Lesson 3 - Shielding and Turning Skills
Tactical Thinking & Movement
•Year 3
•Invasion Games
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How can we use our body to protect the ball and create space when an opponent is nearby?
Learning Objectives
- Develop the ability to shield a ball from an opponent using body positioning
- Learn to turn in different directions whilst maintaining possession
- Demonstrate sporting values including respect, determination and teamwork
Key Outcomes
- Students will successfully shield a ball using appropriate body position for 10+ seconds
- Students will execute turns in multiple directions while maintaining ball control
- Students will consistently demonstrate positive sporting behaviours throughout activities
Equipment & Resources Required
Distributed around area perimeter for easy collection
Alternative: Size 3 balls, foam balls for less confident students
Stored in equipment box at centre of basketball area
Alternative: Playground balls, netballs
One per tennis racket, extras in container
Alternative: Sponge balls, bean bags
Check for damage before lesson, appropriate size for Year 3
Alternative: Short tennis rackets, table tennis bats
Appropriate length for Year 3 students, check for safety
Alternative: Hockey sticks (shorter), floor hockey sticks
Bright colours for visibility, 3m apart in lines of 6
Alternative: Marker spots, bibs as markers
For identifying different groups and stations
Alternative: Coloured bands, team shirts
Key Vocabulary
Positioning your body between the ball and your opponent to maintain possession
The way you place your body to protect the ball and maintain control
Changing direction whilst keeping the ball under control
Having control of the ball
Positive behaviours including respect, honesty, determination, teamwork, passion and belief
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control with hands and feet
- Understanding of personal space
- Following simple game rules
- Basic cooperation with partners
Current Skills
- Body positioning for ball protection
- Turning techniques under pressure
- Applying shielding across different sports
- Demonstrating sporting values in competitive situations
Next Steps
- Advanced turning techniques (step-over, drag-back)
- Shielding while moving at speed
- Reading opponent movements
- Team shielding strategies
Milestone Indicators
Key Teaching Points
- Body positioning is crucial - side-on stance with ball on far foot from opponent
- Wide, low stance provides stability and strength for effective shielding
- Keep the ball moving with small touches rather than static protection
- Head up to maintain awareness of both ball and opponent position
- Sporting values are equally important as technical skill development
- Shielding principles transfer across different sports and equipment
- Practice makes permanent - encourage repetition of correct technique
Common Misconceptions
- Students think shielding means standing still - emphasise continuous movement
- Using hands to push opponents - explain body positioning only
- Turning back completely to opponent - teach side-on positioning
- Looking down at ball constantly - stress importance of peripheral vision
- Thinking bigger/stronger students always win - highlight technique over strength
- Different sports need completely different techniques - show common principles
- Winning is more important than sporting values - reinforce dual focus
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, frequent positive feedback, movement breaks between explanations, fidget tools if needed
dyspraxia
- Larger equipment, simplified movement patterns, extra practice time, visual and verbal cues combined, peer buddy support
autism spectrum
- Clear visual schedule, quiet zones available, consistent routines, advance warning of transitions, visual cues for expectations
visual impairment
- Use brightly coloured equipment, verbal descriptions of demonstrations, tactile guidance for body positioning, buddy system for support
hearing impairment
- Visual demonstrations, hand signals for instructions, written activity cards, peer support for communication
physical disability
- Adapted equipment (larger/lighter balls), modified playing areas, seated versions of activities, adjust competition rules
Cross-Curricular Links
Maths
Spatial awareness through positioning, counting during toe taps, timing rotations, measuring distances for activity areas
Science
Forces and motion in ball control, balance and stability, energy transfer, body systems during exercise
Geography
Spatial relationships, directions during rotations, mapping movement patterns, understanding boundaries and zones
PSHE
Teamwork skills, respect for others, honesty in self-assessment, determination when facing challenges, managing emotions in competition
Teacher Guidance
Positioning
Move systematically between three activity areas, spend extra time monitoring unihoc for safety
Observation Focus
Balance between skill development and sporting values, watch for transfer of shielding principles between sports
Intervention Points
Step in when safety compromised, when sporting values not demonstrated, or when students struggling with skill transfer
Demonstration Notes
Use exaggerated movements for visibility, involve students in demonstrations, model sporting values consistently, celebrate effort alongside achievement
Verbal Cues
- •'Body between ball and opponent!'
- •'Wide stance for strength!'
- •'Keep that ball moving!'
- •'Show me those sporting values!'
- •'Head up to see everything!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large sports hall or playground area minimum 40m x 30m for three activity zones
Surface Check
Dry, non-slip surface free from obstacles and suitable for running activities
Equipment Safety
Safety Checks
- •Check all balls are properly inflated
- •Inspect unihoc sticks for cracks or damage
- •Ensure tennis rackets appropriate size for Year 3
- •Verify cones have no sharp edges
- •Check tennis balls not split or damaged
Risk Management
Key Risks
- •Collisions during peripheral vision running
- •Slips and falls during competitive games
- •Contact with unihoc sticks
- •Ball strikes to face/body
- •Over-competitive behaviour
Risk Mitigation
- •Clear boundaries established for all activities
- •Practice round at walking pace before running
- •Strict enforcement of unihoc stick height rules
- •Regular reminders about sporting values
- •Adequate spacing between activity areas
- •Progressive skill building from simple to complex
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all three activity areas
- •Monitor unihoc area closely for stick safety
- •Watch peripheral vision activity for collisions
- •Observe competitive intensity levels
- •Check for signs of fatigue or frustration
Emergency Procedures
Stop all activity immediately, assess injury, provide appropriate first aid, contact school office if required, maintain supervision of other students