Lesson 2 - Pass and Move with Body Positioning
Control to Tournament Strategies
•Year 5
•Handball
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How can clever body positioning and accurate passing help us keep possession and create scoring opportunities?
Learning Objectives
- To pass accurately and move into space effectively
- To demonstrate correct body positioning when receiving a pass
- To understand and apply handball rules including double dribbling
Key Outcomes
- All students will be able to pass and catch with some accuracy and begin to move into space
- Most students will consistently pass accurately and move into space whilst demonstrating correct sideways body position
- Some students will demonstrate advanced passing accuracy, excellent spatial awareness and tactical understanding
Equipment & Resources Required
Distribute around court perimeter for easy access
Alternative: Size 1 footballs, netballs, or playground balls
6 bibs for warm-up activity, remainder for game differentiation
Alternative: Bean bags, soft balls, or coloured bands
Mark goalkeeper zones on each court - 2m x 2m squares
Alternative: Cones, chalk marks, or tape
For recording game footage to review with students
Alternative: Smartphone with video capability
Key Vocabulary
Bouncing the ball, catching it with two hands, then bouncing it again - this is not allowed in handball
Turning your body so your shoulder points towards the passer, creating a bigger target
Passing the ball then immediately moving to a new position
Using your hands and body position to show teammates where to pass the ball
Players can only hold the ball for three seconds before they must pass, bounce or shoot
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and catching skills
- Simple passing techniques
- Understanding of personal space
- Basic handball rules from previous lessons
Current Skills
- Accurate passing whilst moving
- Sideways body positioning for receiving
- Moving into space after passing
- Understanding double dribbling rule
Next Steps
- Advanced passing under defensive pressure
- Tactical shooting and goal scoring
- Complex team formations and strategies
- Competitive handball match play
Milestone Indicators
Key Teaching Points
- Emphasise sideways body positioning for receiving passes - creates larger target and better balance
- Enforce one-handed dribbling strictly - prevents double dribbling violations and improves ball control
- Stress immediate movement after passing - keeps game flowing and creates space for teammates
- Teach three-second possession rule - prevents ball hogging and maintains game pace
- Develop spatial awareness through pass and follow patterns - improves tactical understanding
- Practice making clear hand targets for receiving - improves passing accuracy and communication
- Encourage varied passing directions - prevents predictable play and develops vision
Common Misconceptions
- Students thinking they can dribble with both hands like basketball - clarify handball uses one-handed dribbling only
- Believing they can hold the ball as long as they want - explain three-second rule and its purpose
- Thinking sideways positioning is only for catching - explain how it helps with balance and next movement
- Assuming bigger steps are better - teach that three controlled steps are more effective than large strides
- Believing they must pass to the nearest person - encourage looking for best option, not closest player
- Thinking the goalkeeper can come out anytime - clarify zone restrictions and their tactical purpose
SEN Adaptations
ADHD
- Short activity bursts with clear transitions, movement breaks built in, clear visual boundaries, immediate positive feedback system
dyspraxia
- Larger, lighter balls initially, reduced complexity in movement patterns, additional practice time, step-by-step technique breakdowns
autism spectrum
- Clear visual schedule of activities, consistent routines and signals, quiet observation zone available, structured partner assignments
visual impairment
- Use bright coloured balls and bibs, provide verbal descriptions of court layout, buddy system for navigation, clear verbal instructions
hearing impairment
- Visual demonstrations of all techniques, hand signals for instructions, written rule cards available, visual timer for three-second rule
physical disability
- Seated passing options available, modified equipment size and weight, adjusted distances for throwing, alternative roles in games
Cross-Curricular Links
Maths
Counting three-second rules, measuring 5m distances, calculating angles for passing, understanding spatial geometry in court positioning
Science
Forces and motion in ball throwing, understanding bounce physics, body systems during exercise, balance and coordination principles
Geography
Directional language, spatial awareness, mapping movement patterns around court, understanding relative positioning
PSHE
Teamwork and cooperation, managing emotions during competition, building resilience through challenges, communication skills
Teacher Guidance
Positioning
Stand at corner of court for maximum visibility, move along sidelines during games to observe different angles
Observation Focus
Watch for proper body positioning, adherence to handball rules, safe play and positive communication
Intervention Points
Step in immediately for safety concerns, rule violations, or if students are struggling with concepts
Demonstration Notes
Use clear, exaggerated movements when demonstrating techniques, involve confident students in demonstrations, repeat key demonstrations throughout lesson
Verbal Cues
- •'Sideways on for receiving!'
- •'One hand only for dribbling!'
- •'Make a target with your hands!'
- •'Pass and move to new space!'
- •'Three seconds maximum holding time!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m indoor court or playground area, clear of obstacles and with 2m safety margin
Surface Check
Dry, even surface free from debris, water, or slippery areas that could cause falls
Equipment Safety
Safety Checks
- •Check handballs are correctly inflated and suitable size for Year 5
- •Ensure bibs are soft fabric suitable for throwing activities
- •Verify floor spots are securely placed and non-slip
- •Confirm video equipment is positioned safely away from play
Risk Management
Key Risks
- •Collisions during fast-paced tag and game activities
- •Falls from sudden direction changes or slips
- •Ball strikes to face or body during passing practice
- •Overexertion during continuous activity periods
Risk Mitigation
- •Clear boundaries established with adequate safety margins
- •Adequate spacing between students during all activities
- •Progressive skill building from static to dynamic activities
- •Regular hydration breaks and intensity monitoring
- •Emphasis on controlled movements and spatial awareness
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Monitor high-activity areas during tag and game sessions
- •Move around court to observe technique and safety
- •Maintain awareness of student fatigue and engagement levels
Emergency Procedures
Stop activity immediately on safety concern, assess situation calmly, provide appropriate first aid or support, complete accident reporting if required