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Lesson 5 - Dodging and Creating Space

Tactical Awareness & Skills

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Year 8

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Netball

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1h 5min

Big Question

How can intelligent movement and dodging techniques help you outwit opponents and create attacking opportunities?

Learning Objectives

Understand how to get free from the opposition using dodging techniques
Apply dodging to competitive situations to outwit opponents
Develop attacking strategies through effective movement patterns

Key Outcomes

Students will execute single and double dodging techniques with correct form
Students will create space effectively in game situations through clearing and driving movements
Students will demonstrate tactical awareness by applying dodging techniques to outwit defenders

Equipment & Resources Required

Netball

15 (1 per 2 students)

Distributed in bags at court corners, inflated to regulation pressure

Alternative: Size 4 netballs for smaller hands, or soft touch netballs

Bibs

15 (half the class in contrasting colour)

Two different colours for easy team identification

Alternative: Coloured bands or pinnies

Throw Down Markers

Used to mark court thirds and practice area boundaries

Alternative: Cones, spots, or chalk marks

Posts

2 (regulation height 3.05m)

Securely positioned at each end of court, checked for stability

Alternative: Adjustable posts for modified games

Cones

Various colours for different drill zones, placed around perimeter

Alternative: Throw down markers or chalk lines

Score Sheets

30 (1 per student)

Clipboards available, sheets include Head/Hands/Heart framework

Alternative: Digital assessment on tablets, or laminated peer assessment cards

Whistles

Teacher positioned for visibility and audibility

Alternative: Voice commands, hand signals

Stopwatch

Used to time activities and maintain lesson pace

Alternative: Phone timer, visible countdown clock

Key Vocabulary

Dodging

A movement technique used to evade a defender by quickly changing direction

Single dodge

A one-directional change of movement to deceive the defender

Double dodge

Two consecutive directional changes to create space and confuse the defender

Drop shoulder

Dipping one shoulder down and across to fake movement in that direction

Clearing

Moving away from the space where you want to receive the ball

Driving

Explosive sprint into space to receive the ball after clearing

Creating space

Using movement to make gaps in the defensive structure where you can receive the ball

Explosive movement

Rapid acceleration from stationary or slow movement to maximum speed

Direction change

Quickly altering your running path to evade defenders

Agility

The ability to move quickly and change direction efficiently whilst maintaining control

Skill Progression Pathway

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

Prior Learning

Basic netball footwork rules and pivoting
Understanding of passing and catching techniques
Awareness of court positions and basic movement patterns
Introduction to marking and defending

Current Skills

Single and double dodging techniques
Drop shoulder movement to change direction
Clearing and driving into space
Creating separation from defenders
Explosive directional changes

Next Steps

Advanced dodging combinations in game situations
Reading defensive patterns to exploit space
Integrating dodging with shooting and feeding
Team attacking patterns and set plays

Milestone Indicators

Student can execute single dodge with correct shoulder drop

Student creates visible separation from defender

Student times their movement to receive passes successfully

Student applies dodging techniques without prompting in games

Key Teaching Points

Dodging effectiveness depends on selling the fake - exaggerated shoulder drop and convincing body language is essential
Ready position is fundamental - knees bent, on toes, low centre of gravity enables explosive movement in any direction
Clearing creates space - moving away from where you want to receive is counterintuitive but essential for netball success
Timing is critical - dodging too early or too late both fail; coordinate movement with teammate's readiness to pass
Explosive direction change requires powerful push-off from outside foot - this is where the speed advantage is created
Spatial awareness and communication are as important as individual dodging technique - netball is a team game
Progressive difficulty is key - master single dodge before attempting double dodge or half turn variations

Common Misconceptions

Misconception: 'Dodging is just running fast.' Correction: Dodging is about deception and direction change, not just speed. A slow convincing fake is more effective than fast straight running.
Misconception: 'I should dodge when I receive the ball.' Correction: You dodge BEFORE receiving to get free from your marker. Once you have the ball, you can't travel so dodging serves no purpose.
Misconception: 'I need to dodge every time.' Correction: If you're already free with space, there's no need to dodge. Dodging is a tool for when you're marked tightly - use it strategically.
Misconception: 'The bigger the dodge movement, the better.' Correction: Sharp, explosive dodges over short distances are more effective than large exaggerated movements that take time. Economy of movement is key.
Misconception: 'I just need to be faster than the defender.' Correction: Netball marking rules mean defenders start close. Dodging is about wrong-footing them, not outrunning them. Smart beats fast.

SEN Adaptations

ADHD

Keep activities short with frequent changes (no more than 5 minutes per activity); provide clear concrete boundaries marked visually; offer regular positive specific feedback; allow movement breaks if needed; give one instruction at a time with checking for understanding; use energetic enthusiastic teaching style to maintain engagement; provide leadership roles to channel energy positively; allow fidget tools during sedentary parts if helpful

dyspraxia

Use larger netballs or lighter balls for easier catching; reduce complexity of dodging to single direction changes initially; provide additional practice time and repetition; break skills into smaller component parts; offer hand-over-hand guidance for correct body positioning; reduce speed of activities allowing more processing time; provide visual markers on floor for positioning; celebrate effort and improvement over absolute performance; build skills very gradually with extensive scaffolding

autism spectrum

Provide visual schedule showing lesson structure and timings; establish clear, consistent routines for each section; offer quiet zone or time-out space if overstimulated; use visual cues and social stories to explain expected behaviours; give advance warning of transitions between activities; allow use of ear defenders if noise sensitivity; pair with understanding empathetic partner; provide explicit instruction about social interactions during games

visual impairment

Use brightly coloured bibs and balls with high contrast to background; provide verbal cues constantly during demonstrations ('I'm dropping my right shoulder now'); assign sighted buddy to provide verbal guidance during games; use audio signals (bells, whistles) for spatial awareness; allow tactile exploration of correct body positions before attempting; reduce playing area size for easier navigation

hearing impairment

Ensure student can always see teacher's face for lip reading; use exaggerated visual demonstrations with clear hand signals; provide written instruction cards with diagrams; assign buddy to tap shoulder when whistle blown or instruction given; use visual countdown timers for timed activities; establish clear visual signals for stop/start/well done; position student where they can see all communications

physical disability

Adapt dodging to seated position in wheelchair - torso twisting and arm fakes; modify games to allow wheelchair users to play designated positions; adjust court size and boundaries for accessibility; allow alternative equipment (larger lighter balls); provide additional time for movements; focus on upper body dodging movements; ensure level surface for wheelchair maneuverability; celebrate adapted techniques equally

Cross-Curricular Links

English

Using technical vocabulary accurately (dodging, clearing, driving, explosive movement); explaining techniques verbally during peer assessment; listening to instructions and responding appropriately; describing movement patterns using precise language; following complex multi-step instructions during skill development

Maths

Calculating pass success percentages during possession games (10/15 passes = 66.7% accuracy); measuring and comparing distances covered during clearing sprints; analysing angles of movement for optimal space creation; timing activities using seconds and minutes; understanding thirds and fractions in court positioning (1/3, 2/3, 3/3 lines)

Science

Understanding forces and motion during dodging (acceleration, deceleration, change in velocity); exploring friction between shoes and court surface for grip; examining physiological responses to exercise (increased heart rate, breathing rate, temperature); learning about major muscle groups used in explosive movement (quadriceps, hamstrings, calves, core); investigating balance and centre of gravity during directional changes

Geography

Using directional language and spatial vocabulary (left, right, forward, backward, diagonal); understanding positioning and court mapping; navigating space efficiently; awareness of personal space and area management; recognising patterns of movement across defined territories

PSHE

Developing teamwork and cooperation during small-sided games; building resilience when techniques don't succeed initially; managing emotions during competitive situations; showing respect for opponents through fair play; developing communication skills through tactical discussions; building self-confidence through skill mastery; understanding the importance of regular physical activity for health and wellbeing

Teacher Guidance

Positioning

Position yourself at court edges with clear sight lines to all students. During small-sided games, stand between multiple games to monitor simultaneously. Move dynamically rather than remaining static. Raise position (stand on bench) during demonstrations to ensure visibility for all students.

Observation Focus

Watch for correct dodging technique: shoulder drop, explosive movement, low body position. Monitor defensive marking to ensure appropriate pressure without contact. Observe spatial awareness and decision-making during games. Assess transfer of learning from practice to game application. Note students struggling or excelling for differentiation.

Intervention Points

Step in immediately for safety concerns or rule violations. Intervene when students appear confused or techniques are significantly incorrect. Pause games to highlight exemplary performances. Provide individual coaching during practice rotations. Challenge students working below their capability. Support students becoming frustrated or disengaged.

Demonstration Notes

Demonstrate: Always show techniques in slow motion first, then full speed. Exaggerate key components (shoulder drop, knee bend) for clarity. Use student volunteers to demonstrate variations and common mistakes. Show from multiple angles so all students can see. Repeat demonstrations throughout lesson not just at start. Use positive error demonstration: 'If I do this [incorrect], what happens? Now watch the correct way.' Narrate your demonstrations: 'Watch my shoulder drop down and across, now explosive change of direction.'

Verbal Cues

•'Soft touches on the ball - control first, speed second!'
•'Find space - don't wait for the ball to come to you!'
•'Explosive movement - zero to hero in one second!'
•'Drop that shoulder - sell the fake!'
•'Clear then drive - away then attack!'
•'Eyes up - see the game!'
•'Knees bent - ready position always!'
•'Communication - talk to your teammates!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full netball court (30.5m x 15.25m) or equivalent indoor/outdoor space. Minimum clear space of 2m around boundaries. Adequate ceiling height for netball trajectories (minimum 8m indoors).

Surface Check

Dry, even surface free from water, debris, or trip hazards. Outdoor courts checked for loose stones or uneven areas. Indoor courts clear of dust or moisture. Lines clearly visible and marked.

Equipment Safety

Safety Checks

•Netballs inflated to regulation pressure (0.48-0.52 kg/cm²)
•Netball posts securely positioned with stable bases, checked before lesson
•Cones have no sharp edges or cracks that could cause injury
•Bibs clean and appropriate size for all students
•Throw-down markers lying flat to prevent trips
•First aid kit accessible and stocked appropriately

Risk Management

Key Risks

•Collisions between students during high-speed dodging activities
•Impact injuries from netballs during passing or games
•Ankle or knee injuries from sudden directional changes
•Slips and falls particularly during explosive movements
•Overexertion leading to exhaustion or heat-related illness
•Contact between students during defensive marking

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson
•Adequate spacing between practice groups (minimum 5m)
•Progressive skill building from slow to full speed
•Emphasis on non-contact netball rules consistently enforced
•Warm-up specifically preparing muscles and joints for explosive movement
•Regular hydration breaks provided, water bottles accessible
•Teacher positioned for maximum visibility of all students at all times
•Appropriate footwear checked - supportive trainers with ankle support mandatory
•Jewellery removed, long hair tied back, no loose clothing
•Medical information reviewed before lesson (asthma, injuries, conditions)

Supervision & Emergency Procedures

Supervision Points

•Position yourself to see all activity areas simultaneously
•Move around perimeter during games rather than staying static
•Monitor high-activity zones like shooting circles and centre third closely
•Watch for fatigue signs and provide rest breaks as needed
•Intervene immediately if physical contact or dangerous play occurs
•Keep emergency procedures and first aid kit location in mind
•Scan for any students sitting out or appearing distressed

Emergency Procedures

If injury occurs: Stop play immediately with three short whistle blasts. Assess injury without moving student unless necessary. Send reliable student to alert office/call for assistance if needed. Apply appropriate first aid only if qualified. Complete accident report form. Contact parents/guardians if required. For serious injuries: Call emergency services immediately, do not move student, keep them calm and warm, clear area of other students.