❤️

Lesson 5 - Agility and Quick Direction Changes

Fitness Assessment & Goals

•

Year 6

•

Health Related Fitness

•

1h 4min

Big Question

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

Cones

45 total (enough for groups of 4 students)

Distributed to groups before lesson starts

Alternative: Markers, spots, or bean bags

Key Vocabulary

Agility

The ability to change direction quickly and efficiently whilst maintaining control

Small foot base

Keeping feet close together to allow for quicker movement and direction changes

Hip rotation

Turning the hips to face the direction you want to move

Push off

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

Consistent low body position during direction changes

Smooth hip rotation when changing direction

Effective verbal encouragement of teammates

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