Lesson 1 - Dodging and Spatial Awareness
Strategic Individual to Team Play
•Year 5
•Invasion Games
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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
Distributed for team identification and target practice
Alternative: Coloured pinnies or strips of fabric
Placed in central collection for 'Rob the Chest' activity
Alternative: Bean bags, soft play balls
Used for boundaries and activity stations
Alternative: Markers, spots, or chalk circles
Placed to create activity stations around central point
Alternative: Flat markers or drawn circles
Key Vocabulary
Moving quickly to avoid an opponent or obstacle by changing direction
Understanding where you are in relation to others and the boundaries
Predicting what might happen next based on what you observe
Talking clearly to teammates to help coordinate actions
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
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