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Lesson 3 - Defending and Marking

Tactical Play & Competitions

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Year 5

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Handball

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45 min

Big Question

How can we work as a defensive team to regain possession and prevent the opposition from scoring?

Learning Objectives

To understand that roles change instantly from attacker to defender when possession is lost
To apply effective man-to-man marking techniques to prevent passes and scoring opportunities
To demonstrate defensive pressure by forcing attackers to hold the ball for longer than 3 seconds

Key Outcomes

Students will consistently apply man-to-man marking in game situations
Students will understand and enforce the 3-second rule when defending
Students will demonstrate instant transition from attack to defence

Equipment & Resources Required

Handballs

1 per 6 students (5 total)

Distributed around playing area perimeter for quick access

Alternative: Size 1 footballs, foam balls for safety

Posts

2 sets

Positioned at each end of 30x20m area

Alternative: Large cones, corner flags, marked areas on wall

Cones

Mark goal areas, boundaries, and activity zones

Alternative: Markers, spots, rope boundaries

Coloured Bibs

15 (3 different colours)

Clearly distinguish teams and roles during activities

Alternative: Team bands, different coloured t-shirts

Key Vocabulary

Man-to-man marking

A defensive strategy where each defender is responsible for marking one specific attacker throughout the game

Goal-side positioning

Positioning yourself between your opponent and the goal they are attacking

3-second rule

A handball rule stating players cannot hold the ball for more than 3 seconds without passing, shooting, or dribbling

Defensive pressure

Close marking and positioning that makes it difficult for attackers to pass, shoot, or move freely

Transition

The moment when a team changes from attacking to defending or defending to attacking

Skill Progression Pathway

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

Prior Learning

Basic handball passing and catching techniques
Understanding of possession and non-possession phases
Basic spatial awareness in game situations

Current Skills

Man-to-man marking technique
Defensive positioning and goal-side marking
Instant transition from attack to defence
Applying defensive pressure using the 3-second rule

Next Steps

Zone defending and team defensive systems
Advanced interception techniques
Communication and leadership in defensive situations

Milestone Indicators

Consistently follows opponent's movements closely

Forces attackers to hold ball for 3+ seconds regularly

Communicates effectively with teammates during defence

Shows immediate reaction when possession changes

Key Teaching Points

Man-to-man marking means each defender has one specific attacker to shadow throughout the game
Goal-side positioning - always position yourself between your attacker and the goal they want to score in
Apply pressure to force the 3-second rule - get close to the ball carrier and count aloud to put them under time pressure
Instant transition from attack to defence when possession changes - there's no time to hesitate
Defensive teamwork requires clear communication about who marks who before the game starts
Effective marking distance is within arm's reach but without making physical contact
Use body position to block passing lanes while maintaining pressure on the ball carrier

Common Misconceptions

Thinking you can mark all attackers at once - each defender must focus on their assigned player only
Believing that marking means you can push or hold the attacker - no contact is allowed in marking
Assuming defensive work is less important than attacking - good defence wins games and creates attacking opportunities
Thinking the 3-second rule only applies when you're counting - it's always in effect when players hold the ball
Believing that you only defend when your team doesn't have the ball - defend immediately when possession is lost

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use positive reinforcement frequently, allow movement breaks as needed

dyspraxia

Simplify movement patterns, provide extra demonstration time, use larger equipment, break down skills into smaller steps, allow more practice time

autism spectrum

Provide clear structure and routine, use visual schedules for activities, allow processing time for instructions, offer quiet zones if needed

visual impairment

Use brightly coloured bibs and balls, provide verbal descriptions of positioning, use sound cues for timing, assign sighted peer partners

hearing impairment

Use visual signals for timing and instructions, demonstrate all movements clearly, provide written instruction cards, use hand signals for communication

physical disability

Modify marking distance and movement requirements, allow seated or supported marking positions, use appropriate alternative equipment, focus on tactical understanding

Cross-Curricular Links

Maths

Counting 3-second rule violations, measuring distances for marking, calculating points scored through defensive actions

Science

Understanding body positioning and centre of gravity for effective marking, forces and motion in defensive movements

Geography

Spatial awareness and positioning concepts, understanding of space and territory in defensive contexts

PSHE

Teamwork and cooperation in defensive systems, resilience when under attacking pressure, respect for opponents and rules

Teacher Guidance

Positioning

Position centrally to observe all groups, move between activities to provide individual feedback and ensure safety

Observation Focus

Watch for correct marking distance, goal-side positioning, transition speed, and team organisation

Intervention Points

Step in if students are making contact, not applying defensive pressure, or showing poor sportsmanship

Demonstration Notes

Demonstrate: Use clear, exaggerated movements to show defensive positions, involve students in demonstrations to maintain engagement

Verbal Cues

•'Get goal-side!'
•'Shadow your player!'
•'Count the seconds!'
•'Pressure the ball!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m, clear of obstacles and hazards

Surface Check

Dry, even surface suitable for dynamic movement and direction changes

Equipment Safety

Safety Checks

•Check handballs are appropriate size and properly inflated
•Ensure cones have no sharp edges and are highly visible
•Verify goals are stable and properly positioned

Risk Management

Key Risks

•Collisions during dynamic marking activities
•Contact between defenders and attackers
•Falls during direction changes and defensive movements
•Overexertion during intense defensive pressure

Risk Mitigation

•Establish clear 'no contact' rule for all defensive activities
•Ensure adequate spacing between different groups and activities
•Teach proper defensive positioning to maintain safe distance
•Monitor intensity levels and provide regular rest periods
•Emphasise controlled movements rather than reckless challenges

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups simultaneously during activities
•Move between groups during practice to monitor technique and safety
•Watch for signs of fatigue or frustration that might lead to unsafe play
•Ensure rules are being followed consistently across all groups

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, alert emergency services if required