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Lesson 2 - Passing and Receiving on the Move

Passing to Competition

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Year 3

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Handball

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45 min

Big Question

How can we pass accurately while moving at speed?

Learning Objectives

To pass and receive the ball accurately on the move
To pass quickly under pressure while maintaining control
To communicate effectively with teammates during game situations

Key Outcomes

Students will demonstrate accurate passing and receiving while moving
Students will apply the 3-step rule in game situations
Students will show improved communication skills during team activities

Equipment & Resources Required

Handballs

1 per pair (15)

Place in central basket for easy collection

Alternative: Foam balls, tennis balls

Cones

40-50

Use for boundaries, goals, and team organisation

Alternative: Markers, bean bags

Hoops

10-12

Central collection point and team bases

Alternative: Chalk circles, rope circles

Tennis Balls

For warm-up activity - placed in central hoop

Alternative: Bean bags, small balls

Bibs

15 (3 colours)

Different colours for team identification

Alternative: Coloured bands, team labels

Key Vocabulary

Pass

To throw or send the ball to a teammate

Receive

To catch and control the ball from a teammate

3-step rule

In handball, players can take maximum 3 steps while holding the ball

Pressure

When opponents are close and trying to intercept the ball

Communication

Talking clearly to teammates during play

Skill Progression Pathway

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

Prior Learning

Basic ball handling skills
Stationary passing and catching
Understanding of simple game rules

Current Skills

Passing and receiving on the move
Quick decision making under pressure
Effective communication during play

Next Steps

Passing with non-dominant hand
Advanced footwork patterns
Tactical awareness in game situations

Milestone Indicators

Consistent accuracy when passing on the move

Smooth transition from receiving to passing

Clear verbal communication throughout activities

Key Teaching Points

Emphasise the 3-step rule consistently throughout all activities
Promote clear verbal communication by calling names before passing
Develop accuracy before speed in all passing and receiving skills
Encourage positive team communication and support during challenges
Focus on controlled movement rather than maximum speed
Celebrate both skill improvement (attainment) and effort/attitude (achievement)
Use self-assessment to develop students' reflection and honesty about their abilities

Common Misconceptions

Thinking faster movement always means better performance - emphasise control first
Believing handball is only about throwing hard - focus on accuracy and teamwork
Assuming the 3-step rule doesn't apply when moving slowly - reinforce it applies always
Thinking communication means shouting - teach clear, purposeful calling
Believing only the best passers should handle the ball - ensure equal participation

SEN Adaptations

ADHD

Shorter activity bursts with clear transitions, frequent positive feedback, movement breaks built in, simple clear instructions

dyspraxia

Larger balls for easier handling, reduced complexity in movement patterns, extra practice time, clear verbal cues

autism spectrum

Clear visual schedule, consistent routine structure, quiet break area available, predictable activity patterns

visual impairment

Use bright coloured balls, verbal descriptions of all movements, buddy system for guidance, audio cues for direction

hearing impairment

Visual demonstrations of all techniques, hand signals for instructions, written rule cards, visual countdown timers

physical disability

Seated passing variations, modified 3-step rule, adapted equipment, wheelchair-accessible court areas

Cross-Curricular Links

Maths

Counting steps and passes, measuring distances, timing activities, scoring and number recognition

Science

Forces in throwing and catching, balance and coordination, heart rate and exercise effects

Geography

Directional language (left, right), spatial awareness, mapping movement patterns around court

PSHE

Teamwork and cooperation, resilience when facing challenges, communication skills, fair play and respect

Teacher Guidance

Positioning

Stand at corner of activity area for maximum visibility, move around groups during activities

Observation Focus

Watch for passing accuracy, 3-step rule compliance, communication quality, and teamwork

Intervention Points

Step in if students struggling with technique, safety concerns arise, or rule misunderstandings occur

Demonstration Notes

Always demonstrate with student volunteer, exaggerate key points for visibility, use clear counting for 3-step rule

Verbal Cues

•'Quick pass!'
•'Call their name!'
•'One, two, three, PASS!'
•'Soft hands for catching!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m clear space, preferably marked court or hall

Surface Check

Dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check handballs are properly inflated and not damaged
•Ensure cones have no sharp edges or cracks
•Verify goals are stable and safely positioned

Risk Management

Key Risks

•Collisions during movement activities
•Ball strikes to face or body
•Slips during direction changes
•Overexertion during competitive elements

Risk Mitigation

•Clear lane markings and boundaries established
•Controlled movement speeds emphasised
•Adequate spacing between activities
•Progressive skill building from simple to complex

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas during competitive games
•Watch for fatigue and overexertion signs
•Ensure fair play and rule adherence

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid support, clear area if needed