Lesson 5 - Agility and Direction Changes
Fitness Challenge Awareness
•Year 4
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we move our bodies to change direction quickly and efficiently like a sports athlete?
Learning Objectives
- To develop agility through direction changes using efficient body positioning
- To understand the relationship between body position and speed of direction change
- To apply agility skills in competitive and cooperative game situations
Key Outcomes
- Students will demonstrate effective direction changes using low body position and small steps
- Students will apply agility techniques in game-based activities with increasing speed and accuracy
- Students will understand and explain the key components of effective agility movement
Equipment & Resources Required
Distribute around area perimeter for easy access during activities
Alternative: Markers, bean bags, or chalk marks for indoor use
Easily visible for timing activities and rotations
Alternative: Smartphone timer app, wall clock with second hand
Key Vocabulary
The ability to change direction quickly and efficiently while maintaining balance and control
How we hold our body - low and balanced for quick movement
Using one foot to drive force into the ground to change direction
Movements designed to trick opponents about your intended direction
Turning the hips to face the new direction you want to travel
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping skills
- Understanding of personal space
- Simple directional awareness (left, right, forward, backward)
Current Skills
- Efficient body positioning for direction changes
- Coordinated movement patterns for agility
- Application of agility in game situations
Next Steps
- Advanced agility patterns and sequences
- Sport-specific agility applications
- Agility under pressure and fatigue
Milestone Indicators
Key Teaching Points
- Agility requires three key elements: bending low, small steps, and hip rotation
- Body position is crucial - students must sink low to change direction effectively
- Small steps allow for better control and quicker direction changes
- Hip rotation leads the body and determines new direction
- Technique must be maintained even under competitive pressure
- Deception and feint movements can enhance agility effectiveness
- Safe contact rules are essential during catching games
Common Misconceptions
- Students think speed alone creates good agility - emphasise technique over pace
- Many students try to change direction without slowing down first - teach approach technique
- Students often turn only shoulders instead of hips - demonstrate full body rotation
- Some students think bigger steps are better - explain advantages of smaller steps for control
- Students may focus only on feet and forget upper body positioning - emphasise whole body coordination
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent movement breaks, use clear, simple instructions
dyspraxia
- Slow down demonstration pace, practice elements separately before combining, provide additional practice time
autism spectrum
- Provide clear structure and routine, use visual schedules for activity progression, offer quiet space if needed
visual impairment
- Use brightly coloured cones, provide verbal descriptions of demonstrations, pair with sighted buddy for spatial awareness
hearing impairment
- Use clear visual demonstrations, hand signals for direction changes, ensure eye contact before giving instructions
physical disability
- Modify direction changes to seated or supported positions, adjust playing area sizes, focus on upper body agility movements
Cross-Curricular Links
Maths
Measuring distances for activity setup, timing activities, counting catches and touches
Science
Forces and motion - push and pull forces during direction changes, friction between feet and ground
Geography
Directional language and spatial awareness, compass directions during movement
PSHE
Teamwork and cooperation, resilience when facing challenges, self-reflection and goal setting
Teacher Guidance
Positioning
Move around groups to observe technique, position for clear demonstration visibility
Observation Focus
Watch for correct body position during direction changes, safe game play, technique application under pressure
Intervention Points
Step in if unsafe contact occurs, correct technique when significant errors observed, manage competitive intensity
Demonstration Notes
Exaggerate key technique points for visibility, show common mistakes and corrections, use student demonstrators when appropriate
Verbal Cues
- •'Bend those knees!'
- •'Small quick steps!'
- •'Turn your hips!'
- •'Safe catching only!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear area, with additional space for multiple 6x6m playing squares
Surface Check
Dry, even surface free from hazards, suitable for quick direction changes and stopping
Equipment Safety
Safety Checks
- •Cones checked for stability and no sharp edges
- •Equipment stored safely around perimeter when not in use
- •Clear walkways maintained between activity areas
Risk Management
Key Risks
- •Collisions during direction changes
- •Loss of balance during agility movements
- •Contact during catching games
- •Fatigue affecting technique and safety
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing maintained between groups
- •Progressive skill building before competitive elements
- •Emphasis on controlled technique over speed
- •Safe catching contact rules established
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor high-activity games closely
- •Watch for fatigue and technique deterioration
- •Ensure safe contact during catching activities
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, contact office if needed