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Lesson 4 - Intercepting and Defending

Individual & Team Skills

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Year 3

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Handball

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45 min

Big Question

How can we become defensive heroes who anticipate and intercept passes to protect our goal?

Learning Objectives

Use defending positions to attempt to block the ball
Force an error from opponents through effective positioning
Apply intercepting skills in game situations

Key Outcomes

Students will successfully intercept passes using anticipation and positioning
Students will demonstrate effective defensive body positioning
Students will apply defending principles in small-sided games

Equipment & Resources Required

Handballs

1 per 3 students (10 balls)

Balls stored in central basket for easy collection

Alternative: Soft playground balls, foam balls for beginners

Coloured Bibs

10 (2 different colours)

One colour for interceptors, another for defenders

Alternative: Coloured bands, different coloured tops

Cones

Mark scoring areas and boundaries clearly

Alternative: Markers, chalk lines on playground

Hoops

Define scoring zones and starting positions

Alternative: Chalk circles, rope circles

Key Vocabulary

Intercepting

Catching or blocking a pass before it reaches the intended receiver

Anticipation

Predicting where the ball will go before it's thrown

Defensive stance

Body position ready to move quickly - knees bent, arms wide, on toes

Blocking

Using your body to prevent a pass from getting through

Ready position

Balanced stance prepared to move in any direction quickly

Skill Progression Pathway

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

Prior Learning

Basic throwing techniques (underarm, overarm, bounce)
Understanding of space and positioning
Basic ball handling skills

Current Skills

Defensive positioning and stance
Anticipation and reading of passes
Intercepting moving balls

Next Steps

Advanced defensive strategies
Team defensive formations
Counter-attacking from defensive situations

Milestone Indicators

Consistent ready position with bent knees

Successfully anticipating 3 out of 5 passes

Coordinating with teammates to close spaces

Key Teaching Points

Defensive stance must be wide and low with weight on balls of feet for quick movement
Anticipation comes from watching the thrower's eyes, shoulders, and body position
Making yourself 'big' with arms wide creates maximum interception opportunity
Team defending requires spreading out and communicating rather than all chasing the ball
Intercepting is about reading the play and positioning, not speed or strength
Fair play means intercepting passes only, never grabbing balls or making contact with opponents
Success in defending comes from patience, observation, and working as a team unit

Common Misconceptions

That good defenders must be the fastest or strongest - correct by emphasising anticipation and positioning
That successful defending means getting every ball - explain that forcing errors and disrupting attacks is equally valuable
That defenders should all focus on the ball carrier - teach spreading out and covering space principles
That intercepting requires physical contact - reinforce no-contact rule and demonstrate clean interception techniques
That defending is less important than attacking - highlight how good defence creates attacking opportunities

SEN Adaptations

ADHD

Break activities into shorter segments, provide immediate feedback and praise, use clear boundaries and movement guidelines

dyspraxia

Use larger, softer balls for easier catching, provide extra demonstration time, break down complex movements into smaller steps

autism spectrum

Provide clear visual schedule of activities, offer quiet space if overwhelmed, maintain consistent routines and expectations

visual impairment

Use brightly coloured balls and bibs, provide clear verbal descriptions of all movements, implement buddy system for positioning guidance

hearing impairment

Use visual hand signals for instructions, provide written rule sheets, ensure clear sight lines for demonstrations

physical disability

Adapt to seated defending position, use lighter balls or larger targets, modify distances and movement requirements as needed

Cross-Curricular Links

Maths

Counting successful intercepts and scores, measuring distances for positioning, calculating team rotations and time management

Science

Understanding forces and motion in ball flight, body mechanics in jumping and reaching, reaction time and nervous system responses

Geography

Spatial awareness and positioning concepts, understanding directions and angles of movement, mapping player positions and movements

PSHE

Teamwork and cooperation, managing emotions when defending unsuccessfully, showing respect for opponents and celebrating others' success

Teacher Guidance

Positioning

Move around groups during activities, central position during instructions, corner position during games for full court visibility

Observation Focus

Watch for defensive stance quality, anticipation development, team cooperation, and adherence to no-contact rule

Intervention Points

Step in when contact occurs, provide individual coaching on technique, adjust difficulty if students struggling or not challenged

Demonstration Notes

Use students as positive examples whenever possible, demonstrate defensive positioning with exaggerated movements for clarity, show both successful and unsuccessful attempts to aid understanding

Verbal Cues

•'Big and wide like a starfish!'
•'Watch their eyes - where will they throw?'
•'Spread out defenders - cover the space!'
•'Gentle intercepts only - no grabbing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m clear space, indoor hall or outdoor court area

Surface Check

Even, non-slip surface free from water or debris, appropriate for dynamic movement

Equipment Safety

Safety Checks

•Handballs properly inflated but not overinflated
•Cones with no sharp edges or cracks
•Bibs checked for appropriate size and secure fastening

Risk Management

Key Risks

•Collisions during intercepting attempts
•Overenthusiastic throwing causing impacts
•Slips during quick directional changes
•Fatigue leading to poor decision making

Risk Mitigation

•Clear no-contact rule enforced throughout
•Adequate spacing between groups maintained
•Progressive skill building before full game application
•Regular checks on student wellbeing and fatigue levels

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Monitor high-activity areas during game play
•Watch for signs of overexertion or frustration
•Intervene quickly in case of rule breaches

Emergency Procedures

Stop all activity immediately on safety concern, assess situation, provide appropriate first aid or seek assistance as needed