Lesson 3 - Catching and Decision Making
Strategic Leadership in Dodgeball
•Year 6
•Leadership
•Start Planning Better PE Lessons
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How do we make split-second tactical decisions when catching under pressure?
Learning Objectives
- To develop advanced catching skills under pressure and at pace
- To make tactical decisions about when to attempt catches versus dodging
- To demonstrate leadership through understanding and accepting rules and decisions
Key Outcomes
- Students will catch balls thrown at pace with improved technique and consistency
- Students will make informed decisions about when to catch or dodge based on game situation
- Students will show mature leadership by accepting referee decisions and encouraging teammates
Equipment & Resources Required
Medium-sized balls that are safe but provide realistic catching challenge
Alternative: Foam balls, soft play balls
Mark court boundaries and zones for different activities
Alternative: Bean bags, markers
Distinguish teams clearly for multi-court games
Alternative: Coloured bands, team markers
Time activities and maintain pace of lesson
Alternative: Phone timer, wall clock
Key Vocabulary
A quick choice made during a game based on the current situation
Successfully catching a ball when there is time pressure or game consequences
Relaxed, flexible hands that cushion the ball on contact to prevent bouncing out
Ready position with body weight forward for quick movement in any direction
Understanding what rules mean in different game situations
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic catching technique with stationary balls
- Understanding of dodgeball rules and basic strategy
- Experience working cooperatively in team games
Current Skills
- Catching balls at pace and under pressure
- Making tactical decisions about catch versus dodge
- Demonstrating leadership through rule understanding and acceptance
Next Steps
- Advanced game tactics and team strategy
- Coaching and teaching others effectively
- Leading team discussions and decision-making
Milestone Indicators
Key Teaching Points
- Catching technique requires watching the ball, soft hands, and quick decision-making on hand position
- Tactical decision-making involves weighing risk versus reward in game situations
- Leadership means accepting decisions gracefully and supporting teammates
- Progressive skill development builds confidence before adding pressure
- Game rules can be modified to emphasise specific skills and learning outcomes
Common Misconceptions
- Students may think they should always attempt catches regardless of difficulty - teach risk assessment
- Some believe only successful catches matter - emphasise good decision-making process
- Students might focus only on individual performance - stress team strategy and support
- May assume dodging is 'giving up' - teach it as a valid tactical choice
- Could think catching is only about hand technique - include footwork and positioning
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries and rules, use positive reinforcement frequently
dyspraxia
- Use larger, lighter balls, reduce complexity of movements, provide extra practice time and encouragement
autism spectrum
- Provide clear structure and routine, offer quiet space if overwhelmed, use visual schedules for activity transitions
visual impairment
- Use brightly coloured balls with high contrast, provide verbal descriptions of activity setup, assign sighted partner for guidance
hearing impairment
- Use visual signals and demonstrations, provide written rule cards, ensure face-to-face communication
physical disability
- Modify catching distances and ball types, provide seated options where appropriate, focus on decision-making aspects
Cross-Curricular Links
English
Vocabulary development around tactics and decision-making, communication skills in team settings
Maths
Calculating catch success rates, scoring systems, probability of successful catches versus dodges
Science
Forces in catching - momentum, friction, impact absorption through 'soft hands' technique
PSHE
Leadership qualities, accepting decisions gracefully, supporting others, resilience in competitive situations
Teacher Guidance
Positioning
Move continuously around activity areas to observe all students, position centrally for demonstrations
Observation Focus
Watch for catching technique, decision-making speed, leadership behaviours, and rule acceptance
Intervention Points
Step in when safety is compromised, technique needs correction, or conflict resolution is needed
Demonstration Notes
Use clear, exaggerated movements for technique demonstration. Show both correct and incorrect examples for contrast. Involve students in demonstrations when appropriate
Verbal Cues
- •'Watch the ball all the way to your hands!'
- •'Quick decision - catch or dodge!'
- •'Soft hands, cushion the ball!'
- •'Great leadership - you're helping your team!'
- •'Accept that decision and move on!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor court area, minimum 20m x 30m for multiple activities
Surface Check
Dry, even surface free from obstacles, good grip for quick movements
Equipment Safety
Safety Checks
- •Check balls are appropriately inflated and soft enough for safe catching
- •Ensure cones/markers have no sharp edges or points
- •Verify court boundaries are clearly marked and safe
Risk Management
Key Risks
- •Ball strikes to head or face during catching attempts
- •Collisions between students during dynamic activities
- •Slips and falls during quick directional changes
- •Overexertion during competitive activities
Risk Mitigation
- •Emphasise appropriate throwing force - challenging but safe
- •Maintain adequate spacing between activity groups
- •Teach and enforce proper catching technique
- •Progressive skill building from simple to complex
- •Clear rules about contact and physical play
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Monitor throwing intensity throughout lesson
- •Watch for signs of frustration or aggressive behaviour
- •Ensure fair play and appropriate competitiveness
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, have emergency contact information readily available