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Lesson 4 - Agility and Direction Changes

Racquet Skills & Control

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Year 2

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Sending and Receiving

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45 min

Big Question

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

Cones

20-30

Various colours for different stations and boundaries

Alternative: Bean bags, markers, spots

Tennis Balls

15-20

Station 1 activity - moving between cones

Alternative: Bean bags, soft balls

Hurdles

6-8

Low height suitable for Year 2 students

Alternative: Cones placed together, rope between cones

Hoops

6-8

Large enough for students to jump into safely

Alternative: Chalked circles, rope circles

Bibs

12-15

Two different colours for team identification

Alternative: Coloured bands, team markers

Key Vocabulary

Agility

The ability to change direction quickly and efficiently

Push off

Using your feet to drive your body in a new direction

Acceleration

Getting faster quickly from a stationary or slow-moving position

Direction change

Moving from one direction to another using controlled movements

Balance

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

Can push off effectively with both feet

Shows controlled movement when changing direction

Applies agility skills in game situations

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