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Lesson 6 - Tournament Play & Assessment

Technical Mastery & Leadership

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Year 9

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Sport Education

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1h 2min

Big Question

How can we use sport to develop leadership, teamwork and self-reflection skills that transfer beyond PE?

Learning Objectives

Create and teach different variations of dodgeball games to peers
Complete comprehensive self-assessment of learning throughout the unit
Apply leadership and organisational skills to run a student-led tournament

Key Outcomes

Students will have successfully taught and learned peer-created dodgeball variations
Students will have organised and participated in a student-led dodgeball tournament
Students will have completed meaningful self-assessment and set targets for future invasion games

Equipment & Resources Required

Dodgeball

6-8 balls per game area (approximately 30-40 total)

Distribute equally to both teams at centre line for each game start

Alternative: Foam balls, gator skin balls, or soft volleyballs if dodgeballs unavailable

Team bibs

2 sets of 15 (two colours)

Organised by team colour before lesson begins for quick distribution

Alternative: Coloured bands, pennies, or team shirts if bibs unavailable

Throw Down Markers

8-12 lines

Used to mark court boundaries, centre lines and Dead Zone areas

Alternative: Cones, spots, or chalk lines on outdoor surfaces

Cones

22 cones

Mark corners and boundaries of multiple playing areas

Alternative: Throw down lines, benches, or existing court markings

Stopwatch

4-6 timers (one per game area)

Distributed to umpires/scorers for each playing area

Alternative: Mobile phones, wall clocks, or PE department stopwatches

Medium Cones

12-16 cones

Used for Dead Zone boundaries and specific game variation requirements

Alternative: Small cones, markers, or throw down spots

Speed hurdles (optional)

6-8 hurdles

Available if students have requested obstacles in their game variations

Alternative: Cones, benches, or skipping ropes laid flat as obstacles

PE Equipment

Varies based on game variations

Pre-approved equipment ready in equipment store for student access

Alternative: Any safe PE equipment that enhances approved game variations

Worksheets

1 per student (30 copies)

Clipboards and pens available for written self-assessment completion

Alternative: Digital forms on tablets/laptops, or verbal reflection with note-taking

Assessment Matrix

1 per student (30 copies) plus display copies

Visible reference during self-assessment activity

Alternative: Projected on screen or board, or shared digitally

Whistles

4-6 whistles (one per umpire)

Distributed to student umpires for game management

Alternative: Verbal calls if whistles unavailable

Key Vocabulary

Dead Zone

The designated area where eliminated players wait before potentially re-entering the game

Out

A player is eliminated from active play after being hit by a ball or having their throw caught

Catch

Securing the ball cleanly before it touches the ground, which eliminates the thrower and can bring a teammate back in

Dodge

Evasive movement to avoid being hit by a thrown ball

Side Sling

A throwing technique where the ball is released from the side of the body with rotational force

Underarm Throw

A controlled throwing technique with arm swinging below shoulder height, useful for accuracy

Fair Play

Adhering to rules honestly, showing respect for opponents, and maintaining sporting integrity

Sportsmanship

Demonstrating respect, fairness and courtesy towards teammates, opponents and officials

Tournament

An organised competition involving multiple teams playing a series of games to determine rankings or winners

Self-Assessment

The process of reflecting on and evaluating your own learning, skills and progress

Leadership

Taking responsibility for organising, motivating and guiding others towards achieving a common goal

WWI (What Went Well)

Reflective practice identifying successful elements or strengths in performance

EBI (Even Better If)

Reflective practice identifying areas for improvement and setting specific development targets

Skill Progression Pathway

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

Prior Learning

Basic dodgeball skills: dodging, throwing, catching
Understanding of game rules and Dead Zone concepts
Experience working in teams and roles (players, umpires, scorers)
Initial exposure to game variations and adaptations
Fundamental leadership skills in sport education context

Current Skills

Teaching and communication skills to deliver game variations
Advanced leadership in tournament organisation and management
Self-assessment and reflective practice capabilities
Application of all unit skills in competitive tournament context
Critical analysis using WWI/EBI framework

Next Steps

Transfer leadership skills to other sports and physical activities
Apply self-assessment practices to new sports contexts
Develop more complex tactical understanding in invasion games
Refine peer teaching and coaching abilities
Build on teamwork and communication skills in different sporting contexts

Milestone Indicators

Students confidently deliver game instructions to peers with clarity

Tournament runs smoothly with minimal teacher intervention

Self-assessments show genuine reflection and specific target-setting

Students make explicit links between dodgeball and other invasion games

Leadership roles are executed with confidence and fairness

Key Teaching Points

Student leadership is central - step back and allow students to organise, teach, umpire, and manage tournament with minimal teacher intervention (intervene only for safety or significant issues)
Sport Education model values are embedded throughout - emphasise responsibility, respect, cooperation, and students taking ownership of their learning and the lesson structure
Teaching quality during game variation delivery is crucial - ensure students explain clearly, demonstrate effectively, and check understanding before game play (use prompts: 'What questions do you have?')
Specific evidence is required in self-assessment - challenge vague responses, demand concrete examples from lessons (not 'I'm good at catching' but 'I can catch using two hands and cushion to chest consistently')
Transferable skills must be explicitly identified - make connections between dodgeball and other invasion games clear through questioning and discussion (dodging = moving off ball, creating space, tactical awareness)
Sportsmanship under competitive pressure is critical - monitor tournament for fair play, respect for umpire decisions, and graceful responses to wins/losses (stop and reset expectations if sportsmanship deteriorates)
WWI/EBI framework develops constructive reflection - ensure students celebrate achievements (WWI) AND identify specific, actionable targets (EBI: not 'be better' but 'improve catching by positioning hands earlier')

Common Misconceptions

Misconception: Leadership only means being captain or umpire. Reality: Leadership includes encouraging teammates, teaching peers, supporting others' learning, organising equipment - challenge students to recognise diverse leadership contributions.
Misconception: Self-assessment should be modest to appear humble. Reality: Honest self-assessment recognises genuine achievement and areas for improvement equally - encourage students to celebrate what they CAN do while identifying growth areas.
Misconception: Dodgeball skills don't apply to other sports. Reality: Dodging = moving off ball in invasion games, catching transfers to all ball sports, throwing accuracy applies widely, tactics (spacing, communication) are universal - make these connections explicit.
Misconception: Winning the tournament is the measure of success. Reality: Success includes skill development, leadership growth, teaching effectiveness, sportsmanship, and personal targets achieved - emphasise holistic development over results.
Misconception: Umpires should avoid making decisions that upset players. Reality: Umpires must make confident, fair decisions even if unpopular - support umpires and reinforce that their decisions must be respected for games to function.
Misconception: Reflection and self-assessment are less important than physical activity. Reality: Reflective practice is crucial for learning - it consolidates understanding, identifies progress, and sets future targets, making it as valuable as skill development.

SEN Adaptations

ADHD

Short, focused activity bursts align well with lesson structure. Use timers visibly to show activity durations. Provide regular movement breaks (naturally built into active lesson). Assign active leadership roles (umpire, captain) to channel energy positively. Clear, simple instructions repeated and reinforced. Allow fidget tools during seated reflection if helpful. Break self-assessment into smaller chunks with check-ins. Provide immediate feedback and specific praise for on-task behaviour and skill demonstration.

dyspraxia

Use larger, softer balls for easier catching and controlled throwing. Reduce speed and pressure of games initially. Provide extra teaching time and practice for movement sequences (dodging patterns). Simplify game variations with fewer rules to remember. Offer visual demonstrations repeatedly for skill techniques. For self-assessment, provide writing support (scribe, typing, voice recording) if fine motor skills affect written work. Focus assessment on tactical understanding and leadership where physical coordination may be developing.

autism spectrum

Provide clear visual schedule of lesson structure (warm-up → teaching → tournament → reflection → plenary). Pre-warn of tournament competitive elements and noise levels. Offer quiet zone or time-out space if sensory overload occurs. Use consistent language and routines throughout. Provide visual self-assessment templates with clear structure and examples. Allow alternative reflection methods if large group discussion overwhelming (written, recorded, 1:1). Clear, concrete success criteria rather than abstract concepts.

visual impairment

Use brightly coloured dodgeballs with high contrast to background. Provide verbal descriptions of court layout and boundaries before play. Pair with sighted buddy for game teaching and tournament participation. Use audible balls (bells inside) if available. Umpires give clear verbal calls for all decisions. Reduce court size to decrease distance and increase success. For self-assessment, provide large print worksheets or verbal reflection with scribe support.

hearing impairment

Ensure umpires use clear visual signals alongside whistles for game management (hand signals for 'out', 'in', 'stop play'). Position student to see teacher and peers during discussions (circle formation beneficial). Provide written tournament structure and rules on display board. Use visual timers for game durations. During teaching, encourage demonstration alongside explanation. For self-assessment, ensure written instructions are clear or use visual prompts/examples.

physical disability

Adapt games to seated or wheelchair versions - larger target areas, modified throwing distances, adjusted rules for mobility. Use larger, lighter balls if grip or strength affected. Create specific roles suitable for abilities (scorer, tactical advisor, coach). Reduce court size and modify Dead Zone rules. For self-assessment, acknowledge adapted versions and assess progress within personal capabilities. Ensure reflection focuses on leadership and tactical contributions where physical skills may be limited.

Cross-Curricular Links

English

Teaching game variations develops oracy and communication skills: clear explanations using subject-specific vocabulary, structuring information logically (game name, objective, rules, scoring), persuasive speaking when presenting tournament plans, active listening during peer teaching, written communication in self-assessment requiring technical vocabulary and structured reflection using WWI/EBI framework

Maths

Tournament organisation requires mathematical thinking: calculating game durations within time constraints (division of 15 minutes by number of games), scoring systems and points tallies (addition, multiplication for league tables), timing accuracy (using stopwatches, managing seconds and minutes), spatial awareness and court measurements (understanding area, perimeter, spacing)

Science

Physical exertion and body responses: cardiovascular system response to warm-up and tournament play (elevated heart rate, breathing rate), forces and motion in dodgeball (throwing force, ball trajectory, impact), reaction times and nervous system (dodging responses to visual stimuli), recovery and cool-down physiology (gradual heart rate decrease)

Computing

Tournament management and data: creating scoring systems and league tables (spreadsheet skills if digital), using timers and technology for game management, recording and analysing performance data from self-assessments, potential for video analysis of skills or game play (if resources available)

PSHE

Sport Education model explicitly develops personal and social skills: leadership and responsibility (umpire roles, team captains, tournament organisation), teamwork and cooperation (Sport Education teams, game teaching partnerships), resilience and managing emotions (competition pressure, accepting decisions, dealing with wins/losses), self-reflection and target-setting (self-assessment, WWI/EBI framework), respect and fairness (sportsmanship, umpire decisions, peer teaching relationships)

Teacher Guidance

Positioning

Position at edge of space with visibility of all courts during tournament. Circulate between courts to monitor safety, skill application, and umpire effectiveness. Stand back during student-led elements (warm-up, tournament organisation) to empower leadership but remain ready to intervene for safety or significant issues. During plenary, position as equal participant in circle to facilitate discussion, not dominate it.

Observation Focus

Priority 1: Safety - monitor throwing force, court boundaries, collision risks, emotional responses to competition. Priority 2: Skill application - observe dodging technique (balance, quick feet), catching (two hands, cushioning), throwing (below shoulder, appropriate force). Priority 3: Leadership and Sport Education - assess umpire confidence and decision-making, teaching quality during game variation delivery, teamwork and sportsmanship throughout. Priority 4: Differentiation needs - identify students needing support or extension in real-time.

Intervention Points

Intervene immediately for: unsafe play (head-height throws, dangerous collisions, diving), poor sportsmanship (arguing, disrespect, unfair play), emotional distress (competition pressure, perceived unfairness). Intervene supportively for: struggling umpires (quiet guidance, confidence-building), confused teaching (clarification prompts), off-task behaviour (refocus on learning objectives). Avoid intervention for: minor rule disputes (let student umpires handle), typical competitive emotions (managed by students), organisational challenges students can solve independently (allow problem-solving).

Demonstration Notes

Minimal teacher demonstration in this lesson - students are leaders. IF demonstration needed: Exaggerate key points for visibility (bent knees, cushioned catch, controlled throw). Use student demonstrators wherever possible to reinforce their expertise and confidence. During self-assessment, model specificity: show difference between vague ('I'm good at dodging') and specific ('I can dodge using side-steps and maintain balance') responses. Use WWI/EBI framework on board to model constructive reflection.

Verbal Cues

•Safety: 'Below shoulders only!' 'Watch your space!' 'Controlled throws!'
•Skill reminders: 'Two hands for catching!' 'Soft touches!' 'Quick feet for dodging!' 'Cushion the ball to your chest!'
•Encouragement: 'Great decision-making!' 'Excellent leadership!' 'Brilliant sportsmanship!'
•Organisation: 'Umpires, take control!' 'Captains, lead your teams!' '30 seconds remaining!'
•Reflection prompts: 'What specific evidence?' 'Give me an example!' 'How does this transfer to other sports?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large sports hall (minimum 20m x 30m) or outdoor hard court area. Multiple courts required simultaneously (2-4 courts depending on class size). Each court minimum 10m x 15m with 2m clear boundary space around perimeter. Sufficient space between courts to prevent cross-court ball interference or collisions (minimum 3m separation).

Surface Check

Indoor: Clean, dry, non-slip sports hall floor free from water, dust, or debris. Outdoor: Even tarmac or hard court surface checked for cracks, holes, or trip hazards. No obstacles, equipment, or hazards within playing areas or clear boundary zones. Lines clearly marked and visible.

Equipment Safety

Safety Checks

•Dodgeballs (foam or soft type) checked for correct inflation - not over-inflated (too hard/dangerous) or under-inflated (unpredictable flight)
•All balls inspected for damage, tears, or sharp edges before use
•Cones and markers positioned securely, no sharp edges, stable and unlikely to cause trips
•Bibs clean and appropriate sizes to prevent tripping hazards
•Umpire whistles used safely - not blown directly in ears
•Any student-requested additional equipment (hurdles, obstacles) checked for stability and safety before approval
•Equipment stored safely at court edges when not in active use

Risk Management

Key Risks

•Ball strikes to head/face - particularly from powerful throws at close range
•Collisions between players during evasive movements or when pursuing balls
•Slips, trips and falls during rapid direction changes or dodging actions
•Injuries from diving or excessive competitive behaviour
•Cross-court interference with balls or players from adjacent games
•Emotional distress from competitive pressure or perceived unfair decisions
•Overexertion in students with pre-existing medical conditions

Risk Mitigation

•Strict enforcement of below-shoulder throwing rule - head shots result in thrower elimination
•Clear boundaries established and respected - no chasing balls into other courts
•Adequate spacing maintained between players and between courts
•Progressive skill building across unit ensures students have control before competitive play
•Umpires (student and teacher) monitoring for unsafe play - immediate intervention protocol
•Dead Zone areas clearly marked and rules enforced (eliminated players in designated safe area)
•Controlled competitive environment - sportsmanship emphasised over winning
•Warm-up prepares body for dynamic movements reducing injury risk
•Student umpires trained in safety awareness and empowered to stop play if needed
•Teacher maintains safeguarding presence despite student-led format - overrides decisions if safety compromised

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned with visibility of all active courts simultaneously
•Circulate between courts during tournament play to monitor intensity and safety
•Observe high-activity areas: centre lines (throw initiation), Dead Zones (re-entry management)
•Monitor competitive intensity - intervene if becoming unsafe or overly aggressive
•Support student umpires with safety decisions - empower but oversee
•Watch for signs of overexertion, distress, or injury - immediate response protocol
•Ensure students with medical conditions (asthma, injuries) monitored appropriately
•Maintain awareness of emotional safety - competitive pressure managed supportively

Emergency Procedures

STOP protocol: 1) Stop all play immediately using loud voice/emergency whistle, 2) Assess situation and injured student (if applicable), 3) Provide appropriate first aid or summon trained first aider, 4) Ensure other students are supervised safely away from incident, 5) Follow school accident/injury reporting procedures, 6) Do not resume play until situation resolved and area safe. Emergency contact: School office/first aid team via [school-specific protocol].