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Lesson 6 - Dodging & Getting Free

Ball Control & Strategy

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Year 7

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Netball

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Big Question

How can intelligent dodging transform you from a static player into an unstoppable attacking force?

Learning Objectives

Consolidate dodging techniques in competitive situations with consistent success
Apply getting free skills consistently in game play to create attacking opportunities
Combine dodging with effective passing to maintain possession and create scoring chances

Key Outcomes

Students will execute multiple dodging techniques under defensive pressure
Students will demonstrate tactical awareness of when to dodge versus when to pass quickly
Students will successfully combine dodging movements with accurate passes in game situations
Students will show improvement in their ability to lose defenders and create space

Equipment & Resources Required

Netball

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

Distributed to feeder positions around practice areas, inflated to correct pressure (check bounce reaches chest height when dropped)

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

Bibs

2 sets of 15 (two contrasting colours for game play)

Pre-sorted into two team sets, easily accessible for quick game setup

Alternative: Coloured bands, coloured PE tops if bibs unavailable

Throw Down Markers

30-40 markers

Used to mark practice area boundaries, target spaces, and court lines

Alternative: Cones, chalk marks on outdoor courts, tape marks on indoor courts

Posts

2 regulation height posts (3.05m) or 4 posts for multiple small games

Check posts are stable and secure before lesson begins

Alternative: Lower height posts for confidence building, basketball hoops with adapted rules

Cones

20-30 cones in assorted colours

Used for area boundaries, dodge targets, and spatial markers

Alternative: Markers, bean bags to mark boundaries

Score Sheets

1 per student plus teacher master copy

Clipboards available if outdoor assessment, stored at station for student access during peer assessment

Alternative: Digital assessment on tablets, verbal feedback with notes

Sun Markers

1 portable whiteboard or clipboard with diagrams

Used for visual explanations of dodging patterns and game tactics

Alternative: Printed visual diagrams, ground markings to explain tactics

Key Vocabulary

Dodging

A quick change of direction or speed to lose a defender and create space

Timing

Choosing the exact right moment to make your dodge for maximum effectiveness

Change of Direction

Quickly altering your movement path to confuse defenders

Drop Shoulder

A deceptive movement where you dip one shoulder to fake moving that direction before going the opposite way

Single Dodge

One directional change to lose a defender

Double Dodge

Two consecutive directional changes to thoroughly wrong-foot a defender

Clearing

Moving away from the space you want to receive the ball in, to create separation from your defender

Drive

An explosive, powerful sprint into space to receive a pass

Space

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

Fast Feet

Quick, small steps that allow rapid direction changes and agile movement

Active Defender

A defender applying full pressure, trying to mark tightly and intercept passes

Pressure

The level of defensive challenge making it difficult to receive or pass the ball

Skill Progression Pathway

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

Prior Learning

Basic dodging techniques including single dodge, double dodge, and drop shoulder
Fundamental passing techniques (chest pass, bounce pass, shoulder pass)
Understanding of netball court positions and basic rules
Awareness of space and spatial positioning
Experience with passive defending scenarios

Current Skills

Consolidating multiple dodging techniques under active defensive pressure
Combining dodging with immediate accurate passing
Tactical decision-making about when to dodge versus pass
Clearing and driving movements in game situations
Applying dodging consistently throughout full game play

Next Steps

Advanced dodging sequences with deception and fakes
Dodging combined with shooting techniques for Goal Attack/Goal Shooter positions
Reading defensive patterns to exploit weaknesses
Creating space for teammates through intelligent movement
Full tactical game play with all positional responsibilities

Milestone Indicators

Consistently loses defender in 7 out of 10 attempts

Executes dodge-pass combination smoothly without breaking flow

Makes correct tactical choice (dodge vs pass) in majority of situations

Shows variety in dodging techniques rather than relying on one favourite

Creates attacking opportunities through movement off the ball

Key Teaching Points

Dodging is not just about speed - it's about deception, timing, and explosive change of direction. The best dodge is one where the defender is convinced you're going one way, then you explode the opposite direction.
Always clear away from your target space first before driving to receive. Think 'slingshot' - pull back before firing forward. This creates the separation that makes your drive effective.
Fast feet and staying on balls of feet are essential for quick direction changes. If you're flat-footed, you can't react quickly. Maintain ready position with knees bent and weight forward.
Dodging is one tool in your toolbox - not always the answer. Read the situation: if the defender is tight, dodge to create space. If your teammate is already free, quick pass is smarter than taking time to dodge.
Quality of technique matters more under pressure. When tired or frustrated, that's when perfect footwork, controlled catches, and accurate passes become most important. Champions perform when it's hard.
Communication transforms individual dodging into team success. Call for the ball when you're free, let your feeder know when you're ready, encourage teammates when they're working hard to get free.
Persistence is a skill as important as dodging technique. Your first dodge might not work - immediate second attempt shows maturity. In a game, defenders will try their hardest - keep problem-solving!

Common Misconceptions

Misconception: 'Dodging means just running fast in different directions.' Correction: Dodging is about deception and timing, not just speed. A well-timed drop shoulder at 70% pace beats a full-speed aimless run. Sell your fake direction, then explode the opposite way.
Misconception: 'I should dodge every time I want the ball.' Correction: Over-dodging wastes time and energy. If you're already in space or your defender is poorly positioned, a simple drive or even staying still might be smarter. Read the situation and choose appropriately.
Misconception: 'If my first dodge doesn't work, I've failed and should give up.' Correction: Defenders are trying their hardest! Your first dodge creates information - it shows you how they react. Use that information for your second, third dodge. Persistence is key.
Misconception: 'Dodging is only for attacking players trying to receive the ball.' Correction: Dodging and change of direction skills apply to defenders too! Defenders use rapid direction changes to track attackers and position for interceptions.
Misconception: 'The fancier and more complex my dodge, the better.' Correction: Simple dodges executed perfectly beat complex dodges done poorly. A sharp single dodge at the right moment is more effective than a complicated sequence that's poorly timed or executed.
Misconception: 'I can dodge by myself without communicating with my feeder.' Correction: Dodging works best with feeder-receiver communication. Eye contact, timing, calling for the ball - these make your dodge effective by ensuring the pass arrives when you're free.

SEN Adaptations

ADHD

Short, varied activities with frequent changes (already built into lesson structure). Clear visual boundaries for all activities. Regular specific positive feedback ('Great explosive change, Marcus!'). Opportunities for leadership roles (warm-up leader, demonstrator). Allow movement during discussions if needed (standing, gentle bouncing). Provide clear success criteria for each activity. Use timers to show activity duration visually. Assign specific roles in game play to maintain focus (e.g., 'You're marking number 7'). Movement breaks built naturally into lesson structure.

dyspraxia

Extended time at passive defending stage to build movement confidence. Use larger, softer balls for easier catching. Reduce complexity of dodging sequences initially (master single before double). Provide hand-over-hand guided practice of movement patterns. Reduce court size to minimise distance and coordination demands. Allow static practice before adding movement. Verbal rehearsal of movement sequence before execution ('I'm going to step left, plant, push right'). Celebrate approximations not just perfect technique. Focus on consistent improvement rather than comparison to peers.

autism spectrum

Provide visual schedule of lesson structure at start showing each section. Clear, consistent routines for transitions between activities. Quiet zone available if sensory overload occurs. Advance warning of changes ('In 2 minutes we're moving to game play'). Concrete, specific instructions rather than abstract concepts. Reduce team size in games if large groups overwhelming (3v3 instead of 4v4). Social stories about appropriate reactions to winning/losing. Allow use of stress ball or fidget tool during sedentary parts (discussions). Minimise unexpected changes to plan.

visual impairment

Use brightly coloured balls with high contrast to background. Provide clear verbal cues throughout all activities ('Ball coming to you now, Sarah'). Buddy system with sighted partner for spatial navigation. Use textured markers on court boundaries for tactile reference. Reduce court size to minimise space to navigate. Teacher provides continuous verbal commentary during demonstrations. Allow touch-based exploration of correct dodging technique (partner guiding through movement).

hearing impairment

Visual demonstrations with exaggerated movements before all activities. Use hand signals for key instructions (thumbs up = good, pointing = direction to move). Provide written instruction cards at each station. Ensure student can see teacher's face for lip-reading opportunities. Buddy system with hearing peer to relay instructions. Use visual whistle (raised flag or light) instead of auditory whistle. Positioning near front during demonstrations and discussions.

physical disability

Seated/wheelchair netball variations - dodging becomes rapid direction changes in chair. Modify court size to reduce distance to cover. Allow static receiving positions without requirement to drive dynamically. Provide ball on rope for catching practice if grip strength limited. Adapted equipment (lighter/larger balls). Allow walking pace instead of sprinting for clearing movements. Focus assessment on tactical decisions and communication (Head/Heart) rather than physical execution. Partner support during activities.

social emotional mental health

Build in success opportunities early to develop confidence. Provide specific praise frequently. Allow opting in/out of demonstrations without pressure. Create safe, supportive environment for risk-taking. Avoid public criticism - use quiet individual feedback. Provide calm-down options if frustration occurs (ball to sideline, deep breaths, quiet space). Flexible groupings avoiding difficult peer combinations. Emphasise effort and improvement over winning. Teach and reinforce emotional regulation strategies. Celebrate small successes enthusiastically.

speech and language difficulties

Provide communication cards with key phrases ('Pass here', 'Help', 'Well done') for non-verbal communication during games. Accept non-verbal communication (pointing, gestures). Reduce pressure to verbally contribute in discussions - allow written responses or thumbs up/down. Provide sentence starters for peer assessment. Allow extended thinking time before requiring verbal responses. Buddy support during partner discussions. Focus assessment on physical and tactical domains rather than verbal explanation requirements.

Cross-Curricular Links

English

Oracy skills during discussions and explanations of tactical concepts. Vocabulary development of technical netball terminology. Persuasive language when directing teammates during games. Giving instructions clearly during student-led warm-up. Written communication in peer assessment feedback. Descriptive language explaining movement and technique.

Maths

Angles of direction changes during dodging (acute, right, obtuse angles). Spatial geometry of court positioning and creating triangular passing lanes. Calculating success rates from practice drills (7 out of 10 = 70%). Timing measurements (3-second possession rule enforcement). Distance estimation for optimal passing range.

Science

Forces and motion during explosive direction changes - understanding Newton's laws. Friction between footwear and court surface affecting grip during cuts. Body systems during exercise - cardiovascular response to high-intensity interval-style game play. Energy systems - anaerobic work during repeated dodging sprints. Biomechanics of efficient movement and injury prevention through correct technique.

Drama

Use of deception and 'selling' fake movements to wrong-foot defenders. Body language and physical expression during dodging. Performance under pressure and audience (teammates/opponents watching). Improvisation and creative problem-solving when planned moves don't work.

Geography

Spatial awareness and navigation of court space. Understanding of directions (forward, backward, lateral, diagonal) during dodging. Mapping movement patterns across court during game play. Territory control concepts in invasion games.

PSHE

Teamwork and cooperation during game play. Resilience and growth mindset when dodges unsuccessful. Managing emotions during competitive situations. Communication skills - clear, positive language with teammates. Leadership opportunities through demonstrations and peer coaching. Respectful feedback during peer assessment. Fair play and sportsmanship values.

Teacher Guidance

Positioning

During demonstrations: position where all students can see you clearly without sun/light in their eyes. During skills practice: circulate systematically between stations, spending equal time observing each group. During game play: position centrally to observe multiple courts/games simultaneously, or rotate between games spending 60-90 seconds at each. Prioritise positioning near goal areas where contact fouls most likely. Always maintain line of sight to all students.

Observation Focus

Skills section: focus on technique quality (body position, footwork, timing) and progressive pressure adaptation. Watch specifically for students struggling with active defending transition - they may need encouragement or slight pressure reduction. Game section: shift focus to application and decision-making. Watch for intelligent use of dodging at appropriate times not over-dodging. Monitor tactical awareness - are students reading defensive positioning? Assess all three domains continuously.

Intervention Points

Intervene immediately if: 1) Safety concerns emerge (contact fouls, environmental hazards), 2) Students showing significant frustration that might lead to inappropriate behaviour, 3) Activity too easy/hard for majority (adjust difficulty), 4) Misunderstanding of rules/expectations causing confusion, 5) Opportunity to highlight excellent practice to whole class (freeze and demonstrate). Don't intervene for: minor technical errors that students will self-correct, appropriate struggle that develops resilience, natural game flow unless safety/fairness compromised.

Demonstration Notes

Always demonstrate at full speed after showing slow-motion breakdown. Use student demonstrators frequently to model variety and build confidence. Exaggerate key technical points when demonstrating (e.g., really obvious drop shoulder, planted foot). Show common errors followed by correct technique for contrast. Position demonstrators where all can see clearly. Provide commentary during demonstrations explaining what to watch for. After demonstrations, ask checking questions: 'What did you see? What made that effective?' Don't assume watching equals understanding.

Verbal Cues

•'Explosive change! Not gentle curves!' - during dodging practice
•'Clear away first, then drive!' - when students dodging without clearing movement
•'Sell your fake! Commit to that first direction!' - when dodges lack conviction
•'Fast feet, stay on your toes!' - when students flat-footed and slow
•'Read the defence! Is dodging or quick pass better here?' - developing tactical awareness
•'Controlled landing, legal footwork!' - preventing travelling violations
•'Communication! Let your feeder know when you're ready!' - encouraging teamwork
•'Persistence! Champions don't give up after one failed dodge!' - building resilience
•'Contest with positioning not contact!' - when defending becoming too physical

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum full netball court (30.5m x 15.25m) or equivalent indoor hall space. If using multiple practice areas, ensure 3-4m spacing between areas to prevent stray balls/collisions between groups. Adequate run-off space beyond court boundaries (minimum 2m from walls/obstacles).

Surface Check

Dry, clean, even surface free from trip hazards. Indoor wooden/sport hall floor ideal. Outdoor tarmac courts acceptable if dry (no lesson in wet conditions due to slip risk from quick direction changes). Check for debris, water spillages, or damage before lesson. Court lines clearly visible and not worn to prevent slips.

Equipment Safety

Safety Checks

•All netballs inflated to correct pressure - check bounce reaches chest height when dropped from head height
•Netball posts secured and stable - shake test before lesson to ensure no wobble
•No damaged balls with exposed inner bladders or loose outer coverings
•Cones and markers have no sharp edges or cracks - discard any damaged equipment
•Bibs clean and in good condition without rips that could cause entanglement
•Assessment sheets and pencils stored safely off court during active play

Risk Management

Key Risks

•Collision between students during dynamic dodging movements at speed
•Contact fouls escalating as defensive pressure increases (particularly in skills practice step 3)
•Ankle injuries from direction changes on uneven surface or incorrect footwork
•Ball strikes to face/body during passing sequences particularly under pressure
•Slips and falls during explosive movements especially if surface not ideal
•Overexertion/fatigue during extended game play in high-intensity lesson
•Frustration leading to inappropriate physical contact during competitive games
•Collision with netball posts during play particularly in congested goal areas

Risk Mitigation

•Clear boundaries established and reinforced throughout - emphasise spatial awareness
•Progressive skill building from passive to active defending allows adaptation to pressure
•Demonstrate and emphasise correct footwork technique to prevent injuries during cuts
•Teach and enforce 'hands ready' catching position and 'call for ball' communication to prevent strikes
•Constant monitoring of surface conditions - stop immediately if spillages occur
•Scheduled water breaks and monitoring for signs of fatigue (reduced coordination, flushed faces)
•Immediate intervention for any contact fouls with clear explanation of netball rules
•Clear 2m exclusion zones around posts marked with cones, reinforced during games
•Adequate spacing between practice stations (minimum 3m) maintained throughout skills section
•Emphasise controlled aggression not physical contact during competitive elements

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students - typically corner or sideline vantage point
•During skills practice, circulate systematically spending 30-40 seconds per station
•During game play, position centrally to observe multiple games, prioritise observing areas with goal posts
•Monitor high-activity areas particularly during game application where competitive intensity increases
•Watch specifically for defensive contact fouls during active defending progressions
•Scan continuously for environmental hazards (stray balls, students straying into other groups' space)
•Position to intervene quickly if conflict or unsafe behaviour emerges

Emergency Procedures

Stop play immediately on whistle or 'STOP!' command. All students freeze in position. Assess situation: minor injury - student to sideline for first aid support; significant injury - send responsible student for first aider/office while staying with injured student. If head injury suspected, do not move student and send for first aider immediately. First aid kit accessible at court entrance. Emergency contact information and medical conditions list available. All students briefed on emergency stop procedure at lesson start.