Lesson 5 - Agility and Quick Direction Changes
Fitness Assessment & Goals
•Year 6
•Health Related Fitness
•Start Planning Better PE Lessons
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How can we train our bodies to change direction quickly and efficiently like professional athletes?
Learning Objectives
- To perform actions that develop agility through rapid direction changes
- To demonstrate understanding of body positioning for effective agility movements
- To work cooperatively with partners to motivate and improve performance
Key Outcomes
- Students will be able to change direction quickly using correct technique
- Students will understand the physical principles behind agile movement
- Students will demonstrate teamwork and motivation skills during fitness challenges
Equipment & Resources Required
Distributed to groups before lesson starts
Alternative: Markers, spots, or bean bags
Key Vocabulary
The ability to change direction quickly and efficiently whilst maintaining control
Keeping feet close together to allow for quicker movement and direction changes
Turning the hips to face the direction you want to move
Using the opposite foot to drive forcefully in the new direction
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and stopping techniques
- Understanding of spatial awareness and personal space
- Experience working with partners in PE activities
Current Skills
- Agility movements with correct body positioning
- Quick direction changes using hip rotation
- Partner motivation and teamwork during fitness challenges
Next Steps
- Complex agility patterns and sequences
- Sport-specific agility applications
- Advanced fitness training principles
Milestone Indicators
Key Teaching Points
- Agility requires low body position with bent knees for stability and power
- Small foot base allows for quicker direction changes than wide stance
- Hip rotation must lead the direction change for efficient movement
- Push off the outside foot when cutting to create explosive power
- Positive motivation significantly improves team performance and individual effort
- Controlled technique is more important than pure speed in developing agility
- Progressive challenges build confidence and skill development
Common Misconceptions
- Students think agility is just about running fast - emphasise control and direction change
- Belief that wide stance provides better balance - demonstrate why small foot base is more effective
- Assumption that upper body turning is enough - show importance of hip rotation
- Thinking motivation is just shouting loudly - teach specific positive encouragement techniques
SEN Adaptations
ADHD
- Shorter activity bursts with clear endings, frequent positive feedback, movement-based learning, clear visual boundaries
dyspraxia
- Simplified movement patterns initially, extra practice time, larger equipment, reduced complexity in sequences
autism spectrum
- Clear visual schedule of activities, consistent routine structure, quiet rest spaces available, predictable partner pairings
visual impairment
- Use bright coloured cones, verbal cues for direction changes, buddy system for guidance, audio signals for start/stop
hearing impairment
- Visual demonstrations of all movements, hand signals for directions, written instruction cards, visual timers
physical disability
- Adapted movements for wheelchair users, modified distances and timing, upper body agility focus where appropriate
Cross-Curricular Links
Maths
Timing activities, counting repetitions, measuring distances between cones, calculating team scores and improvements
Science
Forces and motion during direction changes, friction between feet and ground, body systems during exercise
PSHE
Teamwork and cooperation, motivation and resilience, setting personal fitness goals, supporting others
Teacher Guidance
Positioning
Move around the area to observe all groups, position centrally for demonstrations and instructions
Observation Focus
Watch for correct agility technique, safe movement patterns, positive team interaction, signs of fatigue
Intervention Points
Step in if technique is dangerous, if students are struggling with motivation, if team dynamics become negative
Demonstration Notes
Always demonstrate agility movements clearly and slowly first, then at normal speed. Use students as examples when they show good technique.
Verbal Cues
- •'Bend those knees!'
- •'Small steps, quick feet!'
- •'Turn those hips!'
- •'Push off that outside foot!'
- •'Great encouragement, Team 3!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m area, clear of obstacles and hazards
Surface Check
Dry, even surface free from debris, adequate grip for direction changes
Equipment Safety
Safety Checks
- •Check all cones are in good condition with no sharp edges
- •Ensure cones are placed securely and won't slide during activities
- •Adequate supply so students don't rush to collect equipment
Risk Management
Key Risks
- •Collision between students during chase activities
- •Slips and falls during direction changes
- •Overexertion during fitness challenges
- •Muscle strains from sudden movements
Risk Mitigation
- •Clear group boundaries established before activities
- •Progressive warm-up to prepare muscles for agility work
- •Adequate rest periods between high-intensity activities
- •Safe tagging rules for chase games
- •Monitor spacing between groups throughout
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all groups during activities
- •Move around area to check technique and safety
- •Monitor fatigue levels especially during team challenges
- •Ensure proper equipment handling
Emergency Procedures
Stop activity immediately on safety concern, assess situation, provide appropriate first aid or support, modify activity if needed