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Lesson 4 - Dodging and Space Awareness

Tactical Skill Development

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Year 2

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Invasion Games

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45 min

Big Question

How can I dodge cleverly to beat defenders and close down space when defending?

Learning Objectives

To develop dodging skills to beat opponents
To understand how to close down space when defending
To apply attacking and defending principles in game situations

Key Outcomes

Students will demonstrate effective dodging techniques
Students will show understanding of defensive positioning
Students will apply attacking and defending principles in small games

Equipment & Resources Required

Softballs

10-15

Available for teachers during warm-up

Alternative: Bean bags, foam balls

Rugby Balls

15 (1 per pair)

Distributed around area perimeter

Alternative: Soft play balls, bean bags

Cones

For creating gates and boundaries

Alternative: Markers, spots

Coloured Cones

16 (4 colours)

For NESW activity organisation

Alternative: Coloured markers

Key Vocabulary

Dodge

To quickly change direction to avoid a defender

Space

The area around players that can be used for movement

Defender

A player trying to stop the attacker

Attacker

A player trying to reach a target or goal

Closing down

Moving closer to reduce an attacker's options

Skill Progression Pathway

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

Prior Learning

Basic running and stopping
Simple direction changes
Understanding of personal space

Current Skills

Dodging to beat opponents
Defensive positioning
Space awareness in games

Next Steps

Complex dodging sequences
Team defensive strategies
Advanced invasion game tactics

Milestone Indicators

Consistent successful dodges

Quick defensive reactions

Strategic game understanding

Key Teaching Points

Sharp direction changes are more effective than gradual turns
Defenders should close space quickly but maintain safe distance
Attackers need to keep eyes up to see space and defenders
Ball control must be maintained throughout dodging movements
Team success requires communication and supporting teammates
Understanding when to attack fast and when to slow down
Using both left and right dodges to be unpredictable

Common Misconceptions

Thinking dodging means running randomly without purpose - address with controlled practice
Believing defenders should stand still and wait - teach active space closing
Assuming faster is always better - emphasise control and timing
Focusing only on beating one defender - develop awareness of team context
Not understanding that dodging requires practice - build confidence gradually

SEN Adaptations

ADHD

Shorter activity bursts with breaks, clear simple instructions, immediate feedback and praise

dyspraxia

Simplified movement patterns, extra practice time, larger equipment and increased space

autism spectrum

Clear routine structure, visual activity schedule, quiet zone available if needed

visual impairment

Use bright coloured cones for boundaries, verbal cues for all movements, buddy system for navigation

hearing impairment

Clear visual demonstrations, hand signals for start/stop, written instruction cards available

physical disability

Seated dodging movements, modified ball passing, adapted distances and slower pace

Cross-Curricular Links

Maths

Counting successful dodges, measuring distances for activities, understanding left and right directions

Science

Forces needed for direction changes, balance and stability, reaction times

Geography

Understanding compass directions (NESW), spatial awareness and positioning

PSHE

Teamwork and cooperation, resilience when activities are challenging, respecting others in competitive situations

Teacher Guidance

Positioning

Move around perimeter to observe all groups, position centrally during demonstrations

Observation Focus

Watch for controlled dodging technique, safe contact levels, understanding of space

Intervention Points

Step in if contact becomes too rough, support struggling individuals, clarify rules

Demonstration Notes

Use clear, exaggerated movements for technique, select students to model good practice

Verbal Cues

•'Sharp changes!'
•'Eyes up!'
•'Soft hands for passing!'
•'Stay balanced!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m indoor hall or outdoor playground area, clear of obstacles

Surface Check

Non-slip surface, free from hazards, adequate grip for direction changes

Equipment Safety

Safety Checks

•Soft balls only for throwing activities
•Rugby balls checked for proper inflation
•Cones placed away from running areas
•Clear boundaries marked

Risk Management

Key Risks

•Collisions during dodging activities
•Slips during quick direction changes
•Contact during tagging
•Ball strikes during throwing

Risk Mitigation

•Clear personal space boundaries established
•Gentle tagging rules enforced
•Adequate spacing between groups
•Controlled throwing with soft balls only

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all activities
•Monitor contact levels during tagging
•Watch for fatigue affecting safety
•Ensure equal participation

Emergency Procedures

Stop signal established, first aid accessible, clear evacuation route maintained