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Lesson 5 - Evading and Attacking Skills

Confident Movers & Challenges

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Year 2

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Fundamental Movement Skills

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45 min

Big Question

How can we use quick movements and awareness to evade others and work as a team?

Learning Objectives

To develop evasion skills through dodging and changing direction
To understand when to attack and when to defend in games
To demonstrate self-motivation and confidence in movement challenges

Key Outcomes

Students will show improved dodging and evasion techniques
Students will demonstrate tactical awareness in attack and defence
Students will display confidence and self-motivation throughout activities

Equipment & Resources Required

Cones

24 (4 sets of Red, Yellow, White, Blue)

4 cones per group of 3, arranged in straight lines

Alternative: Coloured spots, bean bags in different colours

Tag Belts

30 (1 per student)

Distributed to students before tagging activities

Alternative: Coloured ribbons, fabric strips

Sun Markers

8-12 cones

Mark clear playing areas for each activity

Alternative: Rope, chalk lines, natural boundaries

Key Vocabulary

Evade

To avoid or escape from someone by moving quickly or cleverly

Attack

To move forward to try and catch or tag someone

Defend

To protect yourself or your team by staying alert and ready

Sliding

Moving sideways with one shoulder leading

Dodging

Quickly changing direction to avoid being caught

Skill Progression Pathway

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

Prior Learning

Basic running and stopping skills
Simple directional changes
Understanding of personal space

Current Skills

Evasion through dodging and direction changes
Sliding and side-stepping movements
Tactical awareness in attack and defence

Next Steps

Complex evasion patterns in competitive situations
Advanced tactical decision making
Leadership in team-based activities

Milestone Indicators

Smooth changes of direction without losing balance

Quick decision making between attack and defence

Confident participation and self-assessment

Key Teaching Points

Low body position enables quicker direction changes and better balance
Eyes up and scanning helps anticipate space and avoid collisions
Communication between partners improves effectiveness in team challenges
Quick, small steps are more effective than large strides for agility
Self-assessment helps students understand their own learning and progress
Balance between attack and defence creates better game strategies
Confidence grows through success in progressively challenging activities

Common Misconceptions

Thinking that running fast is the same as evading effectively - emphasise direction changes over speed
Believing that bigger movements are better - teach that small, controlled movements are more effective
Assuming that being 'on' in tag games is bad - explain that all roles are important and fun
Thinking that only 'winning' matters - focus on effort, improvement, and enjoyment
Confusing confidence with showing off - teach appropriate self-confidence and supporting others

SEN Adaptations

ADHD

Shorter activity bursts, clear movement boundaries, regular praise and feedback

dyspraxia

Slower introduction of complex movements, larger equipment for easier handling, extra practice time

autism spectrum

Clear visual schedule of activities, quiet zones available, predictable routine structure

visual impairment

Use bright coloured cones, verbal descriptions of movements, buddy system for navigation

hearing impairment

Visual demonstrations, hand signals for instructions, written game rules displayed

physical disability

Seated versions of evasion games, modified tag belts, adapted equipment as needed

Cross-Curricular Links

Maths

Counting belts collected, measuring cone distances, timing activities in seconds

Science

Understanding forces in direction changes, balance and momentum in evasion

Geography

Compass directions (North, East, South, West), spatial relationships

PSHE

Self-confidence building, teamwork and communication, perseverance and resilience

Teacher Guidance

Positioning

Central position for maximum visibility, move around to observe different groups

Observation Focus

Watch for evasion technique quality, confidence levels, and safe interactions

Intervention Points

Step in if students struggling with rules, unsafe behaviour, or low confidence

Demonstration Notes

Use students as positive examples, demonstrate key techniques clearly, exaggerate movements for visibility

Verbal Cues

•'Low body position for quick turns!'
•'Eyes up, scan for space!'
•'Quick feet, control your movement!'
•'Communicate with your partner!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area minimum 20m x 30m, clear of obstacles

Surface Check

Non-slip surface, dry conditions, even ground free from hazards

Equipment Safety

Safety Checks

•Tag belts checked for secure attachment points
•Cones placed stable and visible
•Boundary markers clearly positioned

Risk Management

Key Risks

•Collisions during evasion activities
•Slips and falls during direction changes
•Over-enthusiastic tagging or grabbing

Risk Mitigation

•Clear boundaries and safe zones established
•Emphasis on controlled movements and gentle tagging
•Progressive skill building from simple to complex
•Adequate spacing between groups and activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity games closely
•Ensure safe equipment use and storage

Emergency Procedures

Stop signal established, first aid accessible, clear evacuation route identified