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Lesson 6 - Dodging & Movement Skills

Tactical Awareness & Skills

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Year 8

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Netball

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Big Question

How can combining multiple dodging techniques create unstoppable attacking movements?

Learning Objectives

Consolidate dodging techniques in game situations
Apply multiple dodging strategies effectively under pressure
Combine attacking movement with accurate passing to create scoring opportunities

Key Outcomes

Students will perform advanced dodging sequences (double and triple dodges) in competitive situations
Students will analyse and evaluate the effectiveness of different dodging strategies
Students will integrate dodging with passing and spatial awareness in full game contexts

Equipment & Resources Required

Netball

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

Distributed at station areas and game zones, inflated to regulation pressure

Alternative: Size 4 balls for students needing lighter option

Bibs

15 (half class) in 2-3 different colours

Organised by colour for quick team identification

Alternative: Coloured bands or sashes

Throw Down Markers

20-30 flat markers

Used for shuttle runs, station boundaries, and positional markers

Alternative: Spots, poly spots, or taped X marks

Posts

2 regulation height posts (minimum)

Securely positioned at court ends, checked for stability

Alternative: Modified height posts for differentiation if available

Cones

22 cones in various colours

Mark court boundaries, station areas, and game zones

Alternative: Dome cones or corner flags

Score Sheets

1 per student plus teacher copies

Pre-printed with assessment matrix, clipboards for easy writing

Alternative: Digital assessment on tablets if available

Whistles

1 for teacher, optionally 3-4 for student officials

Ensure all can hear whistle across outdoor court

Alternative: Voice commands with clear signals

Cards

4-6 laminated cards

Clear visual instructions and coaching points for independent work

Alternative: Whiteboard at each station with instructions

Key Vocabulary

Triple dodge

A sequence of three consecutive dodging movements used to evade a defender - typically combining different dodge types for maximum effectiveness

Clearing run

A movement away from the target area before driving back towards it to receive a pass, creating separation from defender

Driving

An explosive, purposeful movement towards the ball or space using powerful leg drive and acceleration

Conditioned game

A modified game with specific rules or constraints designed to develop particular skills or tactical understanding

Station work

Organised practice involving small groups rotating through different skill-focused activities or stations

Space utilisation

The intelligent use of available court area to create passing options and evade defenders

Peer coaching

When students provide technical and tactical feedback to classmates to improve performance

Transition

The moment when possession changes between teams, requiring rapid shift from attack to defence or vice versa

Movement quality

The effectiveness, efficiency and timing of movements - sharp changes of direction, explosive acceleration, deceptive body positioning

Skill Progression Pathway

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

Prior Learning

Basic dodging techniques (single, double, sprint dodge)
Understanding of netball court positions and rules
Fundamental passing skills (chest, bounce, shoulder pass)
Spatial awareness and court positioning

Current Skills

Triple dodge sequences with fluidity
Advanced clearing and driving combinations
Dodging under defensive pressure in game contexts
Integration of dodging with team tactics

Next Steps

Strategic attacking patterns in 7v7 situations
Reading defensive formations to exploit space
Advanced offensive play calling and team coordination
Tournament-level game application

Milestone Indicators

Consistently frees themselves from one-on-one marking

Creates space for teammates through intelligent movement

Maintains dodging effectiveness under fatigue

Demonstrates tactical awareness of when to dodge versus when to move straight

Key Teaching Points

Low centre of gravity is essential for explosive dodging - emphasise bent knees and hips
Dodges must be sharp and decisive not rounded - plant foot firmly and push off explosively
Sell the fake - make the first movement convincing enough to commit the defender before changing direction
Eyes up maintaining court awareness - not looking down at ball or feet during dodging
Timing between dodge and pass is crucial - feeder waits for separation, dodger drives to meet pass
Use full court space intelligently - clearing away creates space to drive into
Quality over quantity - two excellent dodges more effective than three poor ones
Adapt dodge type to situation - sprint dodge for space, double dodge when tightly marked, triple dodge under maximum pressure

Common Misconceptions

MISCONCEPTION: 'More dodges always means better' - CORRECTION: Quality and appropriateness matter more than quantity; sometimes a single explosive dodge is more effective than multiple weak ones
MISCONCEPTION: 'Dodging is just about speed' - CORRECTION: Deception, timing, and sharpness of direction change are equally important; a clever dodge at moderate speed beats a predictable sprint
MISCONCEPTION: 'I should dodge the same way every time' - CORRECTION: Variety keeps defenders guessing; adapt dodge type based on defender's positioning and game context
MISCONCEPTION: 'Clearing away from the ball wastes time' - CORRECTION: Creating space through clearing runs makes the subsequent drive to the ball much more effective and harder to defend
MISCONCEPTION: 'If the dodge didn't work, keep trying the same thing' - CORRECTION: Problem-solve and adapt; try different dodge types or combinations until you find what works against that particular defender
MISCONCEPTION: 'Dodging is only for attackers' - CORRECTION: Defenders also use dodging movements to reposition, intercept, and transition from defence to attack
MISCONCEPTION: 'I can dodge anywhere in my playing area' - CORRECTION: Footwork rule still applies; must establish landing foot before dodging, can't step with landing foot

SEN Adaptations

ADHD

Short, varied activities maintaining engagement (maximum 6 minutes per activity format); clear, concise instructions with visual supports; regular movement opportunities built in; positive reinforcement frequently; break complex tasks into smaller steps; provide movement breaks if needed; leadership roles to channel energy positively; fidget tools available if helpful; clear boundaries and expectations revisited regularly; timer visible to show activity duration remaining

dyspraxia

Larger, softer balls easier to control; simplified movement patterns initially; additional practice time for skill development; break down dodges into smaller components; visual and verbal cues combined; reduced speed of activities initially; smaller playing spaces reducing distance to cover; avoid over-crowded areas; patient, supportive teaching approach; celebrate small improvements; peer support and modelling; equipment modifications (different ball sizes to choose from)

autism spectrum

Provide visual timetable showing lesson structure and timings; clear, predictable routines for transitions; warning before activities change ('2 minutes until rotation'); quiet zone available if sensory overload occurs; simplified instructions broken into steps; consistent use of visual cues and signals; minimise unexpected changes to plans; allow processing time after instructions; partner with understanding peer; reduced sensory stimulation if needed (quieter area, fewer students in group)

visual impairment

Use brightly coloured balls (yellow or orange high-visibility netballs); provide bright coloured bibs for easy team identification; verbal cues from teacher and teammates describing space and positioning; buddy system with sighted partner for navigation; reduce playing area size for closer proximity; auditory signals (whistle patterns, verbal calls) supplementing visual signals; allow closer positioning to demonstrations; tactile learning through guided movement

hearing impairment

Visual demonstrations for all instructions - show don't just tell; written task cards at each station with pictures/diagrams; use hand signals and visual cues for starts, stops, rotations; ensure student can see teacher's face for lip-reading opportunities; buddy system with hearing peer for communication support; position near teacher during instructions; vibrating timer/visual lights for time signals instead of whistles; British Sign Language interpreter if available

physical disability

Modified dodging movements - seated versions from wheelchair or chair; adapted equipment (lighter balls, lower posts if appropriate); reduced playing area requiring less movement coverage; assigned zones limiting movement requirements; peer support for ball retrieval; alternative roles such as official, coach, or tactical advisor; focus on achievable dodges (upper body fakes, direction of wheelchair); inclusive games where all abilities contribute

Cross-Curricular Links

English

Oracy skills through peer coaching, tactical discussions, and plenary reflections; subject-specific vocabulary development (technical netball terminology); written communication in self and peer assessment; giving and receiving constructive feedback; active listening during instructions and peer coaching; explanation and reasoning about tactical decisions

Science

Forces in action: push and pull forces during explosive dodging; friction between feet and court surface enabling direction changes; Newton's laws of motion (acceleration, deceleration, action-reaction during dodging); cardiovascular system response to exercise (heart rate elevation during warm-up, recovery during cool-down); muscular system (muscle groups used in dodging - quadriceps, calves, hip flexors); energy systems and fatigue

Geography

Spatial awareness and mapping movement patterns on court; understanding of directions (forward, backward, lateral, diagonal movements); positioning and coordinates (court thirds, circles); use of space and territory in competitive situations; mental mapping of court areas and boundaries

Mathematics

Angles of movement and direction changes during dodges; estimating distances (8 metres to feeder, 2 metre separation from defender); counting and tracking (consecutive passes, successful dodges); percentages (success rates - 'I succeeded 70% of attempts'); timing and measurement (4 minutes per station, 20 seconds per stretch); spatial reasoning and geometry (court dimensions, positioning)

PSHE

Teamwork and cooperation in group activities and games; communication skills during peer coaching and team play; resilience and growth mindset when dodges unsuccessful; leadership opportunities as captains, umpires, and station leaders; managing emotions during competitive situations; respect and fair play; setting personal targets and goal-setting skills; self-evaluation and honest reflection

Teacher Guidance

Positioning

Central court position during warm-up and cool-down for full visibility; circulate during station rotations spending 1 minute observing each station; position on sideline during games with sight-line covering all three game zones; move along sideline to get closer views as needed

Observation Focus

Watch for: dodge sharpness and explosiveness (low body position, powerful push-off); decision-making quality (choosing appropriate dodge for situation); spatial awareness (using full court space effectively); technique maintenance under fatigue; safety concerns (over-physical play, students in distress); standout performances for public recognition

Intervention Points

Step in if: contact between students becomes physical; technique is unsafe (high risk of injury); students are disengaged or struggling significantly; disputes about rules or scoring arise; equipment is being misused; any student showing signs of injury or distress; competitive intensity becoming counter-productive

Demonstration Notes

Always use student volunteers when possible to demonstrate skills - increases engagement and identifies excellent examples; demonstrate at slow speed first showing key body positions, then at full game speed; use exaggerated movements to emphasise key points (deep knee bend, explosive push-off); demonstrate common mistakes then correct version for contrast; for complex sequences (triple dodge), break into components first then link together; position demonstrators where all students have clear view (centre of court, students in horseshoe formation); provide running commentary during demonstration identifying specific teaching points

Verbal Cues

•'Soft touches!' - during ball control warm-up
•'Find space!' - when students bunching together
•'Sharp cuts!' - encouraging explosive direction changes
•'Low position!' - reminding about body position during dodges
•'Sell the fake!' - encouraging deceptive movements
•'Explode!' - emphasising power and acceleration
•'Time it!' - when passes and dodges not synchronized
•'Read your defender!' - encouraging tactical awareness
•'Quality over speed!' - when technique deteriorating
•'Spread out!' - improving space utilization

Safety Considerations

Space & Surface Requirements

Space Requirements

Full netball court (30m x 15m) ideal; minimum half court (15m x 15m) required; clear run-off space of 2 metres beyond boundaries; adequate ceiling height for shooting practice if indoors (minimum 4 metres)

Surface Check

Dry, non-slip surface essential due to explosive dodging movements; outdoor courts checked for puddles, debris, or uneven areas; indoor courts swept and dry; no visible hazards (stones, litter, wet patches)

Equipment Safety

Safety Checks

•All netballs inflated to correct pressure (check before lesson)
•Netball posts securely anchored and stable (check before use - shake posts)
•Cones and markers flat to ground to prevent trip hazards
•No damaged equipment used (check balls for splits, bibs for tears)
•All equipment appropriately stored at court edges during games to prevent trip hazards

Risk Management

Key Risks

•Collisions between students during dynamic dodging activities - high risk due to rapid direction changes
•Ankle/knee injuries from pivoting, landing, or sudden stops - moderate to high risk
•Contact between students during competitive games leading to falls or impacts - moderate risk
•Ball strikes to face or body during passing activities - low to moderate risk
•Trips over equipment (cones, balls) left in playing area - low risk if managed
•Overexertion or fatigue-related injuries especially in high-intensity sections - low to moderate risk

Risk Mitigation

•Clear boundaries established and enforced for all activities preventing out-of-area collisions
•Adequate spacing between simultaneous activities (minimum 3 metres between zones)
•Progressive warm-up preparing muscles and joints for explosive movements
•Teaching and reinforcing safe dodging technique (low centre of gravity, controlled movements)
•Monitoring competitive games for over-physical play - intervene immediately if contact occurs
•Regular water breaks offered especially in warm weather
•Modified activities for students with injuries or health concerns
•Emergency procedures known by teacher and accessible first aid kit available
•Students reminded to remove jewelry and secure long hair
•Appropriate footwear checked (proper trainers with ankle support, not fashion shoes)

Supervision & Emergency Procedures

Supervision Points

•Position centrally during multi-zone activities to observe all areas
•Circulate during station work checking each group regularly
•During games, position on sideline with full court view
•Monitor for fatigue-related technique deterioration especially late in lesson
•Watch for students favouring body parts or showing signs of discomfort - remove from activity if concerned
•Ensure all students visible at all times - no students behind equipment stores or outside court area
•Appoint responsible student leaders at stations if teacher cannot see all areas simultaneously

Emergency Procedures

STOP signal (whistle, raised hand, loud 'STOP') - all activity ceases immediately; assess situation; provide appropriate first aid; send responsible student for additional help if required; other students moved to safe area under supervision; incident recorded in school accident book; parent/carer contacted if injury significant; never leave injured student unattended