Lesson 6 - Evading and Dodging
Balance & Dynamic Control
•Reception
•Fundamental Movement Skills
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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
Used to mark corners and boundaries
Alternative: Markers, bean bags
Tucked into waistband or shorts
Alternative: Coloured fabric strips, ribbons
For rolling activity in boulders game
Alternative: Sponge balls, bean bags
One per group for crossing activity
Alternative: Bean bags, foam blocks
Key Vocabulary
To move quickly to avoid being caught or touched
To escape or avoid by moving away from someone
Knowing where you are in relation to others and objects
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
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