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Lesson 2 - Cradling and Dodging

Stick Mastery & Game Basics

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Year 7

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Lacrosse

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Big Question

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

Lacrosse sticks

1 per student (30)

Check all nets are secure and no broken parts before distribution

Alternative: Mix of youth and intermediate sizes for different hand sizes

Lacrosse Balls

1 per student + 5 spares

Store in mesh bag for easy collection

Alternative: Tennis balls for students who struggle with harder lacrosse balls

Cones

40-50 in various colours

Use different colours for directional markers (North/South/East/West)

Alternative: Spots or markers

Hoops

8-10

For targets and spatial markers

Alternative: Chalk circles or rope circles

Bibs

15 (for differentiation groups if needed)

Keep accessible for game variations

Alternative: Coloured bands

Key Vocabulary

Cradling

The rocking motion of the stick from shoulder to chin that keeps the ball secure in the net whilst moving

Dodge

A quick change of direction or deceptive movement to evade an opponent

Feint

A fake movement designed to deceive an opponent about your intended direction

Dummy

A deceptive move where you pretend to go one way but go another

Possession

Having secure control of the ball in your stick net

Carry Position

The proper way to hold the stick when moving - stick vertical, top hand near head, bottom hand mid-shaft

Scoop

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

Ball remains secure in net during cradling motion

Smooth shoulder-to-chin movement without dropping ball

Able to dodge around obstacles at jogging pace

Can maintain possession in crowded spaces

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.