Lesson 5 - Evading and Attacking Skills
Confident Movers & Challenges
•Year 2
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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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
4 cones per group of 3, arranged in straight lines
Alternative: Coloured spots, bean bags in different colours
Distributed to students before tagging activities
Alternative: Coloured ribbons, fabric strips
Mark clear playing areas for each activity
Alternative: Rope, chalk lines, natural boundaries
Key Vocabulary
To avoid or escape from someone by moving quickly or cleverly
To move forward to try and catch or tag someone
To protect yourself or your team by staying alert and ready
Moving sideways with one shoulder leading
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
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