Lesson 5 - Game Creation & Leadership
Technical Mastery & Leadership
•Year 9
•Sport Education
•Start Planning Better PE Lessons
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How can we create innovative dodgeball variations that challenge and engage all players whilst developing leadership through teaching?
Learning Objectives
- Explore and analyse different versions of dodgeball to understand game mechanics
- Create innovative dodgeball variations considering rules, objectives, and player engagement
- Demonstrate effective leadership and teaching skills when delivering game variations to peers
Key Outcomes
- Students will have created and successfully taught an original dodgeball variation
- Students will have demonstrated leadership qualities through clear instruction and rule explanation
- Students will have evaluated the effectiveness of different game variations and teaching methods
Equipment & Resources Required
Distributed evenly along centre line, checked for appropriate softness
Alternative: Foam balls, bean bags for modified versions
Different colours for each team, extras for super power variations
Alternative: Coloured bands, team shirts
Mark court boundaries clearly and centre line
Alternative: Cones, discs, chalk lines
Mark court corners and any special zones
Alternative: Large cones, corner flags
One per game area, visible to all players
Alternative: Phone timers, countdown clocks
Available for creative game variations, stored safely when not in use
Alternative: Low cones, agility poles
Available for students to request for their creative variations
Alternative: Hoops, ropes, additional balls, targets
Key Vocabulary
The area at the back of each court where eliminated players wait
A modified version of a sport with altered rules, objectives, or gameplay mechanics
The ability to guide, motivate, and organise others towards achieving a common goal
Playing according to the rules with respect for opponents and officials
Ethical and respectful behaviour in sport, showing dignity in victory and defeat
A throwing technique where the ball is released from the side of the body with a horizontal arm movement
A throwing technique with an underhand motion, typically more accurate but less powerful
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Understands basic dodgeball rules and safety procedures
- Has experience working in Sport Education team roles
- Can perform fundamental dodgeball skills (throwing, catching, dodging)
- Has participated in cooperative learning activities
Current Skills
- Creating innovative game variations with clear objectives
- Teaching and explaining game rules to peers effectively
- Demonstrating leadership qualities in sport contexts
- Evaluating and adapting game mechanics for improved engagement
Next Steps
- Leading entire Sport Education tournaments
- Creating sport-specific training programmes
- Developing coaching and officiating skills
- Applying leadership principles across different sports
Milestone Indicators
Key Teaching Points
- Emphasise safety in all game variations - no throwing above shoulder height ever
- Guide game creation through systematic questioning rather than providing solutions
- Model effective teaching techniques through your own instruction style
- Encourage inclusive game design that allows all abilities to participate successfully
- Connect leadership skills demonstrated to broader applications beyond PE
- Support reflection by asking specific, probing questions about experience
- Celebrate creativity in game design while maintaining practical playability
Common Misconceptions
- Misconception: Complex games are automatically better games. Correction: Simplicity often makes games more engaging and inclusive
- Misconception: Good players automatically make good teachers. Correction: Teaching requires specific communication and demonstration skills
- Misconception: Leadership only happens when you're officially 'in charge'. Correction: Leadership can be shown through support, encouragement, and positive influence
- Misconception: Game variations should be completely different from original dodgeball. Correction: Small rule changes can create significantly different experiences
- Misconception: Teaching means just explaining rules once. Correction: Effective teaching includes demonstration, checking understanding, and ongoing support
SEN Adaptations
ADHD
- Include regular movement breaks, provide clear focus points for each activity, use shorter time segments with clear objectives
dyspraxia
- Allow extra time for skill demonstrations, provide step-by-step written instructions, offer alternative ways to contribute to game creation
autism spectrum
- Provide clear structure and timings for each activity, offer quiet zones during reflection, use visual schedules for lesson progression
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of game setups, implement buddy system for game creation support
hearing impairment
- Use visual demonstrations for all game explanations, provide written rule summaries, establish clear visual signals for game control
physical disability
- Adapt throwing techniques and distances as needed, modify court sizes for accessibility, provide alternative roles in game creation and teaching
Cross-Curricular Links
English
Communication skills through rule explanation and instruction, vocabulary development, persuasive speaking when teaching games
Maths
Problem-solving in game design, logical thinking in rule creation, statistical analysis of game effectiveness
Business Studies
Project management in game creation, teamwork and leadership skills, evaluation and improvement processes
Design Technology
Design thinking process in game creation, iterative improvement through testing and refinement
Psychology
Understanding motivation and engagement in game design, leadership styles and their effectiveness
Teacher Guidance
Positioning
Central location allowing observation of all team activities, move between groups during creation phase, strategic positioning during teaching sessions
Observation Focus
Monitor game creation for safety and inclusivity, watch teaching clarity and effectiveness, note leadership behaviours and team dynamics
Intervention Points
Step in if game rules become unsafe, support struggling teachers with prompts, facilitate if team dynamics become negative
Demonstration Notes
Model clear rule explanation techniques, demonstrate positive teaching body language, show how to check for understanding effectively
Verbal Cues
- •'Remember safety first in your game design'
- •'Explain that rule more clearly - your learners look confused'
- •'Excellent leadership - you're checking everyone understands'
- •'Think about how to make this inclusive for all abilities'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large sports hall or gymnasium with minimum 30m x 20m clear space, divided into multiple game areas
Surface Check
Non-slip, even surface free from obstacles, adequate ceiling height for throwing activities
Equipment Safety
Safety Checks
- •Soft dodgeballs appropriate for Year 9 students checked for damage
- •Cones and markers positioned to avoid tripping hazards
- •All additional equipment stored safely when not in active use
Risk Management
Key Risks
- •Ball impacts to head/face area
- •Collisions between players during rapid movement
- •Slips and falls during direction changes
- •Equipment becoming projectiles during enthusiastic play
Risk Mitigation
- •Reinforce throwing below shoulder height rule consistently
- •Establish clear boundaries and safe zones for each game area
- •Ensure adequate space between different game groups
- •Supervised equipment access and storage procedures
Supervision & Emergency Procedures
Supervision Points
- •Position for clear sight lines across all active game areas
- •Monitor high-energy activities for safety compliance
- •Be particularly vigilant during game transitions and setup changes
Emergency Procedures
Immediate stop signal established, first aid trained staff available, clear evacuation routes maintained