Lesson 1 - Dodging and Spatial Awareness
Tactical Thinking & Movement
•Year 3
•Invasion Games
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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
Ready for distribution to taggers
Alternative: Bean bags, small towels
One ball per activity station
Alternative: Foam balls, tennis balls for easier catching
Set up in various configurations for activities
Alternative: Spots, chalk marks on playground
For accurate activity setup distances
Alternative: Pre-measured spaces, playground markings
Key Vocabulary
A quick movement to avoid being caught or tagged
Understanding where you are in relation to others and boundaries
Predicting what will happen next to make good decisions
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
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