Lesson 2 - Pass and Move into Space
Control to Competition
•Year 6
•Handball
•Start Planning Better PE Lessons
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How can we use body positioning and movement to create and exploit space in handball?
Learning Objectives
- To pass accurately and move into space effectively during handball activities
- To understand and apply the concept of turning sideways to receive passes
- To demonstrate knowledge of double dribbling rules and ball handling regulations
Key Outcomes
- Students will pass accurately and move purposefully into available space
- Students will position their body sideways when receiving passes
- Students will apply handball rules correctly including double dribbling regulations
Equipment & Resources Required
Distributed around court perimeter for easy access
Alternative: Size 4 footballs, netballs if handballs unavailable
6 for Spiderman tag, remaining for team games
Alternative: Coloured bands, team pennants
Mark goalkeeper zones and court boundaries
Alternative: Cones, gym mats as boundaries
Clearly defined goal areas with appropriate height restrictions
Alternative: Benches, wall targets, marked areas
Key Vocabulary
Illegally bouncing the ball, catching it with two hands, then bouncing again
Turning your body so your side faces the passer, creating the best receiving position
Deliberately moving to an area with fewer players after passing or during play
Positioning hands ready to receive a pass, usually at chest/nose height
Maximum time allowed to hold the ball before passing, shooting or dribbling
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from previous handball lessons
- Understanding of basic passing and catching techniques
- Awareness of personal space and moving safely
Current Skills
- Passing accurately to moving targets
- Moving purposefully into space after passing
- Receiving passes with correct body positioning
- Applying double dribbling rules consistently
Next Steps
- Advanced tactical play including creating space for others
- Defensive positioning and marking strategies
- Game management and officiating skills
Milestone Indicators
Key Teaching Points
- Single-hand dribbling technique prevents double dribbling violations
- Sideways body position when receiving improves balance and passing options
- Moving into space after passing creates better attacking opportunities
- Three-second possession rule encourages quick decision-making
- Target hands at chest/nose height improve catching success
- Communication and listening skills are essential for team success
- Below head-height shooting ensures safety for all players
Common Misconceptions
- Students think they can dribble with both hands simultaneously - emphasise single-hand control only
- Belief that facing the passer is best - demonstrate advantages of sideways position
- Assumption that holding the ball longer helps decision-making - explain 3-second rule benefits
- Thinking that standing still after passing is correct - emphasise movement into space
- Misconception that louder communication is always better - focus on clear, helpful communication
SEN Adaptations
ADHD
- Shorter activity bursts with clear transitions, movement breaks integrated, regular position changes, clear behavioural expectations
dyspraxia
- Larger equipment for easier handling, reduced complexity in rules, extra practice time, step-by-step skill breakdowns
autism spectrum
- Clear routine structure, visual schedule of lesson sections, quiet zones available, consistent rules and expectations
visual impairment
- Use bright coloured balls and bibs, provide verbal descriptions of court layout, buddy system for spatial awareness, audio signals for game stops
hearing impairment
- Clear visual demonstrations, hand signals for game management, written rule reminders on display, visual cues for timing
physical disability
- Modified handball sizes, seated passing variations, adapted distances, peer support for movement, alternative scoring methods
Cross-Curricular Links
English
Following instructions, explaining rules to others, using specific handball vocabulary, descriptive language for movement
Maths
Counting steps (maximum 3), measuring distances for passing, angles and directions for movement patterns, timing with 3-second rule
Science
Forces and motion in ball throwing, friction between ball and surface, body systems during exercise, balance and coordination
PSHE
Teamwork and cooperation, listening skills, communication under pressure, resilience when facing challenges, fair play and respect
Teacher Guidance
Positioning
Move constantly around space to observe all groups, position at corners for maximum court visibility during games
Observation Focus
Watch for correct ball handling, safe movement patterns, rule application, and positive communication
Intervention Points
Step in when students struggling with rules, unsafe play observed, or to provide tactical guidance
Demonstration Notes
Use clear, exaggerated movements for skill demonstrations, involve confident students as models, break down complex skills into steps
Verbal Cues
- •'Soft hands for catching!'
- •'Move into space after passing!'
- •'Turn sideways to receive!'
- •'One hand for dribbling!'
- •'Make a target with your hands!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m indoor court or hall, clear of obstacles and with safe boundaries
Surface Check
Non-slip indoor surface, dry and even, free from hazards or debris
Equipment Safety
Safety Checks
- •Check handballs are properly inflated and in good condition
- •Ensure bibs are clean and have no sharp edges or fastenings
- •Floor markers securely positioned to prevent tripping
- •Goals or targets stable and appropriately sized
Risk Management
Key Risks
- •Ball strikes to head or face during passing/shooting
- •Collisions between students during running activities
- •Slips and falls during direction changes
- •Overexertion during intense game play
Risk Mitigation
- •Enforce below head-height shooting rule strictly
- •Maintain adequate spacing between groups and activities
- •Emphasise controlled movement and awareness of others
- •Regular water breaks and intensity monitoring
- •Clear boundaries and safe playing areas established
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during games
- •Move around space to monitor different groups closely
- •Pay special attention during ball handling and throwing activities
- •Monitor goalkeeper zones for safety during games
Emergency Procedures
Stop activity immediately with whistle/voice command, assess situation, provide appropriate first aid or support, contact emergency services if required