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Lesson 4 - Avoiding a Defender

Fair Play: Sharks & Fishes

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Reception

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Invasion Games

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30 min

Big Question

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

Cones

12-16

Mark boundaries and safe zones clearly

Alternative: Bean bags, markers, hoops

Tag Belts

15 (half the class)

If available, helps with clear tagging

Alternative: Coloured bands, scarves

Whistles

For clear start/stop signals

Alternative: Tambourine, voice commands

Key Vocabulary

Evade

To avoid being caught by moving away quickly

Defender

The person trying to tag or catch you (the shark)

Safe zone

A special area where you cannot be tagged

Tagged

When the shark touches you gently

Consequences

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

Consistent direction changes when avoiding

Understanding of safe zones concept

Fair play and rule adherence

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