Lesson 4 - Throwing & Supporting
Ball Control & Team Tactics
•Year 2
•Invasion Games
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How can we help our teammates score by working together with the ball?
Learning Objectives
- To develop throwing to a teammate accurately
- To support a teammate when in possession of the ball
- To understand team roles in invasion games
Key Outcomes
- Students will demonstrate accurate throwing techniques to teammates
- Students will move into space to support ball carriers
- Students will work cooperatively to achieve team goals
Equipment & Resources Required
Various colours for different activities, placed around boundaries and as targets
Alternative: Markers, spot markers, or chalk lines
One ball per pair, stored safely at area edge when not in use
Alternative: Size 3 footballs, netballs, or rubber balls
One colour for cats in warm-up, others for team identification
Alternative: Coloured bibs, ribbons, or wristbands
Key Vocabulary
A pass where the ball bounces once on the ground before reaching your teammate
A pass thrown directly from chest height to your teammate's chest
When the defending team catches or stops the ball from the attacking team
Moving into a position where you can help your teammate with the ball
An area on the playing field where there are no defenders
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Understanding of team colours and sides
- Simple catching with two hands
Current Skills
- Bounce pass technique
- Chest pass technique
- Moving into space to support teammates
- Basic invasion game tactics
Next Steps
- Defending and intercepting passes
- Advanced passing under pressure
- Team strategies and formations
Milestone Indicators
Key Teaching Points
- Point hands in direction of pass for accuracy
- Step forward when throwing for power and control
- Move into space away from defenders to support teammates
- Check teammate is ready before passing
- Keep feet still when holding the ball in invasion games
- Use variety of passes (bounce and chest) for different situations
- Communicate with teammates through calling and eye contact
Common Misconceptions
- Believing you can run with the ball in invasion games - emphasise stationary passing rules
- Thinking passing hard equals passing well - focus on accuracy and control
- Assuming all passes should be the same - teach when to use bounce vs chest pass
- Not understanding support play - demonstrate how moving helps the team
- Expecting immediate success - emphasise practice and improvement over perfection
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries and rules, regular positive feedback and movement breaks
dyspraxia
- Larger, softer balls, reduced complexity in initial stages, extra practice time and encouragement
autism spectrum
- Clear, consistent routines, visual schedule of activities, quiet zones available if overwhelmed
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, pair with sighted buddy for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written or picture cards for rules
physical disability
- Seated passing variations, modified distances, allow rolling instead of throwing if needed
Cross-Curricular Links
Maths
Counting successful passes, measuring 3-5 metre distances, angles for passing direction, scoring and adding points
Science
Forces needed for different pass types, friction affecting ball movement, body systems during exercise
Geography
Understanding directions and spatial awareness, mapping movement around playing area
PSHE
Teamwork and cooperation, managing emotions when making mistakes, celebrating others' success
Teacher Guidance
Positioning
Move around perimeter for clear view of all students, step into groups to give specific feedback
Observation Focus
Watch for correct passing technique, supporting movement, and positive team interactions
Intervention Points
Step in if technique is consistently poor, if students are struggling with game rules, or if safety concerns arise
Demonstration Notes
Use student helpers for demonstrations, exaggerate key teaching points for clarity, break down complex skills into simple steps
Verbal Cues
- •'Point your hands where you want the ball to go!'
- •'Find the space away from the defender!'
- •'Help your teammate by moving to support them!'
- •'Well done for encouraging your partner!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m, clear of obstacles and boundaries marked
Surface Check
Dry, even surface free from hazards and suitable for running
Equipment Safety
Safety Checks
- •Check playground balls are properly inflated and not damaged
- •Ensure cones have no sharp edges or cracks
- •Team bands secured properly to avoid tripping
Risk Management
Key Risks
- •Collisions between moving students
- •Slips and falls during direction changes
- •Ball strikes to face or body
- •Overexertion in warm-up activities
Risk Mitigation
- •Clear boundaries established and enforced throughout
- •Adequate spacing between pairs and groups maintained
- •Progressive skill building from static to dynamic
- •Regular breaks and cool-down periods
- •Gentle tagging only in warm-up game
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity areas during games
- •Watch for signs of fatigue or overexertion
- •Ensure fair play and safe contact during defending
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, contact school office if needed