Lesson 1 - Exploring Dodging Techniques
Dynamic Dodging: Building Agility and Spatial Awareness
•Year 2
•Fundamental Movement Skills
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How can we use our body to quickly change direction and avoid obstacles or opponents?
Learning Objectives
- To explore and develop effective dodging techniques
- To understand when and why we need to dodge in physical activities
- To apply dodging skills in game-like situations
Key Outcomes
- Students will demonstrate effective dodging technique with head up and quick direction changes
- Students will successfully avoid static and moving obstacles using appropriate footwork
- Students will understand the tactical importance of dodging in various sports and games
Equipment & Resources Required
Scattered randomly across playing area with 2-3 metre gaps
Alternative: Bean bags, hoops, or chalk circles
Easy to identify mud monster defenders
Alternative: Different coloured bands or scarves
Key Vocabulary
Quickly changing direction to avoid an obstacle or opponent
Bending knees and staying balanced ready to move quickly
Firmly placing one foot on the ground before changing direction
An empty area where we can move safely without collision
Moving from one way to another way quickly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping skills
- Understanding of personal space
- Following simple movement instructions
Current Skills
- Effective dodging technique with head up and low body position
- Quick direction changes using planted foot and body lean
- Spatial awareness when avoiding obstacles
Next Steps
- Dodging with speed and fluency
- Combining dodging with ball skills
- Advanced dodging in competitive games
Milestone Indicators
Key Teaching Points
- Head up position is crucial for spatial awareness and safety
- Plant-Lean-Go technique provides foundation for all dodging movements
- Encourage helping behaviour and teamwork throughout all activities
- Quality of movement more important than speed
- Connect dodging skills to real sports applications
- Progressive difficulty from static to dynamic challenges
- Emphasise controlled contact and fair play in all games
Common Misconceptions
- Thinking dodging is just about running fast - correct by emphasising technique and control
- Believing you can't dodge backwards - demonstrate multi-directional dodging possibilities
- Assuming bigger steps are better - show that smaller, quicker steps provide better control
- Not understanding when to dodge - provide clear examples of sporting situations
- Thinking individual performance is most important - reinforce team cooperation values
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, frequent positive feedback, movement breaks as needed
dyspraxia
- Extra practice time for technique, simplified instruction sequence, larger equipment for easier handling
autism spectrum
- Clear routines and expectations, quiet zones available, predictable structure with advance warning of changes
visual impairment
- Use bright coloured markers, verbal descriptions of area layout, buddy system with sighted partner
hearing impairment
- Clear visual demonstrations, hand signals for start/stop, written instruction cards
physical disability
- Modify to wheelchair-friendly dodging, use upper body movements, adapted distances
Cross-Curricular Links
Maths
Counting successful dodges, measuring distances between markers, understanding angles of movement
Science
Forces and motion during direction changes, balance and centre of gravity, reaction time
Geography
Directional language (left, right, forward, backward), spatial relationships, navigation concepts
PSHE
Teamwork and cooperation, perseverance when learning new skills, helping others in need
Teacher Guidance
Positioning
Move around perimeter for full visibility, enter activity space to provide individual feedback
Observation Focus
Technique quality over speed, spatial awareness, cooperation and helping behaviour
Intervention Points
Step in when safety rules aren't followed, when students need technique support, or when game becomes too intense
Demonstration Notes
Use exaggerated movements to show technique clearly, involve students in demonstrations when possible
Verbal Cues
- •'Head up like a meerkat!'
- •'Plant that foot!'
- •'Lean and go!'
- •'Help your teammates!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear space, ideally larger for full class
Surface Check
Dry, even surface free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Markers placed with adequate spacing to prevent trips
- •No sharp edges on cones or markers
- •Equipment checked for stability
Risk Management
Key Risks
- •Collisions between students during dodging
- •Falls due to quick direction changes
- •Over-exertion during chasing games
Risk Mitigation
- •Clear boundaries established and enforced
- •Progressive skill building from static to dynamic
- •Emphasis on controlled movement over speed
- •Regular breaks and hydration opportunities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Focus on high-activity areas during games
- •Monitor students showing signs of fatigue
Emergency Procedures
Stop signal practiced, first aid kit accessible, clear evacuation route established