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Lesson 1 - Catching and Protecting the Ball

Team Play Strategies

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Year 4

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Handball

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45 min

Big Question

How can we use our body positioning and ball control to keep possession and create scoring opportunities in handball?

Learning Objectives

To develop catching skills with two hands and controlling the ball with fingers and thumbs
To learn how to protect the ball using body positioning and one-handed control
To apply catching and protecting skills in competitive game situations

Key Outcomes

Students will catch the ball cleanly with two hands and control it effectively
Students will demonstrate ball protection techniques using body positioning
Students will apply skills successfully in small-sided games

Equipment & Resources Required

Size 3 Footballs

1 per student (30)

Balls should be grippable with one hand - test by having students attempt one-handed hold

Alternative: Slightly deflated volleyballs or foam balls

Cones

Used for marking boundaries, scoring areas, and activity zones

Alternative: Markers or spots

Bibs

15 (two colours)

For team identification in games

Alternative: Different coloured t-shirts or bands

Key Vocabulary

Catching

Receiving the ball safely with both hands, using fingers and thumbs to control it

Protecting

Using body position and the non-ball hand to keep the ball away from defenders

3-Step Rule

In handball, players can take up to 3 steps while holding the ball before they must pass, bounce, or shoot

Scoring Area

The designated zone where teams must catch the ball cleanly to score points

Feeder

A player positioned outside the playing area who passes the ball to players inside

Skill Progression Pathway

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

Prior Learning

Basic ball handling and catching with larger balls
Understanding of team games and simple passing
Awareness of space and movement in games

Current Skills

Catching handball with two hands
Protecting ball with body positioning
One-handed ball control and protection

Next Steps

Advanced passing techniques (bounce pass, shoulder pass)
Defensive positioning and interception skills
Team tactics and strategic gameplay

Milestone Indicators

Consistent clean catches without fumbling

Effective use of non-ball hand for protection

Quick transition from catch to protection stance

Key Teaching Points

Extend arms to meet the ball rather than waiting for it to come to you
Use fingers and thumbs for catching control, not just palms
Keep the ball close to your body when protecting it from defenders
Use your non-ball hand and body position to create a barrier from defenders
The 3-step rule allows strategic movement but must be counted carefully
Communication with teammates is essential for successful game play
Fair play means no contact with the ball when defending - position only

Common Misconceptions

Thinking catching is just about using hands - actually requires whole body positioning and timing
Believing ball protection means hiding the ball - it's about strategic body positioning and movement
Assuming the 3-step rule means you must take 3 steps - it's a maximum, not a requirement
Thinking defending means trying to hit the ball away - handball defending is about positioning and pressure
Believing handball is just about individual skills - team communication and strategy are equally important

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, regular position changes, immediate positive feedback

dyspraxia

Larger balls for easier catching, simplified movement patterns, extra demonstration time, patient skill building

autism spectrum

Clear routine structure, visual schedule of activities, quiet zones available, predictable game rules

visual impairment

Use brightly coloured balls, verbal cues for positioning, buddy system for guidance, tactile boundary markers

hearing impairment

Visual demonstrations emphasised, clear hand signals for game instructions, written prompt cards available

physical disability

Seated catching options, modified protection techniques, adapted equipment sizes, flexible movement requirements

Cross-Curricular Links

Maths

Counting steps in 3-step rule, measuring distances for throwing, calculating scores and game statistics

Science

Understanding forces in throwing and catching, grip and friction concepts, body coordination and balance

Geography

Spatial awareness and positioning, understanding directions and movement patterns in games

PSHE

Teamwork and cooperation, communication skills, resilience when learning new skills, respect for others

Teacher Guidance

Positioning

Move around groups during skills practice, central position during games for optimal viewing

Observation Focus

Watch for correct catching technique, effective ball protection, and fair play in games

Intervention Points

Step in when students struggle with technique, safety issues arise, or game flow breaks down

Demonstration Notes

Use clear, exaggerated movements for techniques. Position yourself where all students can see. Repeat demonstrations as needed.

Verbal Cues

•'Extend those arms to meet the ball!'
•'Protect with your body!'
•'Use your 3 steps wisely!'
•'Communicate with your team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space for main activities, smaller squares for skill practice

Surface Check

Dry, even surface free from hazards, adequate grip for quick movements

Equipment Safety

Safety Checks

•Handballs properly inflated and appropriate size for age group
•Cones positioned safely without sharp edges
•Regular equipment checks for damage

Risk Management

Key Risks

•Ball impacts to face/body
•Collisions during games
•Slips during quick direction changes
•Contact between players during protection activities

Risk Mitigation

•Emphasise gentle throwing in practice
•Clear no-contact rules for defending
•Adequate spacing between activities
•Progressive skill building from static to dynamic

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Active monitoring of contact levels
•Immediate intervention for unsafe play

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, seek additional support if needed