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Lesson 4 - Defensive Tactics and Strategies

Tactical Progression

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Year 6

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Handball

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1h 7min

Big Question

How can we work as a team to prevent our opponents from scoring goals?

Learning Objectives

To understand and apply man-to-man marking in game situations
To demonstrate effective zonal marking strategies
To apply defensive pressure to regain possession of the ball

Key Outcomes

Students will demonstrate effective defensive positioning and marking techniques
Students will understand when to apply different defensive strategies
Students will work collaboratively to prevent attacking opportunities

Equipment & Resources Required

Handballs

15-20 (1 per 2 students plus extras)

Distributed around court perimeter for easy access

Alternative: Size 1 footballs, foam balls for reduced impact

Posts

4 (2 per court)

Positioned at opposite ends of playing area

Alternative: Cone goals, wall targets marked with tape

Markers Cones

20-30

Mark court boundaries and goal areas clearly

Alternative: Chalk lines, existing court markings

Coloured Bibs

15 (2 sets of different colours)

Clearly distinguish teams during games

Alternative: Different coloured t-shirts, team bands

Stopwatch

2-3

For timing 3-second rule violations

Alternative: Mobile phone timers, wall clock with second hand

Key Vocabulary

Man-to-man marking

A defensive strategy where each defender is responsible for marking a specific opponent

Zonal marking

A defensive strategy where defenders mark areas of the court rather than specific players

Defensive pressure

Applying close marking to make it difficult for attackers to pass or shoot

Transition

The moment when possession changes from one team to another

Turnover

When the defending team regains possession of the ball

Skill Progression Pathway

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

Prior Learning

Basic handball passing and catching techniques
Understanding of attacking movements and positioning
Knowledge of basic handball rules and court boundaries

Current Skills

Applying defensive pressure and marking techniques
Understanding different defensive strategies
Transitioning between attack and defence roles

Next Steps

Advanced team defensive formations
Counter-attacking strategies from defensive positions
Tournament play applying all skills learned

Milestone Indicators

Students maintain close marking distance consistently

Teams force turnovers through effective defensive pressure

Students communicate and organise defensive positioning

Key Teaching Points

Maintain close marking distance - within arm's length of opponent
Communicate defensive assignments loudly and clearly throughout games
Apply immediate pressure to any player receiving the ball
React instantly when possession changes - every player becomes a defender
Force attackers to hold the ball for more than 3 seconds to gain possession
Support teammates who are struggling with their defensive assignments
Adapt defensive strategy based on what the attacking team is doing

Common Misconceptions

Thinking defending means standing still and waiting for the ball to come to you
Believing only some players need to defend when possession is lost
Assuming physical contact is allowed to stop attackers
Thinking one defensive strategy works in all situations
Believing defending is less important than attacking in handball
Assuming good defenders don't need to communicate with teammates

SEN Adaptations

ADHD

Break practice into shorter segments, provide clear immediate feedback, use physical movement to maintain focus

dyspraxia

Simplify movement patterns initially, provide extra practice time for positioning, use verbal reminders for spatial awareness

autism spectrum

Provide clear tactical role cards, maintain consistent team positions, offer quiet reflection time

visual impairment

Use bright coloured balls and bibs, provide verbal descriptions of positioning, assign sighted buddy for guidance

hearing impairment

Use clear visual signals for tactics, provide written tactical instructions, utilise hand signals for communication

physical disability

Adapt marking distances as appropriate, allow seated defending positions, modify movement requirements

Cross-Curricular Links

Maths

Calculating scores and statistics, measuring distances for effective marking, timing 3-second violations accurately

Science

Understanding forces and motion in defensive movements, analysing body positioning for optimal performance

Geography

Spatial awareness and positioning, understanding zones and territories, mapping team formations

PSHE

Teamwork and collaboration, resilience when defending under pressure, leadership in organising team tactics

Teacher Guidance

Positioning

Move between practice groups during skills development, position on sideline during games for clear view of both teams

Observation Focus

Watch for effective marking distance, team communication, and tactical application under pressure

Intervention Points

Step in if rules are being broken, physical contact occurs, or students appear confused about tactical roles

Demonstration Notes

Use clear, exaggerated movements for tactical demonstrations, ensure all students can see key teaching points, repeat demonstrations as needed

Verbal Cues

•'Stay close to your opponent!'
•'Communicate your defensive assignments!'
•'Apply pressure to the ball carrier!'
•'Work as a team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full sports hall or equivalent outdoor space minimum 40m x 20m for two courts

Surface Check

Clean, dry, non-slip surface free from debris or water hazards

Equipment Safety

Safety Checks

•Check handballs are properly inflated and undamaged
•Ensure goal posts are stable and properly secured
•Verify cones and markers have no sharp edges or damage

Risk Management

Key Risks

•Collisions between players during defensive movements
•Falls when changing direction quickly
•Ball strikes to face or body during interceptions

Risk Mitigation

•Emphasise no physical contact rules throughout lesson
•Maintain adequate spacing between practice groups
•Progressive build-up from walking pace to full game speed
•Clear boundaries established and maintained

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during practice scenarios
•Monitor game intensity and intervene if play becomes too physical
•Watch for signs of fatigue affecting safe play

Emergency Procedures

Stop play immediately if injury occurs, assess severity, apply appropriate first aid, seek additional medical support if required