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Lesson 5 - Agility Through Direction Changes

Fitness Components Challenge

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Year 5

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Health Related Fitness

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45 min

Big Question

How can we train our bodies to change direction quickly and efficiently?

Learning Objectives

To understand what agility means and why it's important for movement
To perform actions that develop agility using correct technique
To demonstrate the ability to change direction quickly and safely

Key Outcomes

Students will be able to explain agility and identify when it's used in sport and daily life
Students will demonstrate improved technique when changing direction at speed
Students will work cooperatively to motivate teammates during challenging fitness activities

Equipment & Resources Required

Cones

45 (minimum)

Pre-distribute around activity area, ensure different colours if available

Alternative: Markers, spot discs, tennis balls in containers

Stopwatch

1 per group (4-6 timers ideal)

Ensure students know how to operate basic timing functions

Alternative: Smartphone timer apps, countdown timer on screen

Key Vocabulary

Agility

The ability to change direction quickly while maintaining control and balance

Foot base

The distance between your feet when standing or moving

Push off

Using the opposite foot to drive in the intended direction

Hip turn

Rotating the hips to face the direction you want to travel

Reaction time

How quickly you can respond to a signal or stimulus

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic running and stopping techniques
Understanding of personal space and safety
Experience with partner work activities

Current Skills

Agility and quick direction changes
Using correct body position for movement efficiency
Working cooperatively in competitive situations

Next Steps

Applying agility skills in game situations
Developing sport-specific agility patterns
Creating agility training programmes

Milestone Indicators

Student can explain the key components of agility

Student demonstrates consistent low body position when changing direction

Student shows improved reaction time and movement efficiency

Key Teaching Points

Agility requires both speed and control - technique must not be sacrificed for pace
Body position is crucial - knees bent, small foot base, weight on balls of feet
Direction changes are initiated by hip turn, followed by appropriate foot positioning
Push-off technique uses opposite foot to intended direction for maximum power
Positive encouragement and teamwork are essential during challenging fitness activities
Progressive overload through increased challenge while maintaining safety
Real-world applications help students understand the relevance of agility skills

Common Misconceptions

Students may think agility is just about running fast - emphasise control and technique
Some believe bigger steps are better - demonstrate advantage of small, quick steps
May think agility is only for sport - show everyday applications like avoiding obstacles
Could assume natural ability can't be improved - emphasise that agility can be trained
Might think encouraging teammates isn't important - show how motivation improves performance

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, use positive reinforcement frequently, allow movement breaks

dyspraxia

Use larger equipment initially, reduce complexity of movement patterns, provide extra practice time, focus on one technique at a time

autism spectrum

Provide clear structure and routine, use visual timetables, create quiet zones, give advance warning of activity changes

visual impairment

Use bright coloured or textured cones, provide verbal descriptions of all movements, pair with sighted buddy for guidance

hearing impairment

Use visual demonstrations and hand signals, provide written instruction cards, ensure face-to-face communication

physical disability

Modify movements for wheelchair users or reduced mobility, adjust cone spacing, focus on upper body agility where appropriate

Cross-Curricular Links

Maths

Measuring distances between cones, timing activities, counting repetitions and calculating improvement percentages

Science

Understanding forces in movement, how muscles work during direction changes, reaction times and body systems during exercise

Geography

Directional vocabulary, spatial awareness, mapping movement patterns around areas

PSHE

Teamwork skills, resilience when facing challenges, supporting others, managing emotions during competitive activities

Teacher Guidance

Positioning

Move around the area to observe all groups, spend extra time with students showing poor technique

Observation Focus

Watch for correct body position during direction changes, note student cooperation and encouragement

Intervention Points

Step in when technique is unsafe, when students are becoming too competitive, or when someone is struggling

Demonstration Notes

Always demonstrate with exaggerated movements so all students can see clearly. Use students who demonstrate good technique as examples. Show common mistakes and corrections.

Verbal Cues

•'Bend those knees like you're sitting down!'
•'Small quick steps, not big slow ones!'
•'Push off hard with that back foot!'
•'Turn your hips first, then your feet follow!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m, clear of obstacles and hazards

Surface Check

Dry, even surface free from holes, wet patches or debris

Equipment Safety

Safety Checks

•Check all cones are in good condition with no sharp edges
•Ensure cones are placed securely and won't move unexpectedly
•Verify adequate equipment for all students to avoid sharing delays

Risk Management

Key Risks

•Collisions between students during direction changes
•Slips and falls when changing direction quickly
•Overexertion during intense agility activities
•Injuries from poor landing or turning technique

Risk Mitigation

•Clear boundaries established with adequate spacing between groups
•Progressive skill building from slow to fast movements
•Regular technique reminders focusing on controlled movements
•Adequate rest periods built into all activities
•Emphasis on technique over speed throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position to observe maximum number of active students
•Pay particular attention during competitive game phases
•Monitor fatigue levels especially during timed challenges
•Ensure fair play and appropriate contact during tagging games

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, arrange further medical support if needed