Lesson 6 - Dodging & Movement Skills
Tactical Awareness & Skills
•Year 8
•Netball
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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
Distributed at station areas and game zones, inflated to regulation pressure
Alternative: Size 4 balls for students needing lighter option
Organised by colour for quick team identification
Alternative: Coloured bands or sashes
Used for shuttle runs, station boundaries, and positional markers
Alternative: Spots, poly spots, or taped X marks
Securely positioned at court ends, checked for stability
Alternative: Modified height posts for differentiation if available
Mark court boundaries, station areas, and game zones
Alternative: Dome cones or corner flags
Pre-printed with assessment matrix, clipboards for easy writing
Alternative: Digital assessment on tablets if available
Ensure all can hear whistle across outdoor court
Alternative: Voice commands with clear signals
Clear visual instructions and coaching points for independent work
Alternative: Whiteboard at each station with instructions
Key Vocabulary
A sequence of three consecutive dodging movements used to evade a defender - typically combining different dodge types for maximum effectiveness
A movement away from the target area before driving back towards it to receive a pass, creating separation from defender
An explosive, purposeful movement towards the ball or space using powerful leg drive and acceleration
A modified game with specific rules or constraints designed to develop particular skills or tactical understanding
Organised practice involving small groups rotating through different skill-focused activities or stations
The intelligent use of available court area to create passing options and evade defenders
When students provide technical and tactical feedback to classmates to improve performance
The moment when possession changes between teams, requiring rapid shift from attack to defence or vice versa
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
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