Lesson 6 - Whole Body Catching in Dodgeball
Confidence Through Skill Progression
•Year 3
•Dodgeball
•Start Planning Better PE Lessons
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How can using your whole body help you become a successful catcher in dodgeball?
Learning Objectives
- To use your whole body effectively to catch a dodgeball
- To apply catching skills in competitive dodgeball situations
- To demonstrate respect and good sportsmanship during team games
Key Outcomes
- Students will catch dodgeballs using correct whole-body technique
- Students will identify when they were successful and areas for improvement
- Students will show confidence in attempting catches to help their team
Equipment & Resources Required
Used for creating boundaries and dividing playing areas
Alternative: Bean bags, markers, or chalk lines for boundaries
Should be appropriate size for Year 3 hands - not too heavy
Alternative: Foam balls, playground balls, or soft rubber balls
For team identification during games
Alternative: Different coloured cones to identify teams
Key Vocabulary
Using your entire body to get behind the ball and cushion the catch
A successful catch that allows all eliminated teammates to return to the game
Balanced stance with knees bent, weight on balls of feet, ready to move
Moving your body to get directly behind the ball's flight path
Absorbing the ball's impact by folding your body around it
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from previous lessons
- Understanding of dodgeball rules and safety
- Experience with throwing techniques
- Basic movement and spatial awareness
Current Skills
- Whole-body catching technique with proper body positioning
- Moving to catch balls at different heights and angles
- Decision-making between catching and dodging
- Team tactics using the golden catch rule
Next Steps
- Advanced catching under pressure
- Complex game strategies and team formations
- Leadership roles in team sports
- Officiating and coaching peers
Milestone Indicators
Key Teaching Points
- Watch the ball constantly from release to catch
- Use whole body positioning to get behind the ball's flight path
- Maintain ready position with knees bent and weight on toes
- Fold body around the ball like a hug to cushion the impact
- Move confidently towards catchable balls rather than reaching
- Understand the strategic value of catching in team situations
- Show respect and sportsmanship throughout competitive activities
Common Misconceptions
- Catching is only about using your hands - correct by emphasising whole-body involvement
- Good catchers never move their feet - show how movement is essential for successful catches
- Harder throws are better for practice - explain value of accurate, controlled throws for skill development
- Dodging is always safer than catching - discuss strategic benefits of confident catching attempts
- Only successful catches matter - celebrate brave attempts and learning from mistakes
SEN Adaptations
ADHD
- Frequent activity changes, clear boundaries and rules, immediate feedback and praise, movement breaks incorporated
dyspraxia
- Simplified catching progression, larger equipment, extra practice time, breaking skills into smaller components
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available for breaks, consistent rules and expectations
visual impairment
- Use bright coloured balls, clear verbal descriptions of ball flight, buddy system for spatial awareness, tactile boundary markers
hearing impairment
- Clear visual demonstrations, hand signals for instructions, written rule cards, visual boundary markers
physical disability
- Seated catching variations, modified throwing distances, larger/softer balls, alternative scoring systems
Cross-Curricular Links
English
Following complex instructions, using descriptive vocabulary for movement, explaining tactical decisions and reflecting on experiences
Maths
Counting repetitions in warm-up, measuring distances for partner work, timing activities, calculating team scores
Science
Understanding forces in ball flight, body mechanics in catching, balance and coordination principles
PSHE
Teamwork and cooperation, managing emotions in competitive situations, showing respect and sportsmanship, building confidence
Teacher Guidance
Positioning
Move around the outside of activities for maximum visibility, position centrally during demonstrations
Observation Focus
Watch for whole-body catching technique, appropriate throwing intensity, team cooperation and sportsmanship
Intervention Points
Step in if throwing becomes too aggressive, if students show frustration, or if catching technique needs individual support
Demonstration Notes
Use slow motion for technique breakdown, show common errors alongside correct technique, involve students in demonstrations where safe
Verbal Cues
- •'Watch the ball!'
- •'Get your body behind it!'
- •'Fold around the ball like a hug!'
- •'Ready position - knees bent!'
- •'Be brave - go for it!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space for main activities, additional space for warm-up
Surface Check
Dry, even surface free from hazards, appropriate for jumping and quick direction changes
Equipment Safety
Safety Checks
- •Check dodgeballs are appropriate weight and condition for Year 3
- •Ensure cones have no sharp edges or damage
- •Verify adequate number of balls to avoid conflicts
Risk Management
Key Risks
- •Ball strikes to head/face area
- •Collisions between students during movement
- •Overexcitement leading to aggressive throwing
- •Students attempting catches beyond their ability
Risk Mitigation
- •Clear below-shoulder hitting rule established and enforced
- •Adequate spacing between pairs and teams
- •Progressive skill building from partner work to games
- •Continuous monitoring of throwing intensity
- •Emphasis on respect and controlled aggression
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activities
- •Monitor throwing intensity continuously
- •Watch for signs of frustration or unsafe behaviour
- •Be ready to pause activities if safety concerns arise
Emergency Procedures
Stop activity immediately for injuries, assess severity, provide appropriate first aid, and ensure other students are safely managed