Lesson 4 - Avoiding a Defender
Fair Play: Sharks & Fishes
•Reception
•Invasion Games
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How can we move like clever fish to escape the sharks?
Learning Objectives
- Explore different ways of avoiding a defender (shark)
- Understand simple evasive skills and movement principles
- Recognise consequences of being tagged in games
Key Outcomes
- Students will move confidently into spaces avoiding defenders
- Students will adjust speed and change direction to evade opponents
- Students will understand and follow game rules and consequences
Equipment & Resources Required
Mark boundaries and safe zones clearly
Alternative: Bean bags, markers, hoops
If available, helps with clear tagging
Alternative: Coloured bands, scarves
For clear start/stop signals
Alternative: Tambourine, voice commands
Key Vocabulary
To avoid being caught by moving away quickly
The person trying to tag or catch you (the shark)
A special area where you cannot be tagged
When the shark touches you gently
What happens when we break the rules
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping
- Understanding of personal space
- Simple following instructions
Current Skills
- Evasive movement patterns
- Spatial awareness in games
- Rule following and consequences
Next Steps
- More complex dodging movements
- Team-based evasion games
- Introduction to basic tactics
Milestone Indicators
Key Teaching Points
- Gentle tagging only - emphasise appropriate contact throughout
- Change direction to avoid defenders - demonstrate curved paths not sharp turns
- Use eyes to scan for empty spaces before moving
- Fair play and rule following create fun games for everyone
- Safe zones are temporary protection, not permanent hiding spots
- Encourage and support others even when competing
- Movement quality over speed - control is more important than rushing
Common Misconceptions
- Misconception: Running faster is always better. Reality: Controlled movement with direction changes is more effective
- Misconception: Safe zones are for hiding indefinitely. Reality: Safe zones are strategic rest points for planning next moves
- Misconception: Being tagged means you've failed. Reality: Being tagged is part of learning and improving
- Misconception: Rough contact makes you a better defender. Reality: Gentle, fair tagging maintains game enjoyment for all
- Misconception: Rules are meant to be bent or broken. Reality: Rules ensure safety and fairness for everyone
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular positive feedback for focus
dyspraxia
- Simplified movements, extra practice time, larger boundaries for safety
autism spectrum
- Clear routine explanation, visual schedule of activities, quiet break space available
visual impairment
- Use brightly coloured cones, verbal descriptions of boundaries, buddy system for guidance
hearing impairment
- Visual signals for start/stop, clear hand gestures, written or picture rule cards
physical disability
- Modify movement to rolling ball or seated participation, adjust boundaries for wheelchair access
Cross-Curricular Links
Maths
Counting scores, understanding numbers 1-5 for star jumps, spatial concepts of inside/outside
Science
Understanding how fish move through water, animal behaviour and adaptation concepts
Geography
Spatial awareness, understanding of boundaries and zones, direction concepts
PSHE
Fair play, taking turns, following rules, emotional regulation when tagged or disappointed
Teacher Guidance
Positioning
Move between the three groups to ensure equal attention and safety monitoring
Observation Focus
Watch for development of evasive skills, fair play, and rule understanding
Intervention Points
Step in if contact becomes rough, if children struggle with rules, or if anyone appears distressed
Demonstration Notes
Use exaggerated movements so all children can see clearly, emphasise key safety points repeatedly
Verbal Cues
- •'Change direction like a fish!'
- •'Gentle touches only!'
- •'Look for empty spaces!'
- •'Well done for playing fairly!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear area, additional smaller zones for group work
Surface Check
Flat, dry surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Cones placed securely with no sharp edges
- •Tag belts checked for wear and proper fit
- •Boundaries clearly visible and marked
Risk Management
Key Risks
- •Collisions during evasive movements
- •Falls during direction changes
- •Rough contact during tagging
Risk Mitigation
- •Emphasise gentle tagging only
- •Clear boundaries to prevent collisions
- •Adequate spacing between groups
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor tagging for appropriate contact
- •Watch for signs of fatigue or distress
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, complete incident report if necessary