Lesson 5 - Agility & Direction Changes
Fitness Discovery & Challenge
•Year 3
•Health Related Fitness
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Distribute around perimeter of area, ready for student collection
Alternative: Bean bags, markers, or spots
For timing activities and races
Alternative: Mobile phone timer, classroom clock
Key Vocabulary
The ability to change direction quickly while maintaining balance and control
Using one foot to propel yourself in a new direction
Rotating your hips to face the direction you want to move
Taking shorter, quicker steps to maintain balance during direction changes
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
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