
Understanding of personal space
Simple following of instructions

Current Skills

Evasion and dodging movements
Spatial awareness during travel
Quick weight transfer between feet

Next Steps

More complex dodging patterns
Evasion in team games
Advanced spatial reasoning

Milestone Indicators

Confident weight shift between feet

Clear direction changes when dodging

Maintained balance during evasion

Key Teaching Points

Weight transfer is the key to effective dodging - shift weight to balls of feet
Keep head up and eyes scanning for safe paths and spaces
Practice alternating directions to become unpredictable
Safety comes first - stop and wait when pathways are blocked
Good dodging requires balance, timing, and spatial awareness
Apply learned skills progressively from walking to running speed
Encourage strategic thinking about when and where to move

Common Misconceptions

Children thinking dodging means running away far - teach close, quick movements
Belief that faster always means better - emphasise control over speed
Thinking dodging is only useful in games - connect to daily life safety skills
Assuming one direction is enough - teach importance of varying dodge patterns
Misconception that collisions are unavoidable - teach proactive spatial awareness

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, offer leadership roles to maintain engagement

dyspraxia

Allow extra practice time, break down movements into smaller components, provide additional demonstrations and support

autism spectrum

Provide clear visual schedule of activities, offer quiet break space if needed, use consistent language and routines

visual impairment

Use brightly coloured equipment, provide audio cues for direction, assign sighted partner for guidance

hearing impairment

Use clear visual demonstrations, hand signals for instructions, ensure good visual contact when speaking

physical disability

Modify dodging to seated or supported positions, use larger spaces for wheelchair access, adapt games for different mobility levels

Cross-Curricular Links

Science

Forces in movement, balance and gravity, body systems responding to exercise

Geography

Directional language (north, south, east, west), spatial awareness and mapping movement patterns

PSHE

Cooperation and taking turns, resilience when facing challenges, managing emotions in competitive situations

Teacher Guidance

Positioning

Move around perimeter for full area visibility, position centrally during crossing activities

Observation Focus

Watch for weight transfer technique, spatial awareness, and safe movement choices

Intervention Points

Step in if children lose control of speed, show unsafe movement, or demonstrate poor understanding

Demonstration Notes

Exaggerate weight shifts for visibility, use clear directional language, model safe stopping and starting

Verbal Cues

•'Quick feet!'
•'Look where you're going!'
•'Bend those knees!'
•'Wait and watch!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area minimum 15m x 15m, clear of obstacles

Surface Check

Even, non-slip surface free from hazards and adequate cushioning

Equipment Safety

Safety Checks

•Check tag belts have no sharp edges or loose parts
•Ensure soft balls are appropriate foam/sponge material
•Cones positioned safely away from high-activity areas

Risk Management

Key Risks

•Collisions during crossing activities
•Loss of balance during dodging
•Tripping over equipment or other children

Risk Mitigation

•Clear stop and wait rules established
•Controlled numbers in running activities
•Progressive skill building from walking to running
•Adequate spacing between participants

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all participants
•Monitor central crossing areas particularly closely
•Watch for children struggling with balance or control

Emergency Procedures

Stop activity immediately, assess any injuries, provide appropriate first aid or support