Lesson 2 - Ball Handling & Running
Attack & Decision Making
•Year 4
•Tag Rugby
•Start Planning Better PE Lessons
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How can I maintain possession of the ball while creating space and opportunities for my team?
Learning Objectives
- To develop correct technique for picking up and carrying the ball using the 'W' grip
- To use changes of speed and direction to create space and maintain possession
- To apply ball handling skills in competitive game situations
Key Outcomes
- Students will demonstrate proper ball handling technique with the 'W' grip
- Students will show ability to vary speed and direction when carrying the ball
- Students will successfully apply skills in game scenarios to maintain possession
Equipment & Resources Required
Pre-positioned in central nest area
Alternative: Large foam balls, oval footballs for practice
Distributed to students before warm-up
Alternative: Coloured bands, flag belts
Different colours for different relay stations
Alternative: Markers, poly spots
Placed as team nests around activity area
Alternative: Chalk circles, rope circles
Key Vocabulary
Holding the ball with thumbs and forefingers forming a 'W' shape for secure control
Having control of the ball for your team
Moving into areas away from defenders to gain advantage
The leg you step forward with when picking up the ball
When the ball is dropped or knocked forward (against the rules)
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and movement skills
- Understanding of personal space
- Introduction to ball handling
Current Skills
- Correct ball picking up technique
- W grip for carrying
- Speed variation for creating space
Next Steps
- Passing while on the move
- Reading defensive patterns
- Advanced evasion techniques
Milestone Indicators
Key Teaching Points
- Step over the ball with leading leg when picking up
- Use W grip with thumbs down for secure ball control
- Keep head up when running with the ball
- Two-handed pickup and carrying for safety
- Body position low when picking up ball from ground
- Controlled ball placement, never dropping
- Speed variation to create space and evade defenders
Common Misconceptions
- Thinking you can only pick up ball from the front - teach stepping over
- Believing faster is always better - emphasise control over speed
- Assuming one hand is sufficient - stress two-handed technique for security
- Thinking the W grip is optional - explain it prevents ball slipping
- Believing looking at ball while running is necessary - teach heads up technique
SEN Adaptations
ADHD
- Shorter activity bursts with clear transitions, regular positive feedback, movement breaks built into lesson
dyspraxia
- Larger, lighter balls initially, extra practice time for skill development, simplified movement patterns
autism spectrum
- Clear structured routines, visual schedule of activities, quiet zone available if needed
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of demonstrations, assign sighted buddy for support
hearing impairment
- Use clear visual demonstrations, hand signals for game management, written instruction cards available
physical disability
- Seated ball handling practice, modified pickup technique, adapted tag placement for wheelchair users
Cross-Curricular Links
English
Following complex multi-step instructions, using technical vocabulary accurately, communication in team activities
Maths
Counting passes in game activities, measuring distances for relay races, geometry in field positioning
Science
Understanding forces when picking up and carrying objects, friction between feet and ground, cardiovascular system during exercise
PSHE
Teamwork and cooperation, resilience when facing challenges, celebrating others' achievements
Teacher Guidance
Positioning
Move around perimeter for visibility, position centrally for demonstrations
Observation Focus
Watch for W grip consistency, safe movement patterns, and positive interaction
Intervention Points
Step in if technique deteriorates, unsafe play occurs, or students become disengaged
Demonstration Notes
Use exaggerated movements for clarity, repeat key points multiple times, involve students in demonstrations
Verbal Cues
- •'W grip!'
- •'Step over the ball!'
- •'Heads up when running!'
- •'Two hands for safety!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 25m x 25m outdoor space or large sports hall, clear of obstacles
Surface Check
Dry, even surface free from holes, debris, or slippery areas
Equipment Safety
Safety Checks
- •Check rugby balls are properly inflated and not damaged
- •Ensure tag belts are adjustable and not too tight
- •Verify cones are stable and visible
Risk Management
Key Risks
- •Collisions during running activities
- •Falls when picking up balls at speed
- •Tag pulling injuries if belts too tight
- •Ball strikes to face or body
Risk Mitigation
- •Clear boundaries and safe movement patterns established
- •Adequate spacing between students during all activities
- •Progressive skill building from static to dynamic
- •Emphasis on controlled movement over speed
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity areas like central ball collection
- •Watch for fatigue affecting safe movement
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, contact emergency services if required