Lesson 4 - Combining Passing and Shooting
Handball Basics & Tactics
•Year 4
•Handball
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How can we combine passing, moving and shooting to create successful attacking opportunities in handball?
Learning Objectives
- To combine passing, moving and shooting to create successful attacks
- To apply effective shooting technique to score goals
- To understand tactical decisions about when, where and how to shoot
Key Outcomes
- Students will demonstrate coordinated passing, moving and shooting sequences
- Students will show improved accuracy and consistency in shooting
- Students will make tactical decisions to create scoring opportunities
Equipment & Resources Required
Distributed around court perimeter for quick access
Alternative: Size 3 footballs, soft touch balls for beginners
Positioned at ends of courts, appropriate height for Year 4
Alternative: Cones with crossbar, wall targets, basketball hoops
Mark court boundaries, semi-circles and zones
Alternative: Markers, chalk lines, rope boundaries
Different colours for teams and joker identification
Alternative: Coloured bands, different coloured t-shirts
Key Vocabulary
Throwing the ball towards the goal to score points
When your team has possession and is trying to score
Staying close to an opponent to prevent them receiving the ball
A player who always plays for the team that has possession
The curved area in front of the goal where certain rules apply
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic handball passing techniques
- Understanding of possession and directional games
- Simple attacking and defending concepts
Current Skills
- Combining passing with movement
- Shooting technique and accuracy
- Creating space for scoring opportunities
- Tactical decision making in attack
Next Steps
- Advanced tactical combinations
- Defensive strategies and marking
- Goalkeeper skills and positioning
- Set piece situations
Milestone Indicators
Key Teaching Points
- Pass and move immediately - don't stand still after passing
- Step forward with opposite foot when shooting for power and accuracy
- Use the extra player advantage in joker games to create shooting opportunities
- Respect the semi-circle rule - no players allowed in the area in front of goals
- Work as a team - everyone has attacking and defending responsibilities
- Shoot when you have a clear opportunity - don't be afraid to try
- Communicate with teammates to coordinate attacking moves
Common Misconceptions
- Thinking you must always pass rather than taking shooting opportunities when available
- Believing that only certain players should shoot - in handball everyone can be a shooter
- Assuming that power is more important than accuracy in shooting
- Not understanding that the joker switches teams every time possession changes
- Thinking that defensive players don't contribute to attacks - in handball roles switch constantly
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use clear boundaries and immediate feedback
dyspraxia
- Use larger, slower balls initially, provide extra practice time, break skills into smaller steps, offer additional support
autism spectrum
- Provide clear structure with visual schedules, establish quiet zones for breaks, use consistent routines and signals
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of court layout, implement buddy system for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written key points on display board
physical disability
- Modify to seated handball where appropriate, use lighter balls, adjust court size, provide alternative shooting targets
Cross-Curricular Links
Maths
Counting scores and points, calculating team totals, measuring distances for court setup, understanding angles for shooting
Science
Forces in throwing - push and pull, trajectory of ball flight, heart rate changes during exercise, energy transfer in ball movement
Geography
Directions and spatial awareness on court, mapping movement patterns, understanding of relative positions
PSHE
Teamwork and cooperation, dealing with disappointment, celebrating others' success, leadership skills, resilience when facing challenges
Teacher Guidance
Positioning
Move around courts to observe all groups, position at corners for optimal visibility of multiple activities
Observation Focus
Watch for skill progression, tactical understanding, safety compliance and positive interaction
Intervention Points
Step in if unsafe play develops, when groups struggle with tactical concepts, or if students need confidence building
Demonstration Notes
Use clear, exaggerated movements for technique demonstration. Involve students in demonstrations to check understanding.
Verbal Cues
- •'Pass and move immediately!'
- •'Look for space to shoot!'
- •'Use your extra player!'
- •'Step into your shot!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m hall or outdoor area, clear of obstacles and hazards
Surface Check
Even, non-slip surface free from water, debris or protruding objects
Equipment Safety
Safety Checks
- •Handballs properly inflated to correct pressure
- •Goals securely positioned and appropriate height
- •Cones have no sharp edges or damage
- •Equipment stored safely when not in use
Risk Management
Key Risks
- •Ball strikes to face/head area
- •Collisions between players
- •Slips and falls on court surface
- •Contact near goal areas
Risk Mitigation
- •Clear rules about controlled throwing power
- •Adequate spacing between courts and activities
- •Progressive skill building from simple to complex
- •Semi-circle rules to prevent dangerous contact
- •Immediate stop signal for unsafe behaviour
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all courts
- •Monitor shooting areas for safety
- •Watch for fatigue affecting technique
- •Ensure rule compliance in competitive games
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, follow school's incident reporting procedures