Evading Defenders I

Overview

In this lesson students learn to evade a passive defender by changing speed and direction safely while keeping control of their dribble. This builds directly on the previous lesson’s dribbling and space awareness.

Learning intentions

• Students will evade passive defenders by changing speed and direction while dribbling (Spanish: evadir = evade, cambio = change).
• Students will maintain control of the ball when making decisions in a small space.
• Students will cooperate fairly using safe body and ball movement (bienestar: wellbeing, fair play: juego justo).

Success criteria

• I can dribble and keep my ball under control while moving in different directions.
• I can change speed and direction to create space from a passive defender.
• I can stay safe by keeping space, looking up, and avoiding collisions.
• I can explain my strategy using simple words (English or Spanish): mirar arriba, rápido/lento, gira.

Curriculum links

• Movement and skills: develop fundamental movement skills and apply them in games.
• Learning through movement: use simple tactics and decision-making in real game situations.
• Physical, social and emotional wellbeing: show safe practices, respect, and fair play in games.

Lesson structure (50 minutes)

1. 5 min – Retrieval warm-up: “Tag & Fake” In a marked area, students dribble (1 ball per student) and attempt to “tag” a cone line lightly by reaching it with the ball. On teacher call, they must do a quick fake: slow then change direction away from a “passive defender” (another student holds a ball, does not move fast or chase). Practise: dribble control + speed change. Safety cue: look up (mirar arriba) before turning.

2. 3 min – Goals (WALT) and success criteria Teacher says WALT: “We are learning to evade passive defenders by changing speed and direction while dribbling.” Quick class check: “What changes—speed, direction, or both?” Students repeat the “I can” statements.

3. 12 min – I Do: Modelling “Freeze, Go, Turn” Teacher demonstrates:

• Freeze with ball close (control).
• Go: dribble forward for 2–3 steps.
• Turn: use a safe pivot/turn and change direction with immediate speed change (rápido / lento). Keep it simple: “Control the ball → look up → change speed → change direction → keep dribbling.”

4. 8 min – We Do: Guided practice in pairs Pairs in small grids. One is the passive defender (stands on a line, arms out only for guidance, does not chase). The attacker dribbles around the grid and must create space by a planned move every time the teacher calls: “Cambio!” (speed change) or “Gira!” (direction change). Teacher asks: “What did you do first—speed or direction?” and “How did you know you had space?”

5. 12 min – You Do (Game 1): “Evade Gates” Set 4–6 “gates” (cones) along the edges. Each attacker dribbles to reach a gate while a passive defender tries to block the route by standing near the gate line. The attacker must evade using a speed and direction change to go around a different gate. Rules for safety and focus: defenders cannot chase; attackers must keep ball close and avoid collisions. Teacher roams with quick reteach moments: demo one good freeze-go-turn for the group if needed.

6. 7 min – Consolidation (reteach + small-sided “Coach Cam”) Students rotate quickly in groups of 3: attacker + passive defender + coach. Coach watches for one success criterion and gives one cue: “Mira arriba” or “Rápido/lento” or “Gira!” Teacher stops one group for 30 seconds max, corrects using one cue only.

7. 5 min – Show Me What You Know: “One-Minute Challenge” In small grids, each student has 1 minute to evade a passive defender and successfully reach as many “safe zones” (cones) as possible. After each minute, students do a 10-second partner share: “My strategy was…” (e.g., “I slowed down then turned.”)

Resources

• 23 balls (or enough for 23 students; foam or soft balls if needed)
• Cones for grids, gates, and safe zones
• Bibs or pinnies (optional: attackers/defenders)
• Whistle/timer
• Marker tape for lines (indoor/outdoor)
• Coach cue cards with simple images/text (English + Spanish words)
• Optional: wall cones for “freeze” spots

Assessment

• Teacher observes each student for: ball control during turns, effective speed/direction change, and safe spacing.
• Quick peer coaching check: does the coach hear/identify a correct cue linked to success criteria?
• End challenge reflection: students can state one strategy using “freeze-go-turn” ideas.

Differentiation

• Support (scaffolds): smaller grids, fewer gates, defenders stand closer to edges, and teacher calls specific moves (“Slow now” / “Turn right”).
• Support for motor difficulties: use larger or lighter balls; allow dribble with both hands briefly if needed; reduce required speed.
• Extension: defenders can move one step at the time (still controlled and not chasing), requiring attackers to change direction twice; require attackers to choose their own cue before turning.
• EAL/SEN: keep cues consistent and repeat in Spanish and English; use visual cue cards; pair with a supportive peer coach; allow pointing to the cue instead of speaking.