Lesson 2 - Dodging and Evasion Skills
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 clever dodging to escape from defenders and create space for ourselves?
Learning Objectives
- Develop effective dodging technique with head up, low body position, and quick direction changes
- Apply dodging skills in game situations to evade taggers and defenders
- Understand when and why dodging is important in games and sports
Key Outcomes
- Students will demonstrate improved dodging technique with proper body positioning
- Students will successfully apply dodging skills to avoid being caught in tag games
- Students will explain when dodging is useful in games and sports
Equipment & Resources Required
One ball per tagger, easily visible and safe to carry while running
Alternative: Bean bags, foam balls, or coloured bibs for taggers
Spread randomly across area to create obstacles and 'traps'
Alternative: Spots, hoops, or chalk circles
Mark clear playing area boundaries for safety
Alternative: Cones, spots, or playground markings
Key Vocabulary
Quickly changing direction to avoid being caught or to move into space
Escaping or avoiding someone who is trying to catch you
How we hold our body - low position with bent knees helps us change direction quickly
Placing your foot firmly on the ground to push off in a new direction
Players trying to stop us or catch us in a game
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running with control and awareness of space
- Understanding of personal space and spatial awareness
- Simple direction changes while moving
Current Skills
- Effective dodging technique with low body position
- Quick direction changes using foot placement
- Application of dodging in game situations
Next Steps
- Combining dodging with other locomotor skills
- Using dodging in team games and sports
- Advanced evasion techniques in competitive situations
Milestone Indicators
Key Teaching Points
- Dodging technique requires head up, low body position, and planted foot for direction change
- Spatial awareness is crucial - students must watch for multiple threats and obstacles
- Quick decision making improves with practice and confidence building
- Teamwork enhances individual success - students can help each other avoid taggers
- Progressive challenge builds from basic dodging to complex multi-constraint situations
- Safety comes first - controlled movements and gentle tagging are essential
- Reflection and analysis help students understand why certain techniques work
Common Misconceptions
- Dodging is just about running fast - actually technique and timing are more important
- Looking down helps with balance - actually head up improves awareness and balance
- Dodging late is safer - actually early anticipation and smooth movement is more effective
- Only fast students can dodge well - actually technique and intelligence matter more than pure speed
- Dodging is only useful in tag games - actually it transfers to many sports and activities
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries and rules, positive behaviour reinforcement, regular movement breaks built into structure
dyspraxia
- Extra practice time for coordination skills, simplified movement patterns initially, larger target areas, verbal cues for body positioning
autism spectrum
- Clear visual schedule of activities, predictable routine structure, quiet space available if needed, simplified rules with visual supports
visual impairment
- Use bright coloured markers and balls, clear verbal descriptions of space and boundaries, buddy system for guidance, audio cues for direction
hearing impairment
- Visual signals for start/stop, written rule cards, clear demonstrations, use of hand signals and gestures
physical disability
- Modify tagging rules for wheelchair users, adjust space size as needed, alternative roles such as timekeeper or coach, seated dodging activities
Cross-Curricular Links
Maths
Counting scores and tagged players, measuring distances between markers, angles of direction changes, timing activities
Science
Forces and motion during direction changes, friction between feet and ground, balance and centre of gravity
Geography
Direction vocabulary (left, right, forward, back), spatial concepts, mapping movement around obstacles
PSHE
Teamwork and cooperation, resilience when caught, fair play and honesty, helping others learn and improve
Teacher Guidance
Positioning
Move around perimeter of activity area to observe all students, position near potential problem areas
Observation Focus
Watch for correct dodging technique, safe play, appropriate effort levels, and positive interactions
Intervention Points
Step in if unsafe play observed, provide technique correction when needed, support struggling students
Demonstration Notes
Use clear, exaggerated movements for dodging technique. Show common mistakes and corrections. Highlight good examples from students during activities.
Verbal Cues
- •'Head up, eyes forward!'
- •'Get low like a racing car!'
- •'Plant and push off!'
- •'Quick feet, quick thinking!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m clear area, preferably outdoor playground or large indoor hall
Surface Check
Even, non-slip surface free from holes, debris, or wet patches that could cause slips
Equipment Safety
Safety Checks
- •Tennis balls checked for damage and secure grip
- •Markers/cones have no sharp edges and are clearly visible
- •Boundaries clearly marked to prevent collisions with walls or obstacles
Risk Management
Key Risks
- •Collisions between students during quick direction changes
- •Falls due to loss of balance during dodging movements
- •Overexertion from continuous running and dodging
- •Rough tagging leading to injuries
Risk Mitigation
- •Clear boundaries established and enforced
- •Emphasis on controlled movements and spatial awareness
- •Regular breaks to prevent overexertion
- •Strict rules about gentle tagging technique
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position to observe maximum number of students
- •Monitor energy levels and signs of fatigue
- •Watch for students who may need additional support
- •Ensure rules are being followed correctly
Emergency Procedures
Stop signal established, immediate assessment of any incidents, appropriate first aid response, clear evacuation route identified