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Lesson 1 - Dodging and Spatial Awareness

Strategic Individual to Team Play

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Year 5

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Invasion Games

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1h 15min

Big Question

How can we use movement and communication to successfully attack and defend in invasion games?

Learning Objectives

To develop dodging skills and spatial awareness in dynamic situations
To understand the importance of communication in defending and attacking
To apply anticipation skills when working with and against others

Key Outcomes

Students will demonstrate effective dodging techniques with heads up
Students will communicate effectively when defending and attacking
Students will show spatial awareness and anticipation in game situations

Equipment & Resources Required

Coloured Bibs

30-40 mixed colours

Distributed for team identification and target practice

Alternative: Coloured pinnies or strips of fabric

Tennis Balls

15-20

Placed in central collection for 'Rob the Chest' activity

Alternative: Bean bags, soft play balls

Cones

20-25

Used for boundaries and activity stations

Alternative: Markers, spots, or chalk circles

Sun Markers

8-10

Placed to create activity stations around central point

Alternative: Flat markers or drawn circles

Key Vocabulary

Dodging

Moving quickly to avoid an opponent or obstacle by changing direction

Spatial Awareness

Understanding where you are in relation to others and the boundaries

Anticipation

Predicting what might happen next based on what you observe

Communication

Talking clearly to teammates to help coordinate actions

Defending

Protecting something or someone by blocking or intercepting

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 team game concepts

Current Skills

Dodging with direction changes
Spatial awareness in groups
Basic attacking and defending principles

Next Steps

Advanced invasion game tactics
Complex team strategies
Leadership in competitive situations

Milestone Indicators

Consistently travels with head up

Demonstrates variety in dodging techniques

Shows clear communication in team situations

Key Teaching Points

Emphasise travelling with head up at all times during movement activities
Develop clear communication between teammates, especially during defensive situations
Focus on spatial awareness - knowing where you are in relation to others and boundaries
Practice controlled dodging techniques rather than wild, uncontrolled movements
Build anticipation skills by reading body language and movement patterns
Encourage positive sportsmanship and support for all participants regardless of ability level
Promote safety through controlled movement and appropriate contact in tag situations

Common Misconceptions

Thinking faster movement always equals better dodging - emphasise control and timing over pure speed
Believing you should look at the ball when dribbling - stress the importance of heads up movement
Assuming dodging is only about individual skill - highlight the importance of team communication and cooperation
Thinking aggressive contact is necessary in tag games - focus on light, controlled contact for safety
Believing spatial awareness is natural - explicitly teach scanning techniques and environmental observation

SEN Adaptations

ADHD

Shorter activity bursts with clear breaks, high-energy activities matched to attention needs, clear and simple instructions, regular positive reinforcement

dyspraxia

Larger equipment for easier handling, reduced complexity in multi-step activities, extra practice time, visual demonstrations with step-by-step breakdown

autism spectrum

Clear visual schedule of activities, quiet zone available if overwhelmed, consistent routines, advance warning of activity changes

visual impairment

Use brightly coloured equipment, verbal descriptions of spatial layout, buddy system for navigation, clear audio signals for starts and stops

hearing impairment

Visual demonstrations of all techniques, hand signals for communication, written instruction cards, vibrating timer for activity changes

physical disability

Seated dodging activities, modified tagging with pool noodles, wheelchair-accessible routes, adapted equipment for easier grip

Cross-Curricular Links

Science

Forces in motion, friction when changing direction, heart rate during exercise, reaction time and reflexes

Geography

Spatial concepts, directions (left/right/forward/back), mapping movement patterns around fixed points

Mathematics

Counting stolen tags, measuring distances between stations, calculating time intervals, angles of movement and direction changes

PSHE

Teamwork and cooperation, resilience when eliminated from games, managing competitive emotions, celebrating others' success

Teacher Guidance

Positioning

Move around perimeter to observe all groups, position centrally during convergence activities for safety monitoring

Observation Focus

Watch for heads up movement, effective communication, safe contact in tag games, spatial awareness development

Intervention Points

Step in if contact becomes too aggressive, support struggling students with technique, redirect if activities become unsafe

Demonstration Notes

Use exaggerated movements for clear visibility, demonstrate both correct and improved versions, involve students in demonstrations where safe

Verbal Cues

•'Heads up, look where you're going!'
•'Communication - tell your teammates what you see!'
•'Side-step, don't run straight at them!'
•'Find the space, move into empty areas!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area minimum 20m x 30m, clear of obstacles and hazards

Surface Check

Dry, even surface free from trip hazards, adequate grip for running and stopping

Equipment Safety

Safety Checks

•Check tag belts are appropriate size and secure but not too tight
•Ensure balls are properly inflated and in good condition
•Cones positioned with no sharp edges exposed

Risk Management

Key Risks

•Collisions during multi-directional dodging
•Falls during rapid direction changes
•Over-competitive behaviour during tag games

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between groups and individuals
•Progressive skill building from simple to complex situations
•Emphasis on controlled movement over speed

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during multi-directional activities
•Monitor central areas where students converge
•Watch for fatigue affecting technique and decision-making

Emergency Procedures

Stop signal understood by all students, immediate assessment of any incidents, appropriate first aid response, clear evacuation routes maintained