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Lesson 3 - Attacking Patience & Positioning

Rules & Strategy

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Year 6

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Handball

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45 min

Big Question

How can we use patience and positioning to create goal-scoring opportunities when attacking the D?

Learning Objectives

Identify and utilise effective positions around the D when attacking
Explain the importance of patience and space creation when building attacks
Apply tactical decision-making about when to shoot versus retaining possession

Key Outcomes

Students will demonstrate strategic positioning around the D to support team attacks
Students will show patience in possession, waiting for optimal shooting opportunities
Students will make tactical decisions about shooting timing in game situations

Equipment & Resources Required

Handballs

1 per 2 students (15 balls)

Distribute around court perimeter for easy access

Alternative: Netballs or size 3 footballs if handballs unavailable

Cones

20-30 cones

Mark out D areas and possession game boundaries

Alternative: Marker discs or chalk lines

Bibs

30 bibs total

Arrange in team sets for quick distribution

Alternative: Coloured bands or ask teams to use PE kit colours

Goals

2 handball goals

Position goals at opposite ends with clear D markings

Alternative: Large cones 3m apart or marked areas on wall

Key Vocabulary

The D

The semicircular area in front of the goal where specific handball rules apply

Retention

Keeping possession of the ball rather than attempting an immediate shot

Free player

A player who is not being marked and is available to receive a pass

Screening

Defensive technique where defenders block attacking players' shooting angles

Space creation

Moving to draw defenders away and create gaps for teammates

Skill Progression Pathway

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

Prior Learning

Basic handball passing and catching techniques
Understanding of the D area and shooting rules
Basic defensive positioning concepts

Current Skills

Strategic positioning around the D
Patience in possession and attack building
Tactical decision-making for shooting timing

Next Steps

Advanced attacking formations and set plays
Counter-attacking strategies from defensive positions
Complex team coordination and communication

Milestone Indicators

Students consistently position themselves to support attacks

Teams show patience rather than rushing shots

Students communicate effectively during attacking phases

Key Teaching Points

Patience in possession is more effective than rushing attacks
Positioning around the D should create multiple passing options
Space creation comes from moving defenders, not just individual skill
Decision-making about shooting timing is crucial for success
Three-step rule must be applied correctly in shooting situations
Teamwork and communication enhance individual tactical understanding
Defenders will move if attackers show patience and create threats

Common Misconceptions

Thinking that getting the ball means you must shoot immediately - emphasise patience and passing options
Believing that bunching together creates more attacking options - demonstrate how spreading creates better angles
Assuming that faster play is always better - show how patience creates better opportunities
Thinking individual skill is more important than team positioning - highlight collective success
Misunderstanding the three-step rule - provide clear demonstrations and practice opportunities

SEN Adaptations

ADHD

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

dyspraxia

Allow extra time for skill development, provide simplified movement patterns, use larger targets initially, offer additional practice opportunities

autism spectrum

Provide clear structure and routine, use visual schedules for activity progression, allow quiet processing time, offer sensory breaks if needed

visual impairment

Use brightly coloured balls and equipment, provide clear verbal descriptions of positioning, assign sighted buddy for guidance around the D

hearing impairment

Use visual demonstrations and hand signals, provide written tactical instructions, ensure clear eye contact when giving instructions

physical disability

Modify positioning requirements, allow seated or alternative shooting positions, adjust D area size, provide appropriate ball alternatives

Cross-Curricular Links

Maths

Counting passes in possession games, calculating shooting percentages, measuring distances and angles around the D

Science

Understanding forces in ball projection, analysing movement patterns, discussing reaction times and decision-making

Geography

Spatial awareness and positioning concepts, understanding of angles and directions around the court

PSHE

Teamwork and communication skills, patience and perseverance, leadership and encouraging others

Teacher Guidance

Positioning

Move actively between groups, position to see multiple activities, stay visible to all students

Observation Focus

Watch for tactical understanding, safe play, skill application, and positive teamwork

Intervention Points

Step in if students rushing attacks, unsafe play occurring, or confusion about tactics

Demonstration Notes

Use exaggerated movements for clarity, involve students in demonstrations, show both good and poor examples

Verbal Cues

•'Patience - wait for the space!'
•'Spread around the D!'
•'Great positioning - now find the free player!'
•'Perfect timing on that shot!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full sports hall or outdoor court with clearly marked D areas, minimum 30m x 20m per game

Surface Check

Clean, dry, non-slip surface with clear line markings and no obstacles

Equipment Safety

Safety Checks

•Check handballs are properly inflated and in good condition
•Ensure goals are stable and securely positioned
•Verify all cones have no sharp edges or damage
•Check bibs are clean and in good repair

Risk Management

Key Risks

•Collisions between players when moving around the D
•Ball strikes to head or body during shooting practice
•Slips and falls during quick direction changes
•Overexertion during game activities

Risk Mitigation

•Clear boundaries established between playing areas
•Adequate spacing between practice groups
•Progressive skill building before full game play
•Controlled defending - no tackling or physical contact
•Regular water breaks during intensive activities

Supervision & Emergency Procedures

Supervision Points

•Position to observe multiple groups during practices
•Move actively between games during application phase
•Monitor for signs of fatigue or overexertion
•Ensure safe ball collection and distribution

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid, call for additional support if needed