Lesson 7 - Blocking and Ball Protection
Confidence Through Skill Progression
•Year 3
•Dodgeball
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How can we use a ball as a shield to protect ourselves in dodgeball?
Learning Objectives
- To learn and demonstrate effective blocking techniques using a ball
- To understand and apply blocking rules in game situations
- To develop defensive awareness and teamwork skills
Key Outcomes
- Students will block balls effectively using correct technique
- Students will apply blocking skills in game contexts
- Students will work cooperatively to protect team members
Equipment & Resources Required
Distributed evenly around teaching area
Alternative: Foam balls, playground balls, bean bags for practice
Mark court boundaries and zones clearly
Alternative: Markers, chalk lines, rope boundaries
Different colours for team identification
Alternative: Coloured bibs, wristbands, team markers
Available for students needing support
Alternative: Beach balls, larger foam balls
Key Vocabulary
Using your ball to stop another ball from hitting your body
Standing with knees bent, ball held in both hands, ready to move
How tightly you hold the ball with your hands
When your blocking ball pushes away the attacking ball
Keeping yourself or teammates safe from being hit
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic catching and throwing techniques
- Understanding of dodgeball basic rules
- Experience with spatial awareness activities
Current Skills
- Blocking technique with two-handed grip
- Defensive positioning and anticipation
- Team protection strategies
Next Steps
- Advanced blocking under pressure
- Counter-attacking after successful blocks
- Tournament-style dodgeball games
Milestone Indicators
Key Teaching Points
- Always use two hands for maximum control when blocking
- Keep eyes focused on the incoming ball at all times
- Maintain a strong, secure grip throughout the blocking action
- Use ready position with knees bent and weight on balls of feet
- Push actively with your blocking ball rather than passive holding
- Work as a team to protect important players like Kings and Queens
- Remember the rules: hand hits are safe, but dropping the ball means you're out
Common Misconceptions
- Thinking any contact with the blocking ball makes you safe (must maintain grip)
- Believing blocking is passive holding (requires active pushing motion)
- Assuming you can block with one hand effectively (two hands essential)
- Thinking you should look away when ball approaches (eyes must track the ball)
- Believing blocking is only individual skill (team protection strategies are crucial)
SEN Adaptations
ADHD
- Shorter activity bursts with movement breaks, clear boundary markers, immediate feedback and praise, leadership roles for engagement
dyspraxia
- Larger, textured balls for better grip, extra practice time for technique, simplified rules initially, celebrate small improvements
autism spectrum
- Clear, consistent rules displayed visually, predictable activity structure, quiet retreat space available, advance warning of game changes
visual impairment
- Use brightly coloured balls, provide verbal descriptions of demonstrations, use sound cues for ball approaches, buddy system for spatial awareness
hearing impairment
- Use clear visual demonstrations, written rule cards, hand signals for instructions, ensure student can see teacher clearly
physical disability
- Lighter balls for easier handling, seated blocking practice possible, modified court size, adjust throwing distances as needed
Cross-Curricular Links
English
Following complex instructions, using specific vocabulary correctly, explaining rules and techniques to others
Maths
Counting successful blocks, measuring distances between players, calculating time intervals, understanding angles of deflection
Science
Forces and motion when balls collide, reaction times and reflexes, understanding trajectory and bounce physics
Geography
Spatial awareness and positioning, understanding directions and movement patterns, mapping court layouts
PSHE
Teamwork and collaboration, resilience when learning new skills, fair play and respect for rules, supporting others' learning
Teacher Guidance
Positioning
Move around perimeter to observe all groups, position between groups during Kings and Queens game
Observation Focus
Watch for correct two-handed grip, appropriate throwing force, rule compliance, and positive teamwork
Intervention Points
Step in if throwing becomes too aggressive, if students aren't following blocking rules, or if teamwork breaks down
Demonstration Notes
Use slow-motion demonstrations for technique, exaggerate grip and watching actions, show both successful and unsuccessful examples clearly
Verbal Cues
- •'Two hands, strong grip!'
- •'Watch the ball coming!'
- •'Push their ball away!'
- •'Protect your teammate!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear space, soft boundaries preferred
Surface Check
Non-slip surface free from obstacles, appropriate for dynamic movement
Equipment Safety
Safety Checks
- •Check balls are properly inflated and not damaged
- •Ensure cones have no sharp edges or cracks
- •Team bands should not be too tight
Risk Management
Key Risks
- •Ball impacts to head or face
- •Collisions during backward movement
- •Tripping over equipment
- •Overexertion in competitive games
Risk Mitigation
- •Clear no-head-shots rule established and enforced
- •Controlled throwing pace during practice
- •Clear boundaries and safe spacing
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all throwing practice
- •Monitor throwing power and target areas
- •Watch for proper grip maintenance
- •Ensure fair play and rule adherence
Emergency Procedures
Stop activity immediately for any injury, assess severity, apply appropriate first aid, seek additional support if needed