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Lesson 5 - Agility and Direction Changes

Fitness Challenge Awareness

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Year 4

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Health Related Fitness

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45 min

Big Question

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

Cones

30 (minimum 6 per group of 4)

Distribute around area perimeter for easy access during activities

Alternative: Markers, bean bags, or chalk marks for indoor use

Stopwatch

Easily visible for timing activities and rotations

Alternative: Smartphone timer app, wall clock with second hand

Key Vocabulary

Agility

The ability to change direction quickly and efficiently while maintaining balance and control

Body Position

How we hold our body - low and balanced for quick movement

Push Off

Using one foot to drive force into the ground to change direction

Deception

Movements designed to trick opponents about your intended direction

Hip Rotation

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

Consistent low body position during direction changes

Smooth transition between movements without losing balance

Successful application in competitive situations

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