Lesson 2 - Cradling and Dodging
Stick Mastery & Game Basics
•Year 7
•Lacrosse
•Start Planning Better PE Lessons
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How can we keep the ball secure whilst moving at speed and changing direction?
Learning Objectives
- Develop consistent scooping technique to gain possession of the ball
- Master cradling technique to maintain possession whilst moving
- Apply dodging skills to evade opponents and change direction effectively
Key Outcomes
- Students will be able to cradle the ball whilst moving with confidence
- Students will demonstrate agility, balance, coordination and precision in game situations
- Students will evaluate peers' techniques using correct technical language
Equipment & Resources Required
Check all nets are secure and no broken parts before distribution
Alternative: Mix of youth and intermediate sizes for different hand sizes
Store in mesh bag for easy collection
Alternative: Tennis balls for students who struggle with harder lacrosse balls
Use different colours for directional markers (North/South/East/West)
Alternative: Spots or markers
For targets and spatial markers
Alternative: Chalk circles or rope circles
Keep accessible for game variations
Alternative: Coloured bands
Key Vocabulary
The rocking motion of the stick from shoulder to chin that keeps the ball secure in the net whilst moving
A quick change of direction or deceptive movement to evade an opponent
A fake movement designed to deceive an opponent about your intended direction
A deceptive move where you pretend to go one way but go another
Having secure control of the ball in your stick net
The proper way to hold the stick when moving - stick vertical, top hand near head, bottom hand mid-shaft
The technique for picking up a ground ball - stick low, head angled, scoop through the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic grip and carry position from Lesson 1
- Ground ball scooping technique
- Rob the Nest game understanding
- Safe stick handling and spatial awareness
Current Skills
- Cradling technique (shoulder to chin movement)
- Maintaining possession whilst moving
- Dodging and changing direction with the ball
- Faking and deceptive movements
Next Steps
- Passing the ball to teammates whilst moving
- Catching on the move
- Defensive positioning and interception
- Small-sided game application
Milestone Indicators
Key Teaching Points
- Cradling is a smooth shoulder-to-chin-to-shoulder rocking motion that uses centrifugal force to keep the ball secure in the net
- The top hand creates the cradling motion whilst the bottom hand acts as the pivot point
- The stick must remain vertical throughout cradling - not tilted or horizontal
- Tighter, firmer cradle rhythm is needed when moving at faster speeds or in tight spaces
- Eyes must be up scanning for space and other players, not fixated on the ball
- Three main dodge types: split dodge (sharp cut left/right), face dodge (turn sideways protecting stick), roll dodge (360° spin around obstacle/defender)
- Sporting values (resilience, encouragement, fair play, positive attitude) are as important as technical skills
Common Misconceptions
- MISCONCEPTION: The ball stays in the net just from the pocket shape. CORRECTION: It's the cradling motion that creates the force to secure it - demonstrate still stick vs cradling stick.
- MISCONCEPTION: Faster cradling is always better. CORRECTION: Smooth, controlled rhythm is more effective than fast, jerky movements - demonstrate the difference.
- MISCONCEPTION: You should look at the ball whilst cradling. CORRECTION: Eyes must be up to see space and avoid collisions - practice 'feel not see'.
- MISCONCEPTION: The bottom hand does most of the work in cradling. CORRECTION: Top hand creates the motion, bottom hand stabilises - demonstrate isolated hand movements.
- MISCONCEPTION: Dodges should be big, dramatic movements. CORRECTION: Sharp, quick, explosive dodges are more effective than large movements - show contrast.
- MISCONCEPTION: If you drop the ball, you're not good at lacrosse. CORRECTION: Everyone drops the ball when learning - persistence and improvement is what matters - celebrate resilience.
SEN Adaptations
ADHD
- Short, varied activities maintaining engagement. Clear, concise instructions one step at a time. Use movement breaks naturally built into lesson. Provide fidget tool (ball) when seated. Positive reinforcement frequently. Leadership roles to channel energy positively. Visual aids and demonstrations. Allow preference for where to position in activities.
dyspraxia
- Break down cradling into micro-steps with extended practice time. Use larger, softer ball initially. Reduce speed requirements - stay at walking pace longer. Provide hand-over-hand guidance for stick positioning. Simplify dodge movements to basic directional changes. Extra practice time with TA or peer support. Use visual markers for foot positioning. Celebrate small incremental progress.
autism spectrum
- Provide visual schedule showing lesson sequence. Clear, consistent routines for each activity. Quiet zone available if overstimulated. Use visual demonstration heavily over verbal. Warn before transitions ('In 2 minutes we will...'). Pair with understanding buddy. Reduce competitive pressure by focusing on personal targets. Use timer for predictable activity lengths.
visual impairment
- Use brightly coloured balls and high-contrast cones. Provide verbal descriptions of all demonstrations. Use tactile guidance to position hands correctly on stick. Buddy system with sighted peer for navigation. Describe spatial layout clearly before activities. Use auditory signals for directional calls.
hearing impairment
- Ensure student can see teacher's face for lip-reading. Use visual signals for stop/start (flags, hand signals). Provide written or visual instructions on activity cards. Buddy system to relay verbal instructions. Position at front during demonstrations. Use vibrant visual cues for directional changes (coloured flags).
physical disability
- Modify stick length or weight for easier handling. Use lighter foam balls or balloons for practice. Seated cradling activities if standing difficult. Reduce distance and speed requirements. Allow wheelchair users to practice cradling whilst being pushed by peer. Focus on upper body stick control rather than dodging movements.
Cross-Curricular Links
English
Using precise technical vocabulary. Giving clear verbal feedback to peers. Following multi-step verbal instructions. Articulating understanding of techniques. Communication during partner work.
Maths
Estimating and measuring distances between partners. Calculating success rates (number of successful cradles out of total attempts). Understanding angles during dodge movements. Counting and recording forfeits during King of the Court. Spatial geometry in square movement patterns.
Science
Understanding forces - centrifugal force keeping ball in net during cradling motion. Body systems during exercise - heart rate increase and recovery. Friction between ball and net. Newton's laws of motion in dodging and direction changes.
Geography
Directional language (North, South, East, West). Understanding of spatial positioning and pathways. Mental mapping of playing area. Countries where lacrosse is played (USA, Canada, England, Australia).
PSHE
Resilience when skills are challenging. Peer support and encouragement. Honest self-assessment and emotional intelligence. Working cooperatively in pairs. Handling competitive pressure and disappointment positively. Celebrating others' success. Building confidence through skill mastery.
Teacher Guidance
Positioning
Position at corner or edge of playing area for maximum visibility. During square movement, stand where all four pathways visible. During circle discussions, sit as part of circle for inclusive facilitation. Constantly scan whole area, not fixating on one student.
Observation Focus
Watch for: correct cradling rhythm (shoulder-chin-shoulder), stick verticality, ball security in pocket, spatial awareness during movement, quality of peer feedback conversations, sporting values in competitive situations. Note students excelling for demonstration and those struggling for support.
Intervention Points
Intervene immediately if: unsafe stick use observed, collisions occurring, students showing frustration, poor sporting behaviour, incorrect technique being reinforced through repetition, balls consistently dropping (technique issue). Use positive correction language focusing on what TO do, not what NOT to do.
Demonstration Notes
Demonstrate all new skills slowly first, then at full speed. Use side-on positioning so stick motion clearly visible. Exaggerate key points (vertical stick, shoulder-to-chin path). Demonstrate common mistakes then correct version to show contrast. Use student demonstrators to provide peer models and celebrate success. Always explain what observers should focus on before demonstration.
Verbal Cues
- •'Shoulder to chin, chin to shoulder!'
- •'Vertical stick, rock the baby!'
- •'Eyes up, see the space!'
- •'Soft hands, tight cradle!'
- •'Explode out of your dodge!'
- •'Protect your stick!'
- •'Champions don't complain, they improve!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m outdoor space or large sports hall. Clear of obstacles, adequate run-off space beyond boundaries. Multiple zones for different activities.
Surface Check
Flat, even surface free from holes, debris, or wet patches. Outdoor: check for stones or uneven ground. Indoor: check for slippery areas. Ensure adequate grip for running and dodging movements.
Equipment Safety
Safety Checks
- •Inspect all lacrosse sticks for broken shafts, loose heads, or damaged nets before distribution
- •Check balls are regulation weight and not cracked or damaged
- •Ensure cones have no sharp edges or broken parts
- •Check hoops are intact with no sharp edges
- •Maintain adequate equipment-to-student ratio to avoid sharing issues
Risk Management
Key Risks
- •Stick collisions during crowded activities
- •Ball strikes to face or body
- •Trips over dropped balls or equipment
- •Collisions between students during dynamic movement activities
- •Overexertion in competitive game situations
- •Falls during dodging or rapid direction changes
Risk Mitigation
- •Establish and reinforce 'sticks down' rule when teacher talking
- •Minimum 2-metre spacing between students during cradling practice
- •Clear boundaries with adequate buffer zones
- •Progressive skill building from walking to jogging to controlled running only
- •Constant teacher scanning during high-movement activities
- •Emphasis on spatial awareness throughout lesson
- •Immediate stop signal practiced and reinforced
- •Reduce playing area size gradually whilst monitoring safety
- •Regular hydration breaks if warm weather
- •Modify activities for students with reduced mobility or confidence
Supervision & Emergency Procedures
Supervision Points
- •Position at corner or edge for maximum visibility of all students
- •During square movement: position to see all four approach pathways
- •During King of the Court: circulate perimeter scanning for unsafe behaviour
- •Monitor high-activity centre areas during cross-pattern movement
- •Keep eliminated students visible and supervised during competitive activities
- •Watch for fatigue signs - reduced control, heavy breathing, stumbling
Emergency Procedures
Stop signal (whistle and/or 'FREEZE' call) - all students immediately freeze and lower sticks. Assess situation. Provide appropriate first aid if needed. Have first aid kit accessible at playing area edge. Know location of nearest first aider. For serious incidents, send student for additional help whilst staying with injured party.