Dodgeball in Top Gym

Overview

Today’s class uses a modified dodgeball game in a small court to practise accurate, controlled throwing under pressure. Students will also make quick decisions about when to feint, aim, and pass options to outplay opponents.

Learning intentions

• WALT perform safe, accurate throws (below shoulder height) to hit targets and avoid being eliminated.
• WALT use movement skills (feints, changes of direction, shielding) to create passing/throwing opportunities.
• WALT follow rules, monitor safety, and show respect by managing “out” and “back in” fairly.
• WALT identify how ball control and selection of options supports team strategy.

Success criteria

• I can throw so the ball hits below shoulder height (or the ground) and I understand when I’m out.
• I can stay aware of pressure and use a feint/change of direction to improve my chance of success.
• I can follow the elimination/re-entry rules and act safely when on the bench.
• I can explain (briefly) which passing/throw option helped my team and why.

Curriculum links

• Physical Education / Movement skills (Net and wall and kī o rahi): applies movement skills and ball control in game contexts where accuracy and decision-making matter.
• Te Mātaiaho Health and PE (Physical Education / Movement skills): ball control includes executing passes under pressure, using feints, and selecting passing options aligned with team strategy and zone objectives.
• Key competencies: Thinking (decision-making during play), Managing self (safety and rule-following), Participating and contributing (team roles and communication).

Lesson structure (50 minutes)

1. 0–5 min · Warm-up + safety check. Teacher briefs game boundaries in the 20x20 space and checks throwing lanes, ball retrieval, and “out” behaviour; students do dynamic warm-up (arm circles, light jog, then short side-steps).

2. 5–12 min · Skill stations: throw accuracy + feints. Teacher sets two mini lines facing a wall/target area for low-accuracy practice and demonstrates “feint then throw” (pretend low throw, quickly change, then release); students practise 3–4 throws each: aim for a marked low zone and practise a change of direction to create space.

3. 12–15 min · Group set-up and rule walkthrough. Teacher explains the exact rules: hit below shoulder height on the full or if the ball hits the ground you’re out; if your throw is caught on the full you’re out; “out” players go to the bench at the opposite end. Students repeat the rules back to a partner, using a simple call-and-response.

4. 15–35 min · Main game: full modified dodgeball (2 x 10 min). Teacher runs the game with clear start/stop and counts eliminations; students play in two teams with 8 dodge balls (each team throws from its own half).

• Court set-up: two benches directly behind the basketball hoops at each end.
• Scoring/ending: game continues until one team is eliminated.
• Re-entry rule teacher ensures fairness: when a player’s throw hits the backboard, that team receives one return each time—“one player comes back into play in the order they got out.”
• Full bench return mechanic: if the ball goes through the hoop, everyone on that bench at that time comes back into play.
• During play teacher focuses on safety, low-throw height, and quick decision-making (feint, aim, then move).

5. 35–40 min · Reset + quick tactical pause. Teacher pauses the game and asks: “What did your team do when under pressure—did you feint, change direction, or choose a safer throw option?” Students share 1 idea per team, then prepare for a short second round.

6. 40–48 min · Main game: second round (8 min) with a challenge. Teacher adds a challenge: each team must attempt at least 2 backboard-target throws before they can score a re-entry through hoop (or equivalent class-based target call); students apply feints, shielding, and safe low throws while managing who is “out.”

7. 48–50 min · Cool-down + exit check. Teacher leads static stretching and collects a quick exit ticket orally or on paper: “Name one decision you made under pressure and one rule you followed to stay safe.”

Resources

• 8 dodge balls
• 2 benches positioned behind the basketball hoops
• Cones/markers to define halves and the low-throw target zone if needed
• Whistle/timer or phone stopwatch
• Stop-start signal cards for teacher
• Optional: clipboard or simple checklist for teacher observation
• Water bottles for students
• Space reminder signs (where balls can be collected safely)

Assessment

• Teacher observation during the game: correct throw height and rule understanding (out/caught/ground contact).
• Formative checks at the tactical pause: students can describe a strategy choice (feint, change of direction, aiming option).
• Exit ticket: one example of a pressure decision plus one safety/rules statement.

Differentiation

• Support: provide sentence starters for the tactical pause (e.g., “When we were under pressure, we…”, “We threw low because…”, “A feint helped us by…”).
• Support: allow a smaller starting distance or slower ball size/throw speed if students repeatedly break the “below shoulder height” rule.
• Extension: ask higher-capability students to identify and try two different aiming options (direct hit vs backboard target) and explain which one created the best re-entry chance.
• SEN/EAL: use demonstration and paired rule practice; reduce language load by using short rule cards at each bench and on the sideline.