🤾

Lesson 5 - Fake and Go with Disguised Passes

Control to Tournament Strategies

•

Year 5

•

Handball

•

Big Question

How can we use deception and communication to create scoring opportunities in handball?

Learning Objectives

To develop and apply fake and go techniques to beat opponents
To master disguised passes including dummy and back of hand passes
To communicate effectively and listen to others during competitive situations

Key Outcomes

Students will consistently perform fake and go movements to deceive defenders
Students will execute disguised passes accurately under pressure
Students will demonstrate clear communication and active listening in team scenarios

Equipment & Resources Required

Handballs

15 (1 per 2 students)

Distribute around activity areas for quick access

Alternative: Size 1 footballs, netballs

Coloured Bibs

15 (various colours)

6 for Spiderman tag, remainder for team identification

Alternative: Coloured bands, team shirts

Mats

Mark goalkeeper zones and activity boundaries

Alternative: Small cones, chalk marks

Dish Cones

Create square boundaries for activities and mini-pitches

Alternative: Tall markers, poles

Stopwatch

For timing activities and game segments

Alternative: Phone timer, wall clock

Key Vocabulary

Fake and Go

A deceptive movement where you pretend to pass or move in one direction before quickly changing to another

Dummy Pass

A fake passing motion designed to deceive defenders about your intended direction

Back of Hand Pass

A disguised pass using the back of the hand to change ball direction unexpectedly

Passive Defender

A defender who acts as an obstacle but doesn't actively try to win the ball

Numerical Advantage

Having more players than the opposition in a particular area or overall

Body Sideways-on

Receiving position with body turned at angle to see both ball and defender

Skill Progression Pathway

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

Prior Learning

Basic handball passing and catching
Simple dribbling techniques
Understanding of attacking and defending roles
Basic game rules and positioning

Current Skills

Advanced deception techniques (fake and go)
Disguised passing variations
Enhanced communication during gameplay
Tactical awareness in numerical advantage/disadvantage

Next Steps

Complex game strategies and formations
Advanced shooting techniques
Leadership roles in competitive match play
Referee and coaching responsibilities

Milestone Indicators

Consistent execution of fake and go under pressure

Accurate disguised passes in game situations

Clear tactical communication throughout matches

Adaptation of play based on numerical situations

Key Teaching Points

Fake and go requires full body commitment to the deception - half-hearted fakes don't work
Disguised passes should be used selectively - simple passes are often more effective
Body position when receiving must be sideways-on to maximise vision and options
Communication is most crucial during numerical advantage/disadvantage situations
Direction changes must be explosive and decisive to beat defenders effectively
Ball control must be maintained throughout complex skills - don't sacrifice accuracy for flair
Tactical awareness develops through questioning and reflection, not just practice

Common Misconceptions

Students think fancy skills should be used constantly - teach when to use simple vs complex techniques
Belief that fake and go only works with dramatic movements - subtle deception can be more effective
Assumption that faster movement always beats defenders - controlled, well-timed changes are key
Thinking that individual skills are more important than team communication - emphasise collective success
Misunderstanding that physical ability determines success - tactical intelligence equally important
Believing that defence is passive - good defending requires active positioning and communication

SEN Adaptations

ADHD

Include frequent activity changes, provide clear physical boundaries, offer leadership roles, use positive reinforcement frequently, break instructions into smaller steps

dyspraxia

Use larger equipment initially, provide extra practice time, break down complex movements into smaller components, offer peer support partnerships

autism spectrum

Provide clear routine structure, use visual schedules for activity transitions, offer quiet zones during intense activities, maintain consistent rules and expectations

visual impairment

Use bright coloured balls and bibs, provide verbal descriptions of movements, use tactile guidance for technique, implement buddy system for spatial awareness

hearing impairment

Use visual signals and demonstrations, provide written instruction cards, implement hand signal communication system, ensure visual contact before instruction

physical disability

Adapt to seated or modified standing positions, use larger or softer balls, reduce activity area size, provide alternative scoring methods

Cross-Curricular Links

Maths

Calculating angles of movement and passes, measuring distances for optimal positioning, timing activities and scoring statistics

Science

Understanding forces in direction changes, physics of ball flight and bounces, body systems response to high-intensity activity

PSHE

Teamwork and communication skills, leadership development, respect for opponents, managing competition emotions

Teacher Guidance

Positioning

Move around perimeter during activities, position centrally during demonstrations, stay near goal areas during games

Observation Focus

Watch for correct fake and go technique, listen for tactical communication, monitor spatial awareness

Intervention Points

Step in when safety compromised, correct technique errors immediately, facilitate tactical discussions

Demonstration Notes

Use slow motion for complex skills, exaggerate movements for visibility, involve students in demonstrations, repeat key techniques multiple times

Verbal Cues

•'Sell the fake with your whole body!'
•'Quick feet, change direction!'
•'Call for the ball clearly!'
•'Find the free player!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m hall or outdoor court, clear of obstacles

Surface Check

Non-slip surface, dry conditions, no loose equipment on floor

Equipment Safety

Safety Checks

•Check handballs are properly inflated and not damaged
•Ensure cones and markers are stable and visible
•Verify floor spots are secure and not creating trip hazards

Risk Management

Key Risks

•Collisions during dynamic movement activities
•Falls during fake and go direction changes
•Ball strikes during rapid passing exercises
•Overcrowding in goal areas during games

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between activity groups
•Progressive skill building from passive to active defending
•Controlled approach speeds during practice phases
•Shot height restrictions in games

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during game phases
•Monitor high-activity areas like goal zones
•Watch for overexertion during intense activities
•Ensure proper technique during direction changes

Emergency Procedures

Stop activity immediately, assess injury, apply appropriate first aid, call for medical support if needed