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Lesson 2 - Passing and Receiving on the Move

Skills & Tactics Progression

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Year 4

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Handball

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Big Question

How can we maintain control and accuracy when passing and receiving under pressure?

Learning Objectives

Develop passing and receiving skills whilst moving at pace
Apply the three-step rule effectively in game situations
Communicate clearly and listen to teammates during play

Key Outcomes

Students will demonstrate controlled passing and receiving whilst on the move
Students will apply handball rules including the three-step rule in game contexts
Students will show effective communication and listening skills during team activities

Equipment & Resources Required

Handballs

1 per pair (15)

Check balls are properly inflated and suitable size for Year 4 hands

Alternative: Tennis balls, soft foam balls

Cones

40-50

Mix of colours for different activities and boundaries

Alternative: Markers, domes

Hoops

10-12

Large enough to hold multiple tennis balls

Alternative: Buckets, containers

Tennis Balls

30-40

For warm-up collection game

Alternative: Bean bags, small soft balls

Goals

2-4

Appropriate height for Year 4 students

Alternative: Cone goals, target areas marked with cones

Key Vocabulary

Three-step rule

A player may take up to three steps whilst holding the ball, or hold it for up to three seconds without dribbling

Passing on the move

Throwing the ball to a teammate whilst both players are moving

Communication

Calling for the ball, directing teammates, and giving clear instructions

Target

Showing hands or position clearly to receive a pass

Possession

Having control of the ball

Skill Progression Pathway

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

Prior Learning

Basic handball passing and catching whilst stationary
Understanding of simple game rules
Basic spatial awareness and movement

Current Skills

Passing and receiving on the move
Quick decision-making under pressure
Application of three-step rule
Effective communication during play

Next Steps

Advanced handball tactics and positioning
Defending and attacking strategies
Complex team formations and plays

Milestone Indicators

Smooth transition from catching to passing

Consistent application of rules without reminders

Natural communication without prompting

Accurate passes whilst moving at pace

Key Teaching Points

Three-step rule is fundamental to handball - emphasise consistent application
Communication through name-calling significantly improves passing accuracy
Balance speed with control - accuracy should not be sacrificed for pace
Create clear targets with hands when receiving passes
Progressive challenge from stationary to moving to game application
Self-assessment develops reflective learners and independence
Recognition should balance skill attainment with effort and improvement

Common Misconceptions

Students often think they can take unlimited steps - reinforce three-step rule consistently
Many believe louder communication is better - teach clear, purposeful calling
Students may prioritise speed over control - emphasise controlled movement
Some think handball is just throwing and catching - highlight tactical elements
Students may not understand when the three-step rule applies - clarify dribbling vs holding distinction

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, offer leadership roles, use immediate positive feedback

dyspraxia

Use larger, easier to handle equipment, reduce complexity of movement patterns, provide extra practice time, offer step-by-step movement breaks

autism spectrum

Provide clear visual schedule of activities, maintain consistent routines, offer quiet zone if needed, use visual supports for rules

visual impairment

Use bright coloured balls and cones, provide verbal descriptions of activity setup, assign sighted buddy for guidance, use sound cues for timing

hearing impairment

Use visual signals for starts and stops, provide written instruction cards, demonstrate all techniques clearly, use hand signals for communication

physical disability

Adapt to seated or supported standing positions, modify throwing distances, allow additional time for movements, provide alternative scoring methods

Cross-Curricular Links

Maths

Counting steps in three-step rule, calculating passing distances, timing activities, scoring systems in games

Science

Forces in throwing and catching, momentum in movement, physics of ball bouncing, body systems during exercise

Geography

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

PSHE

Teamwork and cooperation, communication skills, leadership roles, managing competitive emotions, celebrating diverse achievements

Teacher Guidance

Positioning

Move around groups to provide feedback, position at corners of squares for maximum visibility, central position during competitive games

Observation Focus

Watch for three-step rule application, communication quality, passing accuracy, spatial awareness during movement

Intervention Points

Step in if rules are not being followed, provide additional support for struggling students, manage competitive intensity

Demonstration Notes

Demonstrate: Clear physical examples of three-step rule, show both successful and incorrect techniques, exaggerate communication for clarity

Verbal Cues

•'Call their name!'
•'One, two, three - pass!'
•'Create a target!'
•'Control first, then speed!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for full activities, additional space for multiple groups

Surface Check

Dry, even surface free from hazards, suitable for running and ball bouncing

Equipment Safety

Safety Checks

•Check handballs are properly inflated and suitable size
•Ensure cones have no sharp edges or damage
•Verify goals are stable and appropriate height

Risk Management

Key Risks

•Collisions during running activities
•Ball strikes from inaccurate passes
•Slips during quick direction changes
•Over-exertion during competitive activities

Risk Mitigation

•Clear boundaries and pathways established
•Adequate spacing between groups and activities
•Progressive skill building from stationary to moving
•Emphasis on controlled movement over pure speed

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during crossing patterns
•Monitor competitive intensity in racing activities
•Watch for fatigue levels during extended play
•Ensure clear communication of safety rules

Emergency Procedures

Stop activity immediately on safety concern, assess situation, provide appropriate first aid or support, continue only when safe