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Lesson 5 - Dodging and Creating Space

Ball Control & Strategy

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Year 7

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Netball

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Big Question

How can intelligent movement without the ball be more important than having possession?

Learning Objectives

Understand how to get free from opposition using effective dodging techniques
Learn and apply multiple dodging strategies to outwit defenders
Develop attacking movement skills and spatial awareness in game situations

Key Outcomes

Students will perform at least two different types of dodges with increasing confidence
Students will demonstrate improved ability to create and exploit space in competitive situations
Students will understand the timing and application of dodging movements in netball

Equipment & Resources Required

Netball

1 per 3 students minimum (10 for class of 30)

Stored in ball bag at court edge, distributed at start of skill development phase

Alternative: Size 4 netballs for students with smaller hands, foam balls for confidence building

Bibs

15 in two contrasting colours

Separated into two colour sets for quick team identification during games

Alternative: Coloured bands or sashes if bibs unavailable

Throw Down Markers

22 markers

Used to mark areas, starting positions, and boundaries for activities

Alternative: Cones, bean bags, or court line markings

Posts

2 regulation posts (or 4 if using two courts)

Ensure posts are stable and correctly positioned at court ends

Alternative: Basketball hoops, target areas on wall

Cones

18 cones in bright colours

Used for shuttle run lines and activity boundaries

Alternative: Throw down markers, witches hats

Score Sheets

1 per student (30) plus teacher copies

Clipboards with sheets ready for plenary self and peer assessment

Alternative: Digital assessment on tablets, peer assessment cards

Whistles

1 for teacher

Essential for clear stops and starts during games

Alternative: Voice commands, hand signals for hearing impaired students

Stopwatch

1 (phone timer acceptable)

For timing activities and shuttle runs accurately

Alternative: Clock with visible second hand

Key Vocabulary

Dodging

A quick change of direction to lose a marker or defender and create space to receive the ball

Drop Shoulder

Dipping one shoulder to fake movement in that direction before moving the opposite way

Single Dodge

One change of direction movement to evade a defender

Double Dodge

Two consecutive changes of direction to create greater separation from defender

Clearing

Moving away from the space you want to receive in, to create room for your attacking movement

Drive

An explosive, purposeful movement into space to receive the ball

Timing

Executing your movement at precisely the right moment to receive a pass or exploit space

Change of Direction

Altering your movement path sharply to create new angles and evade markers

Fast Feet

Quick, light footwork that allows rapid directional changes and responsive movement

Space

An area of the court free from defenders where you can receive the ball safely

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic netball passing techniques from previous lessons
Understanding of basic court positions and movement rules
Fundamental footwork skills including pivoting
Awareness of spatial concepts and personal space

Current Skills

Single and double dodging techniques
Drop shoulder movements to deceive defenders
Clearing and driving into space
Timing movements to create receiving opportunities
Fast footwork and changes of direction

Next Steps

Advanced dodging combinations with feinting
Reading defenders' positioning to exploit weaknesses
Integrated attacking play combining passing and movement
Positional play specific to court roles (GS, GA, WA, C)

Milestone Indicators

Student can execute a dodge that successfully creates separation from defender

Student demonstrates understanding by dodging at the right moment to receive

Student shows variety in movement patterns rather than repetitive actions

Student can maintain balance and control whilst changing direction at speed

Key Teaching Points

Stay on toes throughout with weight on balls of feet for quick reactions and direction changes
Drop shoulder must be exaggerated and convincing to deceive defender into committing to that direction
Plant outside foot firmly with bent knee to absorb force and enable explosive push-off in new direction
Change of direction should be minimum 45 degrees from original path, ideally 90 degrees for maximum effectiveness
Clear and drive concept: move away from desired space first, then explosively drive back into created space
Timing is critical: dodge too early and defender recovers; too late and opportunity missed; read the situation
Communication during games essential: call for ball, signal readiness, encourage teammates constantly

Common Misconceptions

Misconception: 'Dodging is just running fast' - Correction: Speed alone won't work; deception and timing are equally important
Misconception: 'I should dodge as soon as I want the ball' - Correction: Must time dodge to when ball carrier is ready to pass
Misconception: 'One type of dodge works for every situation' - Correction: Must vary techniques based on defender position and situation
Misconception: 'If my dodge didn't work, I did it wrong' - Correction: Sometimes defender reads it well; try different technique next time
Misconception: 'Clearing means just moving away' - Correction: Clearing creates space specifically so your drive is more explosive and effective
Misconception: 'The ball carrier should pass to me even if I'm marked' - Correction: Your job is to create space; their job is to pass when you do

SEN Adaptations

ADHD

Keep instruction segments brief (30-60 seconds maximum) before activity; provide frequent changes of activity maintaining engagement; establish clear boundaries for activities reducing ambiguity; use visual and verbal instructions together; give responsibilities and roles to channel energy positively; allow movement breaks if needed; provide immediate specific feedback; break tasks into smaller chunks; use stimulating, fast-paced activities; seat near teacher during discussion phases; establish clear behaviour expectations at lesson start; celebrate effort and improvement frequently

dyspraxia

Use larger, softer balls for increased catching success; reduce complexity of dodging patterns initially (single dodge only); provide additional practice time for movement patterns; break down movements into smaller sequential steps; use visual demonstrations extensively; allow copying of peer models; reduce speed requirements focusing on quality over pace; verbal cue sequences to aid motor planning ('Step, plant, push'); reduce number of stimuli to process simultaneously; positioning closer to teacher for modelling; celebrate effort as much as outcome; build confidence through guaranteed success opportunities

autism spectrum

Provide visual schedule of lesson structure at start; clearly mark all activity areas with consistent colours/markers; establish predictable routines for transitions between activities; provide quiet zone option if overwhelmed; give warnings before activity changes ('2 minutes remaining'); use consistent verbal cues; reduce sensory overload (noise levels, too many stimuli); allow warm-up time to adjust to environment; provide clear, concrete success criteria; assign consistent peer partner throughout lesson; allow fidget tools during instruction phases

visual impairment

Use brightly coloured balls with high contrast to background; provide verbal descriptions of all demonstrations with detailed commentary; assign sighted peer buddy to provide additional verbal guidance; use bells or sound-making balls for tracking; position student in optimal location for any residual vision; allow exploration of court space before lesson starts; ensure all instructions given verbally not just visually; reduce playing area size initially for confidence

hearing impairment

Ensure student can see your face for lip-reading during all instructions; use visual demonstrations as primary teaching method; create visual cue cards for key teaching points; establish clear hand signals for common instructions (stop, go, well done); position student where they can see teacher at all times; assign peer buddy to reinforce instructions; use written instructions on whiteboard alongside verbal; ensure attention gained before giving instructions (tap shoulder, wave); reduce background noise where possible

physical disability

Adapt dodging movements to wheelchair-based versions focusing on direction changes with chair; use seated versions of activities for students unable to stand; reduce intensity and distance requirements while maintaining challenge; provide additional rest periods as needed; modify equipment (larger/lighter balls, lower targets); allow use of mobility aids throughout; focus on decision-making and timing rather than physical execution; ensure playing areas accessible with appropriate surface for mobility equipment

Cross-Curricular Links

English

Technical vocabulary development and accurate use of terminology; verbal communication during games; providing clear feedback to peers; articulating reflections on performance; following complex verbal instructions; presenting demonstrations to group

Maths

Angles of direction changes (acute, right angle, obtuse); measuring distances for playing areas; calculating pass completion percentages; timing activities using seconds and fractions of minutes; spatial reasoning understanding court geometry; data handling for assessment scores

Science

Forces during direction changes - friction between feet and floor enabling grip; Newton's laws of motion applied to acceleration and deceleration; cardiovascular system response to exercise (heart rate elevation); muscular system engagement during explosive movements; reaction time and nervous system processing speed

Geography

Spatial awareness and understanding of positioning; mapping movement patterns across court space; directions (forward, backward, diagonal, sideways); zones and areas of court; boundaries and territory concepts

PSHE

Teamwork and cooperation during group games; resilience when techniques don't work immediately; managing competitive emotions appropriately; communication skills development; empathy during peer assessment; growth mindset through progressive challenges; inclusion and valuing diverse abilities

Teacher Guidance

Positioning

During skill development position centrally with 360-degree visibility of all groups; during games position at court edge with diagonal view across playing areas; move constantly rather than remaining static; position yourself where you can see faces to monitor engagement and understanding

Observation Focus

Watch for: quality of technical execution especially shoulder drops and direction changes; timing of movements in relation to ball and defenders; spatial awareness and decision-making; intensity levels and fatigue; group dynamics and inclusion; application of feedback; transfer of skills from practice to game contexts

Intervention Points

Step in when: safety concerns arise (contact, collisions, unsafe movement); students struggling significantly and need scaffolding; teaching points not being applied requiring re-demonstration; groups off-task or unclear about instructions; emotional responses need managing (frustration, conflict); excellent examples occur that would benefit whole class observation

Demonstration Notes

Demonstrate: Exaggerate movements for visibility from distance especially shoulder drops and foot planting; use slow motion first then full speed; show incorrect version then correct version to highlight difference; use confident students to demonstrate to class when possible building their confidence; provide commentary during demonstrations explaining what to look for; demonstrate from multiple angles if complex movement; always demonstrate safety aspects explicitly

Verbal Cues

•'Soft touches!' - when ball control needs improving
•'Find space!' - when students bunching or not moving
•'Drop that shoulder!' - reminder of dodging technique
•'Explode!' - to encourage explosive direction changes
•'Clear and drive!' - during game application as reminder
•'On your toes!' - to maintain ready position and footwork
•'Read your defender!' - to develop tactical awareness
•'Timing!' - brief reminder of key concept

Safety Considerations

Space & Surface Requirements

Space Requirements

Full netball court (30.5m x 15.25m) or equivalent outdoor hard surface area; minimum ceiling height 7m if indoors; clear buffer zone of 2m around court perimeter free from obstacles

Surface Check

Dry, even, non-slip surface essential for changes of direction; check for debris, water, or hazards before lesson; outdoor courts must be free from ice, mud, or standing water; indoor court clean and dust-free

Equipment Safety

Safety Checks

•Netballs properly inflated to regulation pressure (check by bounce test)
•Cones have no sharp edges or cracks that could cause injury
•Posts stable and positioned correctly with padding at base if available
•Bibs clean and appropriate sizes to avoid tripping hazards
•No loose equipment at court edges creating trip hazards

Risk Management

Key Risks

•Collisions between students during dynamic activities especially tag and games
•Slips and falls during rapid changes of direction on potentially slippery surfaces
•Ball strikes to face or body during passing activities
•Ankle or knee injuries during dodging movements if technique poor or surface unsuitable
•Overexertion leading to exhaustion, particularly in unfit students
•Contact between students during competitive games despite non-contact rules

Risk Mitigation

•Clear boundaries established and enforced for all activities reducing collision risk
•Adequate spacing between activity stations (minimum 3 metres) during skill development
•Progressive skill building from passive to active defensive pressure allowing technique development
•Warm-up specifically targets muscles and movements used in main lesson
•Continuous monitoring of surface conditions and immediate addressing of hazards
•Reinforce non-contact rules explicitly before and during games
•Appropriate work-rest ratios with hydration breaks built into lesson structure
•Differentiation allows students to work at appropriate intensity levels
•Teach correct dodging technique to reduce injury risk from poor movement patterns

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students at all times
•During skill development stations, position centrally to observe all groups
•During game application, move between games to maintain presence
•Monitor high-activity areas such as near posts where collisions more likely
•Be particularly vigilant during competitive game phases when intensity increases
•Scan continuously for students showing signs of distress, overexertion, or unsafe behaviour

Emergency Procedures

Stop activity immediately on observation of injury or incident using whistle; assess severity of situation; provide appropriate first aid if qualified or summon first aider; ensure rest of class safely supervised during incident management; complete accident report forms as per school policy; contact parents/guardians if injury requires further medical attention; do not move student with suspected serious injury until assessed by qualified personnel