Lesson 2 - Dodging & Leadership Skills
Strategic Leadership in Dodgeball
•Year 6
•Leadership
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How can I become an expert dodger whilst demonstrating leadership qualities to help my teammates succeed?
Learning Objectives
- To develop advanced dodging techniques using quick footwork and spatial awareness
- To demonstrate leadership skills by providing constructive feedback and encouragement to teammates
- To apply dodging skills effectively in competitive game situations whilst working collaboratively
Key Outcomes
- Students will execute dodging movements with improved agility and quick reactions
- Students will lead others by offering specific advice and demonstrating techniques
- Students will work effectively in teams whilst maintaining competitive spirit
Equipment & Resources Required
Various sizes for different skill levels
Alternative: Foam balls, tennis balls
Each group needs 4 different coloured markers
Alternative: Markers, spots, bean bags
Optional enhancement for agility work
Alternative: Chalk lines, tape markers
For team identification in dodgeball games
Alternative: Coloured t-shirts
For timing rotations and activities
Alternative: Phone timer, classroom timer
Key Vocabulary
Moving quickly to avoid being hit by a ball or object
The path a ball follows through the air
The ability to move quickly and change direction easily
Guiding and encouraging others to achieve their best
Avoiding or escaping from something through clever movement
Helpful comments that help someone improve their performance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching skills
- Understanding of simple team games
- Basic spatial awareness and movement patterns
Current Skills
- Advanced dodging with quick footwork
- Leadership through coaching and feedback
- Strategic thinking in game situations
Next Steps
- Complex game strategies and tactics
- Advanced leadership roles in competitive sports
- Peer coaching and mentoring skills
Milestone Indicators
Key Teaching Points
- Dodging success comes from quick feet, ball awareness, and constant movement
- Leadership means helping others improve through specific, encouraging feedback
- Safety in throwing activities - gentle throws to torso only, never to head
- Peer coaching builds confidence in both giver and receiver
- Game skills transfer from practice - emphasis on technique over competition
- Recognition of effort and improvement alongside achievement
- Inclusive participation ensures all students develop skills and confidence
Common Misconceptions
- Thinking dodging means running away rather than controlled evasive movement
- Believing leadership only means being loud or giving orders
- Assuming catching and blocking are more important than dodging skills
- Thinking competition should override safety and supportive coaching
- Missing the connection between individual skills and team success
SEN Adaptations
ADHD
- Frequent activity changes, clear role definitions, movement breaks built into instruction time, immediate positive feedback systems
dyspraxia
- Simplified movement patterns initially, extra practice time for skill development, peer support partners, larger targets for throwing activities
autism spectrum
- Clear visual schedule of lesson progression, defined boundaries for activities, quiet space available for breaks, predictable routine structure
visual impairment
- Use brightly coloured equipment, verbal cues for all movements, buddy system for navigation, textured cones for tactile identification
hearing impairment
- Visual demonstrations of all techniques, hand signals for game play, written instruction cards, vibrating timers for activity changes
physical disability
- Seated dodging variations, modified throwing distances, adaptive equipment for limited mobility, wheelchair-accessible activity spaces
Cross-Curricular Links
English
Communication skills in coaching situations, precise vocabulary for describing movement techniques
Maths
Counting in multiples during warm-up, measuring distances for square setup, timing rotations and activities
Science
Understanding forces and motion in ball trajectory, reaction times and nervous system responses
PSHE
Leadership development, giving and receiving feedback constructively, resilience in challenging situations
Teacher Guidance
Positioning
Central location with clear sightlines to all activity areas, mobile during skill development phases
Observation Focus
Quick footwork technique, leadership behaviours, safety in throwing activities, inclusive participation
Intervention Points
Step in if throwing becomes too aggressive, support students struggling with peer coaching, ensure all students are included in activities
Demonstration Notes
Model excellent dodging technique with exaggerated movements for visibility, demonstrate positive coaching language and specific feedback examples
Verbal Cues
- •'Light on your feet like a dancer!'
- •'Eyes on the ball, quick feet moving!'
- •'Help your teammate - what specific advice can you give?'
- •'Gentle throws to help, not hurt!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor area minimum 30m x 20m with clear boundaries
Surface Check
Non-slip surface free from obstacles, adequate cushioning for potential falls
Equipment Safety
Safety Checks
- •Soft foam dodgeballs only - no hard balls permitted
- •Cones placed securely to avoid tripping hazards
- •Regular equipment inspection for wear and damage
Risk Management
Key Risks
- •Ball impact injuries from aggressive throwing
- •Collisions during rapid directional changes
- •Tripping over equipment during quick movements
Risk Mitigation
- •Clear throwing rules - torso only, no head shots
- •Adequate spacing between activity areas
- •Progressive skill building from simple to complex movements
- •Continuous supervision of throwing intensity
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Monitor game intensity and sportsmanship levels
- •Circulate during skill practice to provide individual guidance
Emergency Procedures
Stop activity immediately for any injury, assess situation, provide appropriate first aid, contact school office if serious injury occurs