Lesson 2 - Passing and Receiving on the Move
Passing to Competition
•Year 3
•Handball
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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
Place in central basket for easy collection
Alternative: Foam balls, tennis balls
Use for boundaries, goals, and team organisation
Alternative: Markers, bean bags
Central collection point and team bases
Alternative: Chalk circles, rope circles
For warm-up activity - placed in central hoop
Alternative: Bean bags, small balls
Different colours for team identification
Alternative: Coloured bands, team labels
Key Vocabulary
To throw or send the ball to a teammate
To catch and control the ball from a teammate
In handball, players can take maximum 3 steps while holding the ball
When opponents are close and trying to intercept the ball
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
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