Lesson 6 - Leadership in Competition
Strategic Leadership in Dodgeball
•Year 6
•Leadership
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How can I demonstrate leadership qualities while making tactical decisions under pressure in competitive situations?
Learning Objectives
- To choose the right moment to attack and defend in competitive games
- To compete against others effectively while demonstrating leadership qualities
- To evaluate performance and provide constructive feedback to peers
Key Outcomes
- Students will demonstrate tactical awareness in attack and defence situations
- Students will compete fairly while showing leadership and decision-making skills
- Students will officiate games and provide meaningful feedback to teammates and opponents
Equipment & Resources Required
Store safely at edge of playing area when not in use
Alternative: Bean bags or soft play balls
Mark two parallel courts with centre line and boundaries
Alternative: Chalk lines or masking tape
Place in corners for assessment activity
Alternative: Coloured bibs or markers
For recording scores and observations
Alternative: Paper and pen
For timing game segments
Alternative: Phone timer
Key Vocabulary
Choosing the best action to take in a game situation to gain an advantage
Guiding and inspiring others to achieve common goals
Acting as a referee or judge to ensure fair play and rule adherence
Assessing performance to identify strengths and areas for improvement
Playing fairly and respectfully, showing grace in both victory and defeat
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can apply basic tactical awareness in games
- Students understand the importance of teamwork and communication
- Students can follow rules and accept decisions in competitive situations
Current Skills
- Making tactical decisions under pressure
- Demonstrating leadership qualities in competitive environments
- Evaluating and improving performance through self and peer assessment
Next Steps
- Leading teams in inter-school competitions
- Developing advanced tactical understanding across multiple sports
- Mentoring younger students in leadership roles
Milestone Indicators
Key Teaching Points
- Leadership is shown through actions, not just words
- Tactical decisions should be based on game situation, not just instinct
- Good referees communicate clearly and confidently
- Constructive feedback includes specific examples and suggestions
- School games values should be visible in all roles - player, referee, evaluator
- Competition is about personal and team growth, not just winning
- Self-assessment requires honest reflection against clear criteria
Common Misconceptions
- Leadership means being the loudest or most dominant
- Good tactics are only about individual skill, not team coordination
- Referees should be friends with players rather than fair officials
- Feedback should focus on what went wrong rather than improvement
- Competition success is only measured by winning games
- Self-assessment should match what others think, not personal reflection
SEN Adaptations
ADHD
- Clear roles and responsibilities, frequent position changes, immediate feedback and recognition
dyspraxia
- Larger, softer balls, simplified rules initially, extra practice time for skills
autism spectrum
- Clear structure with visual schedule, quiet reflection space available, predictable routines
visual impairment
- Use brightly coloured balls, audible signals for game events, buddy system for court navigation
hearing impairment
- Visual referee signals, written instruction cards, clear visual demonstrations
physical disability
- Modified throwing distances, seated play options, alternative equipment as needed
Cross-Curricular Links
English
Communication skills, giving constructive feedback, listening and responding
Maths
Scoring systems, time management, statistical analysis of team performance
Geography
Spatial awareness, tactical positioning, understanding of boundaries and territories
PSHE
Leadership development, resilience, teamwork, conflict resolution, fair play
Teacher Guidance
Positioning
Central position between both courts for maximum visibility of all activities
Observation Focus
Leadership behaviours, tactical decision-making, sportsmanship, referee development
Intervention Points
Support referees in difficult decisions, mediate disputes calmly, encourage tactical thinking
Demonstration Notes
Model confident referee signals, demonstrate constructive feedback techniques, show appropriate celebration and disappointment responses
Verbal Cues
- •'Think tactically!'
- •'Great leadership!'
- •'Respect the referee's decision'
- •'What's your team strategy?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor courts, minimum 20m x 15m per court
Surface Check
Non-slip surface, clear of obstacles, appropriate court markings visible
Equipment Safety
Safety Checks
- •Soft foam dodgeballs only - check for damage
- •Cones with no sharp edges or cracks
- •Courts clearly marked with safe boundaries
Risk Management
Key Risks
- •Ball impacts to head/face area
- •Collisions between players
- •Overexertion during competitive play
- •Disputes over referee decisions
Risk Mitigation
- •Enforce below-shoulder throwing rules strictly
- •Maintain adequate spacing between courts
- •Regular breaks and hydration opportunities
- •Clear communication about referee authority
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of both courts simultaneously
- •Monitor referee confidence and decision-making
- •Watch for signs of frustration or conflict
Emergency Procedures
Stop play immediately for any injury, assess situation, provide appropriate first aid, contact school nurse if needed