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Lesson 2 - Passing and Creating Space

Ball Skills & Tactics

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Year 3

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Handball

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45 min

Big Question

How can we use passing and movement to keep possession of the ball away from defenders?

Learning Objectives

To develop accurate passing techniques using the correct handball technique
To understand how to create space through movement to receive passes
To apply passing and moving skills in small-sided game situations

Key Outcomes

Students will be able to pass accurately to a teammate using correct handball technique
Students will demonstrate creating space by moving away from defenders
Students will successfully keep possession through passing and moving in game situations

Equipment & Resources Required

Handballs

15 (1 per 2 students)

Distributed around area perimeter before lesson

Alternative: Soft footballs, tennis balls

Coloured Cones

20 (for gates and boundaries)

Set up gates 2 metres wide throughout playing area

Alternative: Markers, bean bags

Bibs

15 (3 different colours)

One colour per team in invasion games

Alternative: Coloured bands, team markers

Key Vocabulary

Passing

Throwing the ball accurately to a teammate using handball technique

Creating Space

Moving away from defenders to find a clear area to receive the ball

Possession

When your team has control of the ball

Target

Making your hands ready to catch the ball by holding them up

Intercept

When a defender catches or stops a pass meant for the other team

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic throwing and catching skills
Understanding of simple team games
Following rules and taking turns

Current Skills

Handball passing technique with stepping forward
Moving into space to receive passes
Working as a team to maintain possession

Next Steps

Shooting techniques at goal
Defensive strategies and positioning
Transition between attack and defence

Milestone Indicators

Consistent accurate passes over shoulder height

Immediate movement after passing

Quick decision-making under pressure

Key Teaching Points

Handball passing technique: ball in one hand, step forward with opposite foot, throw over shoulder height
Creating space: move away from defenders immediately after passing to receive ball in clear area
Target hands: receivers show hands ready at chest height to give passer clear target
Quick passing: hold ball maximum 3 seconds to maintain possession under pressure
Team communication: call for ball and encourage teammates throughout activities
Possession mindset: focus on keeping ball rather than always trying to score
Defensive pressure: work as team to close down space and force poor passing decisions

Common Misconceptions

Students think handball is played like football with feet - emphasise hand-only rules from start
Belief that strongest throw is always best - teach accuracy and appropriate power for distance
Assumption that standing still after passing is acceptable - reinforce immediate movement principle
Thinking only forward passes are allowed - demonstrate backward and sideways passing options
Misconception that defenders should always try to catch ball - teach about applying pressure instead
Belief that possession games are less important than scoring goals - emphasise foundation skills
Assumption that calling for ball is unnecessary - demonstrate how communication improves team play

SEN Adaptations

ADHD

Shorter activity bursts with clear breaks, immediate feedback and praise, physical activity to help focus

dyspraxia

Larger equipment for easier handling, extra practice time, break skills into smaller steps, verbal cues for sequencing

autism spectrum

Clear structure with visual schedule, quiet zones available if overwhelmed, consistent routines and expectations

visual impairment

Use bright coloured balls and cones, provide verbal descriptions of demonstrations, buddy system for spatial awareness

hearing impairment

Visual demonstrations with clear hand signals, written instruction cards, ensure face-to-face communication

physical disability

Seated version using chest passes, modified equipment like larger/softer balls, reduced distances for passing

Cross-Curricular Links

English

Communication skills during games, following and giving instructions, vocabulary development

Maths

Counting successful passes, measuring distances between students, calculating team scores and statistics

Science

Understanding forces in throwing, trajectory of balls, effect of exercise on heart rate and breathing

Geography

Directional language (left, right, forward, back), spatial concepts, mapping movement patterns around area

PSHE

Teamwork and cooperation, managing frustration when losing possession, celebrating others' success

Teacher Guidance

Positioning

Stand at corner of area for visibility of all students, move around during activities to provide individual feedback

Observation Focus

Watch for correct passing technique, effective movement to create space, and positive team interactions

Intervention Points

Step in if students struggling with technique, if safety concerns arise, or if negative behaviour affects others

Demonstration Notes

Always demonstrate skills slowly first, then at game speed. Use student demonstrations when good examples are seen. Exaggerate key teaching points for visibility.

Verbal Cues

•'Step and throw!' for passing technique
•'Move after you pass!' to encourage creating space
•'Target hands!' to remind receivers to create target

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m, clear of obstacles with 2m buffer zone around boundaries

Surface Check

Dry, even surface free from hazards, no slippery areas or holes

Equipment Safety

Safety Checks

•Check handballs are properly inflated - not too hard
•Ensure cones have no sharp edges or cracks
•Verify adequate quantity of equipment to avoid sharing conflicts

Risk Management

Key Risks

•Ball strikes to face or body
•Collisions between students during games
•Slips and falls on playing surface
•Over-exertion during high-intensity activities

Risk Mitigation

•Clear boundaries established with cones to prevent running off area
•Adequate spacing between groups to prevent interference
•Progressive skill building from static to dynamic activities
•Regular breaks and hydration opportunities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups simultaneously
•Monitor high-activity areas during competitive games
•Ensure assistant/volunteer positioned to support struggling students

Emergency Procedures

Stop activity immediately with clear signal, assess situation, provide appropriate first aid or seek additional support as needed