Lesson 4 - Combine Passing and Moving
Ball Skills & Tactics
•Year 3
•Handball
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How can we combine passing and moving to outwit opponents and create scoring opportunities?
Learning Objectives
- To combine passing and moving skills to maintain possession of the ball
- To apply understanding of space creation to develop attacking play
- To demonstrate successful transition between attacking and defending roles
Key Outcomes
- Students will successfully combine passing and moving to score points against opponents
- Students will understand where and why to pass the ball in different game situations
- Students will demonstrate fluid switching between attacking and defending as possession changes
Equipment & Resources Required
Balls placed around perimeter of playing area for easy access
Alternative: Size 1 footballs, soft play balls if handballs unavailable
Used to mark playing area boundaries and endzones
Alternative: Markers, spots, or chalk lines
Different colours for each team to aid identification
Alternative: Coloured bands, team markers
Key Vocabulary
Having control of the ball and being able to pass it to teammates
Moving away from defenders to give yourself or teammates room to receive passes
Switching quickly between attacking when you have the ball and defending when opponents have it
The scoring area at each end of the handball court where goals are scored
Catching or taking the ball away from the opposing team during a pass
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic handball passing techniques (chest pass, bounce pass)
- Understanding of moving into space
- Basic rules of handball including scoring methods
Current Skills
- Combining passing and moving in game situations
- Creating space through coordinated movement
- Maintaining possession under pressure
Next Steps
- Advanced tactical awareness in attack and defence
- More complex passing combinations
- Strategic positioning for team play
Milestone Indicators
Key Teaching Points
- Movement after passing is essential for creating space and maintaining possession
- Communication through calling names improves passing accuracy and team coordination
- Quick decision-making under pressure is more important than perfect technique
- Creating space benefits the whole team, not just the individual player
- Successful possession requires all players to be actively involved, not just the ball carrier
- Transition between attacking and defending roles must be immediate when possession changes
- Tactical understanding develops through experiencing pressure and making decisions in game situations
Common Misconceptions
- Misconception: Only the player with the ball needs to move. Correction: All players must constantly adjust position to create passing options
- Misconception: Faster passing is always better. Correction: Accurate passing to the right player at the right time is more important than speed
- Misconception: Possession is only about keeping the ball away from opponents. Correction: Possession should create opportunities to score
- Misconception: Good players should keep the ball longer. Correction: Good players know when to pass quickly to maintain team possession
- Misconception: Defending means just trying to get the ball. Correction: Defending includes positioning to prevent easy passes and create pressure
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear physical boundaries, offer frequent feedback and movement opportunities
dyspraxia
- Use larger balls initially, reduce complexity of movement patterns, provide additional practice time and demonstration
autism spectrum
- Provide clear visual schedules, establish quiet zones for breaks, use consistent routines and predictable structure
visual impairment
- Use brightly coloured balls, provide clear verbal descriptions of playing areas, implement buddy system for guidance
hearing impairment
- Use visual demonstrations and hand signals, provide written instructions on display boards, use visual cues for game flow
physical disability
- Adapt to wheelchair use with modified passing heights, provide seated alternatives, adjust playing area sizes as needed
Cross-Curricular Links
English
Following and giving instructions, expanding vocabulary through key terms, verbal communication during activities
Maths
Counting passes during possession activities, measuring distances for playing areas, calculating time intervals
Science
Understanding forces in passing, discussing body systems during exercise, exploring balance and coordination
Geography
Spatial awareness and positioning, understanding directions and movement patterns
PSHE
Teamwork and cooperation, dealing with success and disappointment, communication skills
Teacher Guidance
Positioning
Move around different groups during activities, position at corners for maximum visibility during games
Observation Focus
Watch for correct passing technique, evidence of movement after passing, and quality of decision-making
Intervention Points
Step in if groups struggling with rules, safety concerns arise, or students need additional support
Demonstration Notes
Use students as models when possible, exaggerate movements for clarity, emphasise key teaching points through repetition
Verbal Cues
- •'Pass and move!'
- •'Find space!'
- •'Quick decisions!'
- •'Communicate with your team!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m clear area for game activities, additional space for warm-up and multiple groups
Surface Check
Dry, even surface free from obstacles, appropriate for handball activities with frequent direction changes
Equipment Safety
Safety Checks
- •Check handballs are properly inflated and in good condition
- •Ensure cones have no sharp edges and are stable
- •Bibs in good condition without tears that could cause injury
Risk Management
Key Risks
- •Collisions during fast-paced game activities
- •Ball strikes to head or body during passing
- •Slips and falls during direction changes
- •Overexertion during high-intensity activities
Risk Mitigation
- •Clear boundaries established with adequate buffer zones
- •Progressive skill building before game application
- •Appropriate grouping by ability and size
- •Regular hydration breaks during intensive activities
- •Clear rules about safe passing heights
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Move around different groups during activities
- •Monitor intensity levels throughout lesson
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop signal established, clear path to exit, first aid kit accessible, emergency contact procedures known