Lesson 4 - Agility and Direction Changes
Racquet Skills & Control
•Year 2
•Sending and Receiving
•Start Planning Better PE Lessons
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How can we use our feet effectively to change direction quickly and move with agility in games?
Learning Objectives
- Develop agility through isolated challenges and apply skills in game situations
- Perform effective direction changes using feet to push off with increased control
- Demonstrate understanding of agility principles in net/wall game contexts
Key Outcomes
- Students will demonstrate improved agility when changing direction using feet to push off
- Students will apply agility skills effectively in modified net/wall games
- Students will explain why pushing off with feet is important for quick direction changes
Equipment & Resources Required
Various colours for different stations and boundaries
Alternative: Bean bags, markers, spots
Station 1 activity - moving between cones
Alternative: Bean bags, soft balls
Low height suitable for Year 2 students
Alternative: Cones placed together, rope between cones
Large enough for students to jump into safely
Alternative: Chalked circles, rope circles
Two different colours for team identification
Alternative: Coloured bands, team markers
Key Vocabulary
The ability to change direction quickly and efficiently
Using your feet to drive your body in a new direction
Getting faster quickly from a stationary or slow-moving position
Moving from one direction to another using controlled movements
Keeping your body stable and controlled during movement
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping movements
- Simple direction following
- Understanding of left and right
Current Skills
- Pushing off with feet to change direction
- Developing agility in isolated challenges
- Applying agility in game contexts
Next Steps
- Complex agility sequences
- Sport-specific movement patterns
- Advanced game strategy using agility
Milestone Indicators
Key Teaching Points
- Agility requires controlled movement with proper push-off technique using feet
- Stay low with bent knees for better balance and control during direction changes
- Use outside foot to push off when changing direction for maximum effectiveness
- Eyes should remain forward and up, not looking down at feet during movement
- Apply agility skills strategically in game situations to cover space effectively
- Practice builds confidence - encourage effort and improvement over perfection
- Connect learning to real sports contexts to increase relevance and motivation
Common Misconceptions
- Misconception: 'I need to run as fast as possible to be agile' - Correction: Agility is about controlled, efficient movement with good technique
- Misconception: 'It doesn't matter which foot I use to push off' - Correction: Using the outside foot provides better leverage and control
- Misconception: 'I should look at my feet when changing direction' - Correction: Keep eyes up to see where you're going and maintain balance
- Misconception: 'Agility is only useful in PE lessons' - Correction: Agility skills help in many sports and daily activities
- Misconception: 'Some people are naturally agile and others aren't' - Correction: Agility can be improved with practice and proper technique
SEN Adaptations
ADHD
- Shorter activity bursts with frequent changes, clear boundaries and expectations, positive reinforcement for focus, movement breaks as needed
dyspraxia
- Break down movements into smaller steps, allow extra practice time, use larger equipment where possible, provide additional demonstrations
autism spectrum
- Provide clear structure and routine, visual schedule of activities, quiet space available if needed, consistent commands and expectations
visual impairment
- Use bright coloured cones and equipment, provide verbal descriptions of all visual demonstrations, buddy system for spatial awareness
hearing impairment
- Use clear visual signals and demonstrations, written instruction cards at stations, ensure student can see teacher during instructions
physical disability
- Modify movements to seated or supported positions, use upper body agility movements, adapt equipment height and distance
Cross-Curricular Links
Science
Forces and motion principles, understanding how push and pull forces create movement, body systems response to exercise
Geography
Directional awareness, understanding left/right/forward/backward movement, spatial awareness and positioning
PSHE
Cooperation and teamwork, perseverance when learning new skills, supporting others, healthy lifestyle choices
Teacher Guidance
Positioning
Move between activities to provide optimal observation and feedback, positioned to see all students during whole-class activities
Observation Focus
Watch for correct push-off technique, balance during direction changes, safe movement patterns, and application of learning
Intervention Points
Step in when technique is unsafe, students are struggling with concepts, or group dynamics need support
Demonstration Notes
Always demonstrate techniques slowly first, then at normal speed. Exaggerate key teaching points for clarity. Use students as positive examples when appropriate.
Verbal Cues
- •'Push off with that outside foot!'
- •'Stay low and balanced!'
- •'Use your agility skills!'
- •'Great direction change!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall minimum 15m x 20m or equivalent outdoor hard court area
Surface Check
Non-slip surface, dry and level, free from obstacles and hazards
Equipment Safety
Safety Checks
- •Cones placed securely without sharp edges
- •Hurdles at appropriate height for Year 2 (maximum 15cm)
- •Tennis balls checked for firmness and good condition
- •Hoops lying flat to prevent tripping
Risk Management
Key Risks
- •Slips and falls during direction changes
- •Collisions during chasing activities
- •Equipment-related trips or falls
- •Overexertion during high-intensity activities
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between students and groups
- •Progressive skill building from static to dynamic
- •Constant supervision and technique correction
- •Appropriate rest periods between high-intensity activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Move around stations to provide close observation
- •Monitor for signs of fatigue or overexertion
- •Ensure safe transitions between activities
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact emergency services if required