Lesson 1 - Dodging and Spatial Awareness
Tactical Intelligence Fundamentals
•Year 4
•Invasion Games
•Start Planning Better PE Lessons
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How can I move safely and cleverly to avoid being caught while staying aware of everyone around me?
Learning Objectives
- To develop dodging skills with quick changes of direction
- To demonstrate spatial awareness when moving in shared spaces
- To apply dodging techniques in game situations
Key Outcomes
- Students will be able to dodge effectively using quick direction changes
- Students will show awareness of others when moving through space
- Students will apply dodging skills in competitive game scenarios
Equipment & Resources Required
Give to initial Spiderman taggers, scrunch up for throwing
Alternative: Bean bags, soft balls if bibs unavailable
Distribute to activity stations before lesson starts
Alternative: Tennis balls for easier catching, footballs for more challenge
5 cones per station for NESW activity, others for boundaries
Alternative: Hoops, spots, or natural landmarks
Mark scoring positions 4m left and right of practice lines
Alternative: Cones, hoops, or lines marked with chalk
Key Vocabulary
Moving quickly to avoid being caught or tagged by changing direction suddenly
Understanding where you are in relation to others and the boundaries
Predicting what will happen next and preparing for it
A short, accurate pass to a teammate in a small space
Standing at an angle where you can see both the ball and the person you're defending
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
- Experience with simple tag games
Current Skills
- Dodging with direction changes
- Spatial awareness in dynamic environments
- Basic invasion game concepts
Next Steps
- Advanced dodging with speed variation
- Tactical positioning in invasion games
- Creating space for teammates
Milestone Indicators
Key Teaching Points
- Emphasise heads up movement at all times during dodging activities
- Focus on quick, light direction changes rather than speed alone
- Develop spatial awareness through constant scanning and observation
- Encourage cooperation and teamwork in all competitive activities
- Practice safety first - dodging effectively means avoiding collisions
- Build confidence through progressive skill development
- Connect dodging skills to real game situations and applications
Common Misconceptions
- Dodging is just about running fast - actually requires quick direction changes and deception
- Looking down helps with footwork - keeping head up is essential for spatial awareness
- Individual skills are most important - teamwork and communication are crucial in invasion games
- Dodging means getting as far away as possible - staying just out of reach is more effective
- Only the person with the ball needs to move - all players need to create and use space
SEN Adaptations
ADHD
- Shorter activity segments, clear physical boundaries, regular active breaks, immediate feedback and praise for good choices
dyspraxia
- Break movements into smaller steps, extra practice time, larger/easier equipment, reduce complexity of multi-step activities
autism spectrum
- Clear visual routines for station rotations, quiet zones if overwhelmed, consistent rules across activities, warning before whistle signals
visual impairment
- Use bright coloured equipment, provide verbal descriptions of demonstrations, buddy system for guidance, audio cues for direction changes
hearing impairment
- Visual demonstrations emphasised, hand signals for instructions, written instruction cards, ensure student can see teacher at all times
physical disability
- Seated dodging movements, adapted throwing distances, wheelchair-friendly stations, modified tagging rules using equipment
Cross-Curricular Links
Maths
Spatial awareness, angles of movement, counting steps and rotations, measuring distances between stations
Science
Forces and motion, friction for stopping and starting, body systems responding to exercise, balance and centre of gravity
Geography
Directions and compass points (NESW activity), spatial mapping, understanding position relative to others
PSHE
Teamwork and cooperation, resilience when facing challenges, managing emotions in competitive situations, supporting others
Teacher Guidance
Positioning
Circulate between stations during skill development, position at edge during games for full area visibility
Observation Focus
Watch for heads up movement, quality of direction changes, spatial awareness, and cooperative behaviour
Intervention Points
Step in if students not following safety guidelines, provide technique correction during practice, encourage effort over outcome
Demonstration Notes
Use students showing good technique as models, exaggerate movements for visibility, break down complex skills into steps
Verbal Cues
- •'Heads up, eyes scanning!'
- •'Quick feet, light touches!'
- •'Find the space!'
- •'Help your teammates!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m indoor hall or outdoor playground area, clear of obstacles
Surface Check
Non-slip surface essential, check for wet areas, ensure adequate grip for direction changes
Equipment Safety
Safety Checks
- •Check rugby balls are properly inflated and not damaged
- •Ensure cones are stable and visible
- •Bibs must be soft fabric suitable for throwing
- •No hard or sharp equipment in throwing activities
Risk Management
Key Risks
- •Collisions during dodging activities
- •Slips and falls during direction changes
- •Bibs thrown at head/face during Spiderman tag
- •Overcrowding at station activities
Risk Mitigation
- •Clear boundaries established with adequate buffer zones
- •Emphasise heads up movement in all activities
- •Practice activities at slow speed before increasing intensity
- •Regular safety reminders about watching for others
- •Adequate spacing between groups and stations
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility across all three stations
- •Monitor high-activity areas like NESW central point
- •Watch for fatigue affecting technique and safety
- •Ensure equal participation and appropriate challenge levels
Emergency Procedures
Stop all activity immediately on whistle, assess any injuries, apply appropriate first aid, contact school first aider if needed