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Lesson 5 - Defending and Marking Skills

Handball Basics & Tactics

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Year 4

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Handball

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Big Question

How can we work as a team to win the ball back and prevent the opposition from scoring?

Learning Objectives

To understand and apply the concept of marking when defending
To explore different ways to regain possession without making contact
To apply defensive tactics in game situations

Key Outcomes

Students will demonstrate effective 1v1 marking without contact
Students will understand when and why to mark opponents
Students will apply defensive pressure in small-sided games

Equipment & Resources Required

Handballs

1 per 3 students (10 balls for class of 30)

Distributed around court perimeter for easy access

Alternative: Tennis balls or foam balls for beginners

Dish Cones

20-30 cones

Various colours for different zones and target markers

Alternative: Spots or bean bags

Bibs

15 (half the class)

Two contrasting colours for easy team identification

Alternative: Coloured bands or different coloured t-shirts

Goals

4-6 targets

Positioned at each end of playing areas

Alternative: Cones arranged as goals or wall targets

Whistles

For clear start/stop signals and rule infringements

Alternative: Voice commands or hand signals

Key Vocabulary

Marking

Staying close to an opponent to prevent them from receiving or playing the ball effectively

Pressure

Applying defensive force to make the attacker uncomfortable without fouling

Transition

The moment when possession changes from one team to another

Three-second rule

Rule stating a player cannot hold the ball for more than 3 seconds without playing it

Free pass

Restart given to opposition when defending team commits a foul

Skill Progression Pathway

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

Prior Learning

Basic handball passing and catching skills
Understanding of ball possession
Simple game rules and boundaries

Current Skills

Individual marking techniques
Defensive positioning and movement
Pressure application without contact

Next Steps

Team defensive strategies
Interception techniques
Advanced defensive communication

Milestone Indicators

Consistent marking without fouls

Forcing 3-second violations

Effective transition between attack and defence

Key Teaching Points

Marking means staying close to one opponent without making physical contact
Defenders should position between their player and the goal/target
The 3-second rule can be used tactically by applying good defensive pressure
Quick transitions between attacking and defending are essential in handball
Communication between teammates is crucial for effective team defence
Celebrating defensive successes is as important as celebrating goals
Watching the opponent's waist gives better movement cues than watching feet

Common Misconceptions

Thinking marking involves grabbing or holding opponents - emphasise no contact rule
Believing defence is less important than attack - celebrate defensive successes equally
Assuming marking only applies to the player with the ball - teach off-ball marking
Not understanding when to start defending - teach immediate transition on possession loss
Thinking close marking means crowding - teach appropriate defensive distance
Focusing only on ball winner rather than pressure application - praise making attackers work harder

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular feedback, use clear boundaries, allow for movement breaks between activities

dyspraxia

Simplify movement patterns initially, use larger equipment, provide additional practice time, break skills into smaller components

autism spectrum

Provide clear routines and expectations, use visual schedule, offer quiet break areas, give advance warning of activity changes

visual impairment

Use brightly coloured balls and equipment, provide verbal descriptions of demonstrations, assign sighted buddy for guidance, use tactile markers

hearing impairment

Use visual signals and demonstrations, provide written instructions, ensure student can see teacher's face, use vibrant hand signals

physical disability

Adapt marking to seated position if needed, modify movement requirements, use larger balls or targets, adjust court size

Cross-Curricular Links

Maths

Counting 3-second violations, measuring distances for marking, understanding angles of movement and positioning

Science

Understanding reaction times, forces in movement, body systems responding to exercise, physics of ball movement

Geography

Spatial awareness, directions and positioning, mapping movement patterns around court

PSHE

Teamwork and cooperation, respect for rules and opponents, managing emotions during competition, leadership skills

Teacher Guidance

Positioning

Position at corner of activity area for maximum visibility of all students, move between groups during practice

Observation Focus

Watch for correct marking technique, appropriate distance maintenance, no physical contact, effective transitions

Intervention Points

Step in if physical contact occurs, if students become frustrated, if safety is compromised, if understanding is unclear

Demonstration Notes

Use clear, exaggerated movements for visibility, involve students in demonstrations, show both correct technique and common mistakes for comparison

Verbal Cues

•'Stay close but don't touch!'
•'Watch their waist, not their feet!'
•'Quick transition - defend now!'
•'Count those three seconds!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, indoor sports hall or large classroom

Surface Check

Non-slip surface, free from water or debris, appropriate footwear worn

Equipment Safety

Safety Checks

•Handballs properly inflated and checked for damage
•Cones placed securely without sharp edges
•Goals/targets stable and appropriately sized

Risk Management

Key Risks

•Collisions during marking practice
•Overly physical contact during defending
•Trips over equipment or other students

Risk Mitigation

•Clear boundaries established for all activities
•Emphasis on no-contact rule throughout lesson
•Adequate spacing between practice groups
•Regular reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during practice
•Move between games during application phase
•Watch for signs of frustration or overly competitive behaviour

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, apply first aid if qualified, seek additional help if needed