Change Direction Speed

Overview

In this third lesson of “Mastering Dribble and Evade”, students practise dribbling faster while changing direction safely and on cue. They apply coordination skills to evade a defender in a small-sided game.

Learning intentions

Students will:

• practise dribbling with control at different speeds
• change direction using a clear body “set” and safe turning technique
• use simple evasion tactics to create space from a defender
• demonstrate safe play, fair behaviour, and teamwork

Success criteria

Students will be able to:

• dribble the ball continuously while moving and turning (under control)
• change direction on command without crashing into others
• keep their head up to notice the defender and choose space
• follow safety rules and play fairly in a game situation

Curriculum links

• Movement and physical activity skills: develop and refine fundamental movement skills and apply them in simple game settings
• Personal and social capability in HPE: demonstrate safe practices, fairness, and respectful participation
• Learning in health and physical education: use strategies for participation, resilience, and teamwork during physical activity
• Game sense: recognise when to move, evade, and keep possession using basic tactics

Lesson structure ({total minutes})

1. 5 min Retrieval (Warm-up: “Colour Burst Dribble”) Students dribble a ball in a space circle/grid. Teacher calls a colour word or hand signal (Rojo/Amarillo/Verde) and students complete a quick, controlled change of direction then dribble to a new open area. Safety check: “Stop on whistle, ball stays low, space to turn.”

2. 3 min Goals (“WALT” + cues) Teacher states: “WALT: dribble faster and change direction safely to evade.” Student-friendly “I can” criteria repeated. Quick cue: “Plant foot, look, turn, dribble.”

3. 12 min Learning (I Do – We Do)

• I Do (4 min): Teacher models 2–3 direction changes with clear teaching points: body low, ball controlled, head up, turn using a strong planted foot, then accelerate.
• We Do (8 min): In pairs, students dribble between cones. Teacher calls “Speed!” then “Switch!” Students practise 1 speed-up + 1 turn, then return. Teacher questions: “Where was your head?” “What did your body do first?”

4. 10 min You Do (Guided practice: “Coach the Turn Gates”) Set up 4 lanes with a “gate” of two cones showing left/right turns. Half the class dribbles through lanes; the other half coaches using one sentence stem: “Plant, look, turn.” Teacher roams to give quick feedback. After 2 rounds, swap roles.

5. 5 min Consolidation mini-reteach (quick reset) Teacher pauses students at the edge. Demonstrates two common errors (turn too wide / not looking). Students repeat the correct version once as a group, then return to activity.

6. 15 min Consolidation (Game: “Evasion Tag—Dribble Only”) Small-sided groups of 3–4: one defender, one dribbler, one support player for fairness rotation. Dribbler’s goal: keep dribbling and avoid defender’s reach for 20–30 seconds while changing direction to create space. Rules:

• Dribbler must keep the ball close and continuously dribble
• Defender cannot push; only try to tag the dribbler’s arm/space (teacher-defined safe zone)
• If tagged, switch roles after a short rest breath Teacher provides specific feedback: “Speed is only safe when your turn is controlled.”

7. 5 min Show Me What You Know (Peer explanation + quick reflection) Students pair up for 30-second partner talk: “How did you change direction?” One student demonstrates a turn in place while the partner names the cue steps. Class quick check: thumbs for each “I can” statement.

Resources

• One ball per student (appropriate size for Year 3–4: basketball/netball or dribbling balls)
• Cones/bibs/tape for grids, lanes, and gates
• Whistle or visual signal
• Coloured markers or bibs for “Rojo/Amarillo/Verde” calls
• Safety bibs (optional) to identify defenders
• Flat indoor/outdoor space with clear boundaries

Assessment

• Observation checklist during games: controlled continuous dribble, safe direction change, head-up scanning
• Teacher questions during practice: “What do you do first when you turn?” and “How do you make space?”
• Peer feedback using the single cue sentence stem (“Plant, look, turn”)

Differentiation

• Support
• Reduce speed demands: “Change direction first, then speed.”
• Use fewer gates and larger spaces between cones.
• Provide an “anchor” cone to show turning point and allow a second attempt after cues.
• Extension
• Add a second cue: “Speed + stop + turn” or “turn and pass to a partner” (short, safe throw while keeping rules).
• Increase defender pressure (defender closer) but maintain safe tagging area.
• Mixed ability grouping
• Rotate roles so stronger dribblers coach during gates to build leadership and reduce downtime.
• EAL/SEN (and all learners)
• Visual cues for left/right, plus Spanish words repeated consistently: “mirar (look), planta (plant), giro (turn), rápido (fast), despacio (slow).”
• Keep instructions to 2–3 steps at a time; model first, then practise immediately.