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Lesson 5 - Consolidating Dodging Skills

Dynamic Dodging: Building Agility and Spatial Awareness

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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 effective dodging techniques to be successful in team games?

Learning Objectives

To consolidate students' knowledge of how, where and why to dodge in game situations
To demonstrate effective dodging technique with head up, low body position and quick directional changes
To work collaboratively in teams applying tactical understanding

Key Outcomes

Students will dodge with effective technique avoiding being hit by rolled balls
Students will understand the consequences of poor positioning in dodging games
Students will work collaboratively as team members following game rules

Equipment & Resources Required

Soft Dodgeballs

8-10 balls

Place spare balls around the outside of each playing area

Alternative: Bean bags, tennis balls, or soft playground balls

Cones

22 cones

Use to mark out square playing areas approximately 8m x 8m

Alternative: Chalk lines, rope, or masking tape

Coloured Bibs

15 bibs (2 different colours)

For distinguishing teams in Team Dodgeball activity

Alternative: Coloured bands or scarves

Key Vocabulary

Dodging

Moving quickly to avoid being hit or caught by changing direction suddenly

Low body position

Bending the knees and lowering the body centre of gravity for better balance and quicker movement

Tactics

Plans and strategies used by teams to be more successful in games

Collaboration

Working together as a team towards a common goal

Reactive movement

Moving quickly in response to what you see happening around you

Skill Progression Pathway

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

Prior Learning

Basic understanding of personal space
Simple running and stopping movements
Following basic game rules

Current Skills

Effective dodging technique with low body position
Quick directional changes and reactive movements
Team collaboration and tactical awareness

Next Steps

Dodging in more complex game situations
Combining dodging with other locomotion skills
Advanced team tactics and strategies

Milestone Indicators

Maintains balance while changing direction quickly

Keeps head up while dodging to scan for threats

Works effectively with teammates to achieve team goals

Key Teaching Points

Maintain low body position with bent knees throughout all dodging movements
Keep head up and eyes focused on the ball and surrounding players
Use quick, sharp directional changes rather than large movements
Roll balls along the ground only - never throw above ground level
Only hits below the knee count as successful hits
Work collaboratively as a team, communicating and supporting each other
Show good sportsmanship whether winning or losing

Common Misconceptions

Thinking that bigger movements are better for dodging (actually, small quick movements are more effective)
Believing that looking down helps with balance (keeping head up provides better spatial awareness)
Assuming that staying in the centre is safest (using the whole space is more effective)
Thinking that individual skill is more important than teamwork (collaboration leads to better team success)
Believing that elimination games are about winning at all costs (focus should be on skill development and fair play)

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and rules, use movement breaks between explanations, focus on positive reinforcement

dyspraxia

Use larger equipment, reduce complexity of movements, provide extra practice time, offer hand-over-hand guidance for positioning

autism spectrum

Provide clear visual schedule of activities, create quiet break area if needed, use consistent routines, prepare for elimination in advance

visual impairment

Use brightly coloured balls, provide clear verbal cues for ball location, assign a buddy for guidance, use bells or sound-making balls

hearing impairment

Use visual signals for game starts/stops, provide written instructions, use clear gestures for communication, position for lip-reading

physical disability

Adapted seated dodging activities, modified playing area size, use larger/slower balls, allow walking instead of running movements

Cross-Curricular Links

Maths

Counting team scores, measuring playing area dimensions, recognising 2D shapes in playing areas, time management

Science

Forces and movement in directional changes, reaction time and reflexes, heart rate changes during exercise

Geography

Directional language (left, right, forwards, backwards), spatial awareness and positioning, mapping movement patterns

PSHE

Teamwork and collaboration, resilience when facing challenges, managing emotions in competitive situations, respect for others

Teacher Guidance

Positioning

Move around the outside of playing areas for optimal visibility, position near groups needing additional support

Observation Focus

Watch for correct dodging technique, spatial awareness, team collaboration, and emotional responses to games

Intervention Points

Step in if students are not following safety rules, provide technique reminders, mediate any disputes about rules

Demonstration Notes

Use successful students as examples, exaggerate body positioning for clarity, show both correct and incorrect techniques for comparison

Verbal Cues

•'Low body position - bend those knees!'
•'Head up, eyes on the ball!'
•'Quick feet, quick changes!'
•'Use the whole space!'
•'Work together as a team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m indoor or outdoor space, clear of obstacles and hazards

Surface Check

Dry, even surface free from trip hazards, adequate grip for quick directional changes

Equipment Safety

Safety Checks

•Check foam balls are soft and in good condition with no tears
•Ensure cones have no sharp edges or cracks
•Verify all balls are appropriate size for Year 2 students

Risk Management

Key Risks

•Collisions between students during dodging movements
•Slips and falls during quick directional changes
•Ball strikes above knee level or to face/head
•Emotional responses to elimination from games

Risk Mitigation

•Clear boundaries established with adequate space between groups
•Emphasis on rolling balls only, never throwing
•Progressive skill building from individual to team activities
•Constant reinforcement of below-knee rule only
•Positive elimination rules with safe zones

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all playing areas
•Monitor high-activity areas during team games
•Watch for students becoming overly competitive or frustrated
•Ensure fair play and rule adherence

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, have clear evacuation route available