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Lesson 5 - Agility & Direction Changes

Fitness Discovery & Challenge

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Year 3

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Health Related Fitness

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45 min

Big Question

How can we use our bodies to change direction quickly and safely while maintaining balance and control?

Learning Objectives

To develop the ability to change direction quickly and efficiently
To understand the key components of agility movement
To apply agility skills in competitive situations

Key Outcomes

Students will be able to change direction using correct body positioning
Students will demonstrate improved reaction time and movement efficiency
Students will understand the importance of agility in physical activities

Equipment & Resources Required

Cones

30 (approximately 7-8 per group of 4)

Distribute around perimeter of area, ready for student collection

Alternative: Bean bags, markers, or spots

Stopwatch

For timing activities and races

Alternative: Mobile phone timer, classroom clock

Key Vocabulary

Agility

The ability to change direction quickly while maintaining balance and control

Push off

Using one foot to propel yourself in a new direction

Hip turn

Rotating your hips to face the direction you want to move

Small steps

Taking shorter, quicker steps to maintain balance during direction changes

Sink low

Bending knees and lowering body position for better balance and power

Skill Progression Pathway

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

Prior Learning

Basic running and jogging skills
Understanding of personal space
Simple direction following

Current Skills

Agility and direction changes
Body positioning for movement efficiency
Reaction and response skills

Next Steps

Complex agility patterns
Sport-specific agility skills
Combination movement sequences

Milestone Indicators

Smooth direction changes without stumbling

Quick recovery from direction changes

Efficient use of space and movement

Key Teaching Points

Agility requires both speed AND control - emphasise balance over pure speed
Low body position (bending knees) is crucial for effective direction changes
Use the foot closest to the turning point to push off efficiently
Hip rotation leads the body in the new direction of movement
Small steps near turning points maintain better balance and control
Keep head up for spatial awareness and safety during rapid movements
Progressive skill building from slow controlled movements to faster challenges

Common Misconceptions

Students thinking agility is only about speed rather than controlled direction change
Belief that larger steps are always faster - correct with small steps for control
Standing upright during direction changes - emphasise low body position
Using wrong foot to push off - demonstrate closest foot technique
Looking down at markers instead of maintaining spatial awareness
Thinking agility can't be improved - emphasise that technique makes the difference

SEN Adaptations

ADHD

Shorter activity bursts, clear and immediate feedback, additional movement breaks, designated roles to maintain focus

dyspraxia

Slower movement pace initially, larger movement targets, simplified patterns, additional practice time, clear step-by-step breakdowns

autism spectrum

Clear visual boundaries, predictable routine structure, quiet zones available if overwhelmed, simplified rules with visual aids

visual impairment

Use brightly coloured cones, provide verbal cues for direction changes, implement buddy system for guidance, reduce area size for easier navigation

hearing impairment

Use visual demonstrations, hand signals for directions, written instruction cards, ensure student can see teacher clearly at all times

physical disability

Seated or modified movement versions, adapted equipment for easier handling, reduced movement area, focus on upper body direction changes

Cross-Curricular Links

Maths

Measuring distances for cone placement, counting tags and touches, timing activities, understanding spatial relationships

Science

Forces and motion in direction changes, understanding how body mechanics affect movement efficiency, exploring friction and momentum

Geography

Directional awareness, understanding of spatial relationships, movement patterns and navigation

PSHE

Teamwork and cooperation, resilience when facing challenges, self-reflection and goal setting, fair play and respect for others

Teacher Guidance

Positioning

Stand at corner or edge of area for maximum visibility of all groups, move between groups during activities to provide individual feedback

Observation Focus

Watch for correct agility technique (low body position, appropriate foot placement, hip rotation), safe movement patterns, and engagement in activities

Intervention Points

Step in if students struggling with basic technique, showing unsafe movement patterns, or not following activity rules

Demonstration Notes

Demonstrate: Always exaggerate the key techniques - extra low bending, obvious hip rotation, clear small steps for visibility from distance

Verbal Cues

•'Bend low like sitting in a chair!'
•'Small steps, small steps!'
•'Turn your hips to face where you're going!'
•'Push off with the foot closest to the cone!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear area for multiple groups to work simultaneously

Surface Check

Dry, even surface free from obstacles, holes, or slippery areas

Equipment Safety

Safety Checks

•Check cones are in good condition with no sharp edges or cracks
•Ensure cones are placed securely and won't create trip hazards
•Verify adequate number of cones for safe activity spacing

Risk Management

Key Risks

•Collisions between students during rapid direction changes
•Falls or loss of balance during agility movements
•Fatigue affecting coordination and safety
•Students moving outside designated areas

Risk Mitigation

•Establish clear boundaries for all activities
•Ensure adequate spacing between groups
•Progress from slow to fast movements
•Regular technique reminders for safe movement
•Monitor fatigue levels throughout activities

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during activities
•Move between groups to provide technique feedback
•Monitor high-activity areas for potential conflicts
•Watch for signs of fatigue affecting safe movement

Emergency Procedures

Stop activity immediately for any incidents, assess situation, provide appropriate first aid or support, ensure clear area for any necessary assistance