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Lesson 1 - Dodging and Spatial Awareness

Tactical Intelligence Fundamentals

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Year 4

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Invasion Games

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Big Question

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

Coloured Bibs

Give to initial Spiderman taggers, scrunch up for throwing

Alternative: Bean bags, soft balls if bibs unavailable

Balls

15 (one per pair plus spares)

Distribute to activity stations before lesson starts

Alternative: Tennis balls for easier catching, footballs for more challenge

Dish Cones

5 cones per station for NESW activity, others for boundaries

Alternative: Hoops, spots, or natural landmarks

Spots

Mark scoring positions 4m left and right of practice lines

Alternative: Cones, hoops, or lines marked with chalk

Key Vocabulary

Dodging

Moving quickly to avoid being caught or tagged by changing direction suddenly

Spatial Awareness

Understanding where you are in relation to others and the boundaries

Anticipation

Predicting what will happen next and preparing for it

Pocket Pass

A short, accurate pass to a teammate in a small space

Sideways Position

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

Can dodge without looking at feet

Rarely collides with others during activities

Shows awareness of multiple players simultaneously

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