Year 5 Dodgeball Lesson 3

Objective: Practice quick movement, reaction time, and agility.

Set-Up: Split the class into two groups: Runners and Taggers. Divide the taggers into two lines (or more for larger groups), facing the playing area.

How to Play:

• On the whistle/command, two taggers (front of each line) run into the playing area and have 10 seconds to tag as many runners as possible.
• Tagged runners leave the area and join the back of a tagging line.
• After 10 seconds, the teacher blows the whistle again:
  • New taggers run in.
  • Previous taggers become runners and stay in the game.
• Continue this rotation for as long as desired.

Extension: Divide into more tagging lines (3 or 4) to increase the number of taggers per round and rotate play more quickly.

Easier: Those unsure of the rules of the game put towards the back of the tagging lines so they have an opportunity to watch a few cycles of the game before its their turn.

Look for: Clear understanding of how the game is played. Able to respond quickly to command/whistle to become a tagger. Able to transition on command from tagger to runner. Honesty when tagged. Safe play and respectful touch/tagging. Enthusiasm and enjoyment from the game. Determination in both roles as tagger and runner.

• Upper body weave = to dodge throws aimed at your chest or shoulders.
• Lower body weave = avoid balls at the hips or legs.
• Leg lift = Avoid throws at the feet when there’s little time or space to move.

These techniques are helpful in tight spaces and help players stay in the game with minimal movement.

Set-Up:

• Split the class into groups of 6. In each group, 3 players are Throwers, and 3 are Dodgers, (rotate roles later).
• Each Thrower has a ball (see diagram).

How to Play:

• One Dodger enters the zone and faces the three Throwers.
• Each Thrower takes a turn to throw an underarm ball, aiming at the correct area for the skill being practised:
  • Thrower 1 = Upper body for a high weave
  • Thrower 2 = Lower body for a low weave
  • Thrower 3 = Feet for a leg lift
• Pause briefly between each throw so the Dodger can recover and reset.
• After facing all three throws, the Dodger joins the back of the line, and the next Dodger steps in.
• Once all Dodgers have had a turn, swap roles with the Throwers and repeat the process.
• Play through at least twice.

Teaching Points: This is a skill practice, not a game. Throws should be accurate and gentle to allow pupils to practice successful dodging. Remind Throwers to aim correctly to help Dodgers practise each specific dodge.

Discussion: What dodges have they learned in today’s lesson? Can they recall other dodges they have learned in previous units (Jumping and ducking)? Can they try to use these other dodges in the main game?

Objective: This conditioned game creates scenarios where children must focus mostly on dodging to avoid getting out. This will put their dodging skills from the lesson into practice.

Set-Up: Remain in their groups and play 6 vs 6 using standard dodgeball courts (see diagram). Set up multiple games to involve the whole class.

Rules: Use the usual Year 4 dodgeball rules (as used throughout the unit and Year 4 see below). These rules should be modified as follows to allow for the conditioned game.

• Catching is not allowed – if you’re hit, you’re out and cannot return to the game.
• Players can only dodge or avoid the ball.
• Each game lasts 2 minutes or ends if one team is fully eliminated.

After each game: Allow one minute for the teams to discuss how effective their play as a team has been and reflect on their own dodging skills

Look for: Watches the thrower and the ball. Attempted a range of dodges. Selects the best dodge for the throw. Dodges showing some control and balance. Avoids standing still for long periods. Moves into space to avoid being a target. Learns from previous rounds and adapts or attempts to adapt their play. Encourages teammates and communicates positively. Identifies successful dodging strategies during discussions. Gives simple examples of what worked well and what could be improved.