Lesson 1 - Javelin Pass and Receiving Skills
Invasion Game Skills
•Year 7
•Flag Football
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How can accurate passing and quick receiving help your team maintain possession and create scoring opportunities?
Learning Objectives
- Demonstrate the correct grip and throwing technique for the javelin pass
- Show good ready position and movement to receive the ball effectively
- Work collaboratively with teammates when attacking and defending
Key Outcomes
- All students will demonstrate basic javelin pass grip and participate in team activities
- Most students will show accurate passing with good ready position and communicate effectively
- Some students will apply skills consistently in game situations with tactical awareness
Equipment & Resources Required
Check for correct inflation and any damage before use
Alternative: Rugby balls, foam footballs for safety
Ensure all flags are securely attached and belts are adjustable
Alternative: Bibs tucked into shorts, velcro tags
Use bright colours for clear visibility, check for damage
Alternative: Markers, chalk lines on playground
Key Vocabulary
An overarm throwing technique where the ball is released like a javelin for accuracy and distance
Athletic stance with weight on balls of feet, knees slightly bent, ready to move in any direction
Belt worn around waist with removable flags used instead of tackling
The direction and path that attacking players take to advance towards the target
Where defenders place themselves to see both the ball and their opponent
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from primary school
- Understanding of simple team games
- Basic catching and throwing experiences
Current Skills
- Javelin pass technique with correct grip
- Ready position for quick movement
- Basic flag football rules and gameplay
Next Steps
- Advanced passing techniques (spiral pass)
- Complex offensive and defensive strategies
- Match play with official rules
Milestone Indicators
Key Teaching Points
- Correct javelin pass grip with fingers crossing laces and thumb underneath
- Sideways throwing position like an archer for maximum accuracy and power
- Ready position with weight on balls of feet for quick movement
- Two-handed catching at chest height for safety and control
- Communication through signals rather than shouting during games
- Tactical awareness of positioning to see both ball and opponent
- Progressive skill development from static to dynamic game application
Common Misconceptions
- Thinking throwing harder means more accurate - emphasise technique over power
- Believing you must face the target when throwing - teach sideways position
- Assuming one-handed catches are acceptable - always insist on two hands
- Thinking defensive players should only watch the ball - teach dual awareness
- Believing running with the ball is allowed - reinforce passing-only rules
- Assuming shouting is the best communication - teach signal systems
SEN Adaptations
ADHD
- Short activity bursts with regular changes, clear boundaries, regular positive reinforcement
dyspraxia
- Break skills into smaller steps, use larger equipment initially, extra practice time for coordination
autism spectrum
- Clear routines and structure, visual schedule of activities, quiet zones available if needed
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of demonstrations, buddy system for support
hearing impairment
- Use visual demonstrations extensively, hand signals for communication, written instruction cards
physical disability
- Seated throwing options, modified distances, larger target areas, alternative scoring methods
Cross-Curricular Links
Maths
Calculating distances for throws, angles of trajectory, scoring and statistical analysis
Science
Forces and motion in throwing, trajectory and gravity effects, muscle groups used in throwing
Geography
Spatial awareness, directions and positioning, mapping movement patterns
PSHE
Teamwork and cooperation, dealing with winning and losing, leadership skills development
Teacher Guidance
Positioning
Move around groups during skill practice, position at edge of playing area during games for full visibility
Observation Focus
Watch for correct grip formation, accuracy of passes, movement to space, and positive team communication
Intervention Points
Step in if technique is unsafe, students struggling with grip, or negative behaviour affecting others
Demonstration Notes
Use slow motion demonstrations for technique, exaggerate key positions for clarity, involve confident students as demonstrators
Verbal Cues
- •'Sideways on like an archer!'
- •'Make that L shape with your fingers!'
- •'Quick feet, ready position!'
- •'Two hands for catching, always!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear playing area for games, adequate space between groups for skill practice
Surface Check
Dry, even surface free from hazards, check for any debris or unsafe areas
Equipment Safety
Safety Checks
- •Check all footballs are properly inflated and free from damage
- •Ensure tag belts are in good condition with secure flag attachments
- •Verify cones have no sharp edges or cracks
Risk Management
Key Risks
- •Collisions during tag games and game play
- •Ball strikes to head or body
- •Slips and falls on playing surface
- •Overexertion during high-intensity activities
Risk Mitigation
- •Clear boundaries established and communicated
- •Adequate spacing between groups during skill practice
- •Progressive skill building from static to dynamic
- •Regular hydration breaks in warm weather
- •Clear rules about safe play and fair contact
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Monitor high-activity areas during tag and game play
- •Check students are following safety rules throughout lesson
- •Be alert for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or call for additional support as needed