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Lesson 4 - Deception & Awareness Skills

Tactical Thinking & Movement

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Year 3

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Invasion Games

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Big Question

How can we use deception and awareness to become unpredictable attackers?

Learning Objectives

To develop dribbling skills with control using both hands and feet
To learn and apply deception techniques including feinting, dummying and 'giving the eyes'
To demonstrate anticipation, spatial awareness and consideration for others during game play

Key Outcomes

Students will be able to dribble with increased control and confidence
Students will use at least two deception techniques to beat opponents
Students will show improved anticipation and spatial awareness in game situations

Equipment & Resources Required

Basketball

10-12

Distributed at activity stations

Alternative: Size 3 footballs, netballs

Tag Belts

30 (1 per student)

Pre-sorted by size, available at tag rugby station

Alternative: Coloured bands, velcro strips

Coloured Bibs

6-8

For identifying catchers and teams

Alternative: Coloured bands, team shirts

Dish Cones

20-25

Mark activity areas and boundaries

Alternative: Spots, chalk lines

Stopwatch

For timing rotations and activities

Alternative: Phone timer, wall clock

Key Vocabulary

Feinting

Making a movement that suggests you will go one way, then quickly going another way

Dummying

Pretending to pass or move in one direction to fool the opponent

Giving the Eyes

Looking in one direction while intending to pass or move in another direction

Anticipation

Predicting what will happen next and being ready to react

Spatial Awareness

Understanding where you are in relation to others and the playing area

Skill Progression Pathway

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

Prior Learning

Basic ball handling and control
Understanding of simple passing techniques
Awareness of personal space

Current Skills

Advanced dribbling with both hands and feet
Deception techniques - feinting, dummying, 'giving the eyes'
Anticipation and spatial awareness in game situations

Next Steps

Applying deception in full game situations
Reading opponent's intentions
Creating attacking opportunities through deception

Milestone Indicators

Can maintain ball control while performing deception moves

Shows clear intention to deceive before executing

Demonstrates improved success rate in beating opponents

Key Teaching Points

Deception must be believable - commit to the fake before changing direction
Use whole body in deception, not just hands or feet
Timing is crucial - sell the fake then explode into real movement
Keep ball control during deception - technique breaks down under pressure
Spatial awareness prevents collisions during deceptive movements
Practice all three techniques - feinting, dummying, giving the eyes
Apply deception in game contexts, not just isolated practice

Common Misconceptions

Students think deception means being dishonest - clarify it's tactical skill
Belief that deception is only about speed - emphasise technique over pace
Assumption that one type of deception works in all situations
Misconception that deception should be obvious - subtlety is more effective
Thinking deception is only for advanced players - all students can learn basics

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, frequent positive feedback and movement breaks

dyspraxia

Slower introduction of skills, larger equipment for easier handling, extra practice time for coordination

autism spectrum

Clear structure and routine, visual schedule of activities, quiet reflection spaces available

visual impairment

Use bright coloured equipment, verbal descriptions of demonstrations, buddy system for guidance

hearing impairment

Visual demonstrations emphasised, hand signals for instructions, written activity cards

physical disability

Adapted deception techniques using available movement, modified equipment size, seated versions where appropriate

Cross-Curricular Links

Maths

Counting passes, measuring distances, angles of movement and direction

Science

Forces and motion, balance and stability, reaction times and reflexes

PSHE

Teamwork, resilience when skills don't work, managing competitive emotions

Teacher Guidance

Positioning

Rotate between activity stations, positioning at corners for visibility of multiple groups

Observation Focus

Watch for quality of deception techniques, spatial awareness, and safe movement patterns

Intervention Points

Step in if students struggling with technique, safety concerns arise, or off-task behaviour develops

Demonstration Notes

Use student demonstrations wherever possible, exaggerate movements for visibility, provide both correct and incorrect examples

Verbal Cues

•'Sell the fake with your whole body!'
•'Look where you're NOT going!'
•'Make it believable then change!'
•'Eyes one way, ball the other way!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 25m x 20m with clear boundaries and separation between activities

Surface Check

Dry, even surface free from hazards, suitable for running and ball skills

Equipment Safety

Safety Checks

•Check basketballs are properly inflated
•Ensure tag belts are correct size and secure
•Verify cones have no sharp edges or damage

Risk Management

Key Risks

•Collisions during deception movements
•Falls from sudden changes of direction
•Ball strikes during passing practice
•Overcrowding at activity stations

Risk Mitigation

•Clear spacing requirements between activities
•Emphasis on controlled deception movements
•Safe ball handling and passing techniques
•Regular safety reminders throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all three stations
•Monitor transition times between activities
•Watch for fatigue affecting technique safety

Emergency Procedures

Stop signal understood by all, clear access routes maintained, first aid kit accessible