Evading Defenders II

Overview

Students build on prior learning by evading active defenders in small-sided game situations. They practise space awareness, movement changes, and safe passing/avoidance decisions while following fair play and safety rules.

Learning intentions

Students will be able to:

• Apply evasion skills by changing direction and speed to avoid a defender.
• Use simple attacking decisions (look, choose a space, move) to stay ahead of defenders.
• Practise teamwork and communication to keep the game fair and safe.
• Explain (briefly) what helped them evade effectively.

Success criteria

• I can use a fast start, then change speed/direction to create space from a defender.
• I can keep my head up (look for space/options) before I move.
• I can follow rules safely and respectfully (no pushing, no dangerous contact).
• I can tell a partner one strategy that helped me evade.

Curriculum links

• Moving our bodies in ways that build control, balance, and agility while responding to movement of others.
• Participating in games with simple invasion/defence concepts, applying rules and fair play.
• Communicating during movement (partner talk) and reflecting to improve performance.
• Developing personal and social behaviour: safe conduct, respect, and responsibility in physical activity.

Lesson structure (50 minutes)

1. 5 min Retrieval warm-up: “Tag + Escape Lanes” Students play a movement-based tag game using “lanes” drawn on the ground (or cones). Last lesson’s idea—use space and change movement—is the focus. Say “¡Ojos arriba!” (eyes up) often; students must tag without grabbing and escape to a lane to be safe.

2. 4 min Goals: WALT + Success Criteria Teacher states WALT: We Are Learning To evade active defenders by changing speed and direction to create space. Students repeat the “I can” criteria and translate one key idea into friendly Spanish: “Yo puedo cambiar de dirección” (I can change direction).

3. 12 min Learning (I Do – We Do): “Model the Evade”

• I Do (3 min): Teacher models 2–3 evasion patterns: quick burst then hard stop, feint (step one way, go another), and sidestep away from the defender. Use cues: “Look—Choose—Move.”
• We Do (9 min): In pairs, one student is the “defender” (moves only; no contact), other is the “runner.” Runner practises 3 controlled rep rounds: defender closes → runner evades to a safe cone “zone.” Teacher checks for head-up and clear direction changes. Quick questioning: “What did you see first?” “Where did you move to escape?”

4. 8 min You Do (guided): “1 vs 1 Cone Gates” Students work in stations. Runner starts at a gate line; defender is assigned a side and tries to stay within arm’s length distance without contact. Runner must evade through a different gate before the defender reaches them. Teacher offers a choice scaffold:

• Support: fewer gates, larger target zones, longer distance.
• Extension: add a “gate call” (“left/right”) so runners must decide under pressure.

5. 10 min You Do (game-like): “Numbers Evade” Split into 3–4 teams. Each round: two runners enter; defenders actively chase. When the teacher calls “¡Cambio!” one runner becomes defender and they rotate (active defenders, increasing challenge). Runners score by staying in play and reaching a “home base zone” without being tagged (tag = touch on shoulder only; no grabbing). Teacher reinforces cues and safety.

6. 7 min Consolidation: Teacher-coached rounds + quick reteach Teacher roams with a focus: using speed change + direction change together.

• Quick reteach moment if needed: stop, show 1–2 good examples, then restart immediately.
• Targeted mini-feedback for learners who struggle: “Try a stop first, then go to a different side.”

7. 4 min Show Me What You Know: “Partner Strategy Talk” Students pair up after a final short round. Each student answers one prompt: “I evaded by…” and “My head was up when…” Volunteers share one strategy with the class.

Resources

• Cones to mark lanes, zones, and gates
• Coloured bibs or sashes for defenders/runners
• Pinnies for teams
• Whistle or teacher call for rotations (“¡Cambio!”)
• Flat tape/markers for gate lines (or chalk if outdoor)
• Space markers for safe playing boundaries
• Small disc cones (optional) for additional zones

Assessment

• Observation checklist during stations/games: head-up, clear speed/direction changes, safe rule-following.
• Informal partner explanation: student names one strategy they used (evasion cue).
• Safety and inclusion monitoring: respectful play, no contact/grabbing, staying within boundaries.

Differentiation

• Support:
• Increase distance between runner and defender.
• Use larger zones/gates and fewer directions to choose from.
• Allow defenders to start moving only on the teacher’s cue.
• Extension:
• Add a second defender or shorten time/distance to the gate.
• Require two evasion moves in one attempt (e.g., feint then sprint).
• Include a “must turn” rule: runners must change direction at least once before reaching home.
• EAL/SEN (including Spanish bilingual setting):
• Use consistent cue phrases: “Look—Choose—Move” and “Ojos arriba.”
• Provide visual targets (cones/lanes) and demonstration before practice.
• Allow responses in one-word answers or with a pointing gesture during partner talk.
• Behaviour/Wellbeing:
• Clear no-contact boundary; reinforce “touch only on shoulder” for tag.
• Rotate roles frequently so everyone stays involved and confident.