Lesson 3 - Attacking and Defending through Dodging
Dynamic Dodging: Building Agility and Spatial Awareness
•Year 2
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can we use dodging skills to attack and defend successfully in games?
Learning Objectives
- Apply dodging skills in attacking and defending situations
- Understand the roles and timing of attacking and defending
- Demonstrate effective dodging technique with control and purpose
Key Outcomes
- Students will successfully dodge past defenders to score points
- Students will understand when to attack and when to defend
- Students will demonstrate improved dodging technique in game situations
Equipment & Resources Required
Distributed to attacking players at start positions
Alternative: Small foam balls, tennis balls, scarves
Mark boundaries and target zones for each game area
Alternative: Markers, spots, chalk lines
Fitted on defenders to make tagging clearer and safer
Alternative: Velcro strips, tucked in bibs
Clear distinction between attackers and defenders
Alternative: Different coloured PE kit
Key Vocabulary
Quickly changing direction to avoid a defender
When you have the beanbag and are trying to score
When you are trying to stop the attacker from scoring
How we hold our body to be ready to move quickly
Firmly placing one foot on the ground to push off in the opposite direction
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running with control
- Understanding of personal space
- Simple direction changes
Current Skills
- Dodging technique with head up and low body position
- Understanding attacking and defending roles
- Applying dodging in game situations
Next Steps
- Dodging multiple defenders
- Advanced footwork techniques
- Team-based attacking strategies
Milestone Indicators
Key Teaching Points
- Dodging technique: head up, low body position, plant one foot and push off opposite direction
- Attacking means trying to score, defending means stopping the score
- Use space effectively - don't just run straight lines
- Fair play and respect are as important as skill development
- Practice makes progress - celebrate improvement over perfection
- Safety first - gentle tagging and controlled movements
- Everyone can contribute - different roles suit different strengths
Common Misconceptions
- Thinking dodging is just running fast - it's about direction change and timing
- Believing only fast students can be good attackers - technique beats speed
- Assuming defending is passive - good defenders actively track and anticipate
- Focusing only on winning - learning and improvement are more important
- Not understanding that roles swap - everyone attacks and defends
- Thinking dodging is only useful in PE - it develops general movement skills
- Believing you need lots of equipment - simple games teach complex skills
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular movement breaks, simplified instructions
dyspraxia
- Extra practice time, simplified movements initially, visual cues for direction, larger spaces for movement
autism spectrum
- Clear visual schedule of activities, quiet zone available, consistent routines, warning before transitions
visual impairment
- Use brightly coloured equipment, verbal cues for directions, buddy system for navigation, textured markers for boundaries
hearing impairment
- Visual signals for start/stop, clear demonstrations, written instructions on display, hand signals for communication
physical disability
- Seated dodging activities, larger targets, modified rules for mobility aids, alternative scoring methods
Cross-Curricular Links
Maths
Counting points scored, understanding positions in ladder system, spatial concepts of direction and distance
Science
Forces and motion when changing direction, balance and centre of gravity during dodging movements
Geography
Positional language (left/right, forward/backward), mapping movement around space
PSHE
Fair play and respect, dealing with competition, teamwork and cooperation, celebrating effort over outcome
Teacher Guidance
Positioning
Move between game areas to observe all students, position at corners for maximum visibility
Observation Focus
Watch for dodging technique, fair play, understanding of roles, and enjoyment levels
Intervention Points
Step in if play becomes too rough, technique is poor, or students show confusion about rules
Demonstration Notes
Use clear, exaggerated movements for technique demonstration. Always explain thinking process aloud.
Verbal Cues
- •'Head up, watch where you're going!'
- •'Plant and push - change direction!'
- •'Gentle tags only!'
- •'Well done both players!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or playground area minimum 20m x 30m with clear boundaries
Surface Check
Non-slip, dry surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check beanbags are secure with no loose filling
- •Tag rugby belts properly fitted and not too tight
- •Cones stable and visible
Risk Management
Key Risks
- •Collisions between moving students
- •Trips and falls during direction changes
- •Over-competitive behaviour leading to rough play
Risk Mitigation
- •Clear boundaries and adequate spacing between game areas
- •Emphasis on gentle tagging only
- •Progressive skill building from walking to running pace
- •Clear rules about staying in designated areas
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all game areas simultaneously
- •Monitor intensity levels and intervene if needed
- •Watch for students struggling with concepts or skills
Emergency Procedures
Stop activity immediately, assess any injuries, provide appropriate first aid, calm and reassure other students