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Lesson 1 - Dodging and Spatial Awareness

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 our body and mind to dodge safely whilst being aware of others around us?

Learning Objectives

To develop dodging skills with quick changes of direction
To demonstrate spatial awareness and anticipation skills
To work cooperatively whilst attacking and defending

Key Outcomes

Students will be able to dodge effectively using quick directional changes
Students will show awareness of others when moving in shared spaces
Students will demonstrate anticipation and finding space skills

Equipment & Resources Required

Coloured Bibs

Ready for distribution to taggers

Alternative: Bean bags, small towels

Rugby Balls

6 (1 per group of 5)

One ball per activity station

Alternative: Foam balls, tennis balls for easier catching

Markers Cones

Set up in various configurations for activities

Alternative: Spots, chalk marks on playground

Measuring Tapes

For accurate activity setup distances

Alternative: Pre-measured spaces, playground markings

Key Vocabulary

Dodge

A quick movement to avoid being caught or tagged

Spatial awareness

Understanding where you are in relation to others and boundaries

Anticipation

Predicting what will happen next to make good decisions

Sidestepping

Moving sideways to avoid collision while maintaining forward momentum

Skill Progression Pathway

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

Prior Learning

Basic running and stopping
Following simple game rules
Working in pairs and small groups

Current Skills

Quick directional changes
Spatial awareness development
Basic dodging techniques
Anticipation skills

Next Steps

Advanced dodging under pressure
Combining dodging with catching/throwing
Team tactics and positioning

Milestone Indicators

Maintains balance during direction changes

Keeps head up whilst dodging

Shows awareness of multiple opponents

Demonstrates controlled speed changes

Key Teaching Points

Head up position is essential for spatial awareness and safety
Quick feet with bent knees provide better balance and control
Arms out for balance during direction changes
Anticipation skills develop through watching opponents' body language
Cooperation improves when students communicate and help each other
Controlled technique is more effective than pure speed
Practice makes progress - every attempt is valuable learning

Common Misconceptions

Students think dodging means running fast - emphasise control and technique over speed
Students believe looking down helps balance - constantly reinforce head up position
Students assume bigger movements are better - teach that subtle changes can be more effective
Students think they must avoid all contact - explain safe, controlled tagging is part of the game
Students believe only 'sporty' children can dodge well - highlight that technique can be learned by all

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, regular praise and feedback, movement breaks

dyspraxia

Larger equipment for easier handling, reduced complexity in movement patterns, extra practice time

autism spectrum

Clear visual schedules for rotations, defined personal spaces, quiet zones available

visual impairment

Use bright coloured equipment, verbal cues for directions, buddy system for navigation

hearing impairment

Visual hand signals for instructions, demonstration-based teaching, written activity cards

physical disability

Seated dodging movements, modified tagging rules, adapted equipment sizes

Cross-Curricular Links

Maths

Measuring distances for activity setup, counting steps and passes, estimating angles of movement

Science

Understanding forces during direction changes, friction between feet and surface, body balance

Geography

Directional language (north, south, east, west), spatial relationships, mapping movement patterns

PSHE

Teamwork skills, resilience when facing challenges, managing competitive emotions, helping others

Teacher Guidance

Positioning

Move between activity stations to provide coaching, stand where all students visible

Observation Focus

Watch for head position, balance during direction changes, spatial awareness, cooperation

Intervention Points

Step in if unsafe play develops, provide additional support for struggling students

Demonstration Notes

Exaggerate movements for clarity, use slow motion for technique, invite students to demonstrate

Verbal Cues

•'Head up, eyes scanning!'
•'Quick feet, stay balanced!'
•'Read the game, anticipate movements!'
•'Help your teammates succeed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 40m clear area for full class activities

Surface Check

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

Equipment Safety

Safety Checks

•Rugby balls properly inflated but not over-pressurized
•Cones positioned securely with no sharp edges
•Tag belts checked for secure fastenings

Risk Management

Key Risks

•Collisions during dodging activities
•Slips and falls on wet surfaces
•Overexertion leading to fatigue
•Inappropriate tagging technique

Risk Mitigation

•Clear boundaries established for all activities
•Progressive skill building from static to dynamic
•Regular breaks and hydration reminders
•Emphasis on controlled, safe tagging technique

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all three activity stations
•Monitor high-energy activities closely
•Watch for signs of fatigue or frustration
•Ensure equipment remains in safe positions

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact school office if needed