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Big Question

How can you keep control of the ball when your opponent is trying to win it from you?

Learning Objectives

  • Understand how to work alongside and against others when attacking and defending
  • Develop the ability to dribble the ball with control under pressure
  • Master techniques to keep possession against an opponent

Key Outcomes

  • Students will demonstrate effective ball shielding techniques using body positioning
  • Students will maintain possession in competitive situations through controlled dribbling
  • Students will apply attacking and defending principles in game scenarios

Equipment & Resources Required

Handballs
1 per student (30)

Inflated to correct pressure, distributed around court perimeter for easy access

Alternative: Soft foam balls, size 4 footballs for students with grip difficulties

Bibs
15 (half class set plus extras)

Multiple colours for team differentiation in game situations

Alternative: Coloured bands, different coloured PE tops

Dish Cones
24-30

Used to mark goalkeeper zones and court boundaries - placed securely to prevent slips

Alternative: Chalk lines, tape markers on indoor surfaces

Sun Markers
4-6 zones depending on court setup

Clearly marked semi-circles or D-shapes at each goal area, approximately 3m x 3m

Alternative: Rope or tape lines, existing court markings if suitable

Key Vocabulary

Ball shielding

Using your body to protect the ball from an opponent whilst maintaining control

Strong wide stance

A balanced position with feet shoulder-width apart, knees bent, weight on balls of feet

Possession

Maintaining control of the ball for your team without the opposition winning it

Dribbling

Moving the ball with one hand by bouncing it continuously whilst travelling

Bounce pass

A pass that bounces once on the floor before reaching your teammate

Spatial awareness

Understanding where you are in relation to teammates, opponents, and boundaries

Skill Progression Pathway

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

Prior Learning

  • Basic handball passing techniques
  • Fundamental dribbling with one hand
  • Understanding of court boundaries and basic rules
  • Experience working in pairs and small groups

Current Skills

  • Ball shielding using body positioning
  • Controlled dribbling under defensive pressure
  • Maintaining possession in competitive situations
  • Spatial awareness when attacking and defending

Next Steps

  • Advanced attacking strategies in team play
  • Complex defensive positioning and marking
  • Shooting techniques and goal-scoring opportunities
  • Full game tactical understanding

Milestone Indicators

1
Student can shield ball for 10+ seconds against active defender
2
Student maintains control while scanning for passing options
3
Student demonstrates consistent strong wide stance
4
Student successfully retains possession in small-sided games

Key Teaching Points

  • Ball shielding requires sideways body position with ball on far side from defender
  • Strong wide stance (shoulder-width feet, bent knees) provides stability and mobility
  • Weight on balls of feet enables quick directional changes and reactive movement
  • One-handed dribbling is fundamental handball skill - differentiates from basketball
  • Three-step rule prevents travelling - crucial handball regulation to reinforce
  • Bounce passes should land approximately 2/3 distance to target for chest-height catch
  • Receiving ball sideways-on creates multiple tactical options - pass left, pass right, or shoot forward
  • Defenders must maintain dual awareness - one eye on ball, one eye on marked player
  • Moving after passing creates new passing angles and prevents static predictable play
  • Quick passing reduces opponent reaction time - speed of ball movement is tactical advantage
  • Goalkeeper zones exist for safety - strict enforcement prevents dangerous collisions

Common Misconceptions

  • Misconception: 'I can run with the ball like basketball' - Correction: Handball allows only three steps then must bounce; demonstrate counting steps aloud and bouncing
  • Misconception: 'Facing forward when receiving is best' - Correction: Sideways position gives three options (left pass, right pass, shoot) versus one option (shoot); show with demonstration
  • Misconception: 'Dribbling can be two-handed' - Correction: Handball requires one-handed dribble only; practice one-handed control specifically
  • Misconception: 'Ball shielding means hiding the ball behind me' - Correction: Shielding uses body as barrier between opponent and ball while maintaining control and vision; demonstrate proper sideways positioning
  • Misconception: 'Defenders should only watch the ball' - Correction: Ball-watching allows marked player to drift into space unmarked; practice peripheral vision awareness
  • Misconception: 'After I pass, my job is done' - Correction: Movement after passing creates new options and prevents predictable static play; highlight this in games
  • Misconception: 'Bounce passes should land near my feet' - Correction: Aiming for 2/3 distance creates chest-height catch for partner; use marked spots to show ideal bounce point

SEN Adaptations

ADHD
  • Short activity bursts with frequent changes maintain engagement; clear boundaries marked visually prevent wandering; regular movement breaks built into lesson structure; provide frequent positive specific feedback; assign leadership roles (demonstrate, lead warm-up) to channel energy; simplified instructions - one or two points maximum; visual cues for rules; immediate feedback rather than delayed; high-energy activities suited to ADHD (Catch the Pig particularly effective)
dyspraxia
  • Use larger, softer balls for easier catching and control; reduce passing distances initially (1.5m instead of 2m); allow extra practice time for skill development; break skills into smaller component parts; provide wall support for balance activities; reduce speed of activities - walking pace options; verbal cueing for sequenced movements (step, push, follow through); visual markers for foot positioning; celebrate effort and improvement over outcome
autism spectrum
  • Provide visual schedule showing lesson structure and timing; establish clear routines for transitions between activities; designate quiet zone at court edge if overwhelm occurs; give advance warning of activity changes (2-minute notice); provide written rules as well as verbal; limit sensory overload - reduce noise levels, avoid crowded spaces; offer predictable partner rather than rotating; allow observation time before joining new activities
visual impairment
  • Use brightly coloured balls with high contrast to background (yellow/orange on dark floor); provide verbal cues for all demonstrations; partner with sighted buddy for movement activities; use audible balls with bells inside for tracking; reduce court size for easier spatial navigation; allow tactile exploration of equipment and zones before activity begins
hearing impairment
  • Use visual demonstrations with exaggerated movements; provide written rule cards and instruction sheets; use hand signals for common instructions (thumbs up for good, hand wave for swap, etc.); position student where they can see teacher's face for lip-reading; buddy system with hearing peer for communication support; visual whistle alternatives (raised hand, light signal)
physical disability
  • Seated handball version using wheelchair or chair - dribble by tapping ball, pass while seated, goals at appropriate height; modified equipment - larger lighter balls, shorter passing distances; adapted shielding - protect ball in lap or using chair positioning; flexible rules - extended time limits, additional steps allowed, two-handed dribbling permitted; goalkeeper role well-suited for limited mobility; peer support for movement around court

Cross-Curricular Links

English

Technical vocabulary acquisition and usage; verbal communication during games; peer assessment requires explanation and feedback; reflection requires articulation of learning; following verbal instructions throughout lesson

Maths

Counting sequences in 5.4.3.2.1 activity; measuring distances for passing (2m, 3m); calculating time (3 seconds possession, 15-second shielding blocks); spatial geometry understanding zones and areas; angles of passing and movement

Science

Forces applied in bounce passing - gravity, friction on court surface; body systems during exercise - cardiovascular system responding to activity, increased heart rate; recovery during cool-down; muscle groups used - quadriceps, hamstrings, shoulders; energy systems for sustained activity

PSHE

Teamwork and collaboration throughout all activities; resilience when skills are challenging or team loses; managing emotions - frustration, excitement, competition; leadership during peer assessment and team games; fair play and sporting values; communication skills development

Teacher Guidance

Positioning

Position at court edge during demonstrations for voice projection and visibility to all students; move to centre court during activities for 360-degree observation; position between two game pitches during final games to monitor both simultaneously; avoid standing with back to any group

Observation Focus

Watch for: controlled one-handed dribbling with head up; accurate bounce passes at 2/3 distance; sideways body positioning when receiving; strong wide stance during ball shielding; weight on balls of feet in ready position; movement after passing; defensive awareness watching both ball and player; rule adherence particularly three steps and goalkeeper zones; sporting behaviour and positive communication

Intervention Points

Step in immediately if: physical contact occurs - reinforce no-contact rule; rule violations becoming frequent - stop game for coaching; technique breaking down significantly - review teaching points; conflict between students - mediate and reinforce fair play; unsafe play observed - stop activity and address; fatigue affecting safety - provide water break; goalkeeper zone violations - explain safety importance; over-aggressive defending - calm and redirect

Demonstration Notes

Demonstrate: Use exaggerated movements for clarity - wide stance, big steps, clear arm extensions; demonstrate from multiple angles so all students can see; use teaching assistant or confident student for partner demonstrations; show common mistakes first then correct technique for contrast; slow down complex skills into component parts; repeat demonstrations if student questions indicate confusion; involve students in demonstrations to increase engagement; narrate what you're doing during demonstration - 'Watch my feet as I step with the opposite foot'

Verbal Cues
  • •'Soft hands for catching!'
  • •'One, two, three, bounce!'
  • •'Sideways on!'
  • •'Weight on your toes!'
  • •'Shield it!'
  • •'Head up, scan the court!'
  • •'Move after you pass!'
  • •'One eye on ball, one on player!'
  • •'Quick pass!'
  • •'Find the free player!'
  • •'Below head height!'
  • •'Three seconds, release it!'
  • •'Strong wide stance!'
  • •'Communicate with your team!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m sports hall or outdoor hard court for full class (30 students), with clear overhead height of 4m+ to prevent ball strikes on ceiling

Surface Check

Dry, even, non-slip surface essential for pivoting and directional changes; check for water, dust, or debris before lesson; wooden or synthetic court surface ideal; outdoor tarmac acceptable if dry

Equipment Safety

Safety Checks
  • •Handballs inflated to correct pressure (0.4-0.5 bar) - overinflated balls bounce unpredictably and increase injury risk
  • •Check all balls for damage, splits, or rough patches that could cause hand injuries
  • •Floor spots/cones have no sharp edges and are securely placed to prevent slips
  • •Bibs are correct size - too large can catch on equipment or cause trips
  • •Goals secured and stable - check bench goals won't tip if leaned on
  • •No exposed wall fixtures or sharp corners in playing area

Risk Management

Key Risks
  • •Collisions between students during dynamic activities - particularly in Catch the Pig and games
  • •Slips and falls during quick directional changes and pivoting
  • •Ball strikes to face/head during passing and shooting activities
  • •Trips over equipment - balls, cones, floor spots
  • •Muscle strains from explosive movements without adequate warm-up
  • •Goalkeeper collisions if zone rules not enforced
Risk Mitigation
  • •Clear boundaries and zones established before each activity to manage space
  • •Adequate spacing between pairs and groups maintained throughout - minimum 3-4m
  • •Progressive skill building from static to dynamic activities reduces injury risk
  • •Below head height shooting rule strictly enforced to protect goalkeepers
  • •No-contact rule in all activities - verbal reminders throughout lesson
  • •Goalkeeper zones clearly marked and enforced to prevent dangerous collisions
  • •Three-step rule prevents uncontrolled running with ball
  • •Warm-up includes dynamic movements preparing muscles for activity
  • •Cool-down with stretching reduces post-lesson muscle soreness and injury
  • •Regular water breaks to prevent dehydration and fatigue-related injuries

Supervision & Emergency Procedures

Supervision Points
  • •Position for maximum visibility - centre court or between two game pitches
  • •Circulate actively during activities to monitor technique and safety
  • •Monitor high-activity areas particularly during games - goal mouths, congested spaces
  • •Watch for signs of fatigue affecting control and safety - reduce intensity if needed
  • •Identify students playing over-aggressively and intervene immediately
  • •Keep equipment organised at court edges - prevents trips during activities
  • •Maintain awareness of all students including those sitting out - nobody unsupervised
Emergency Procedures

In event of injury: STOP activity immediately with whistle; assess situation - send for first aider if needed; apply appropriate first aid if trained (ice for impact injuries, rest for strains); complete accident report form; contact parents/guardians if significant injury; ensure other students supervised and safe during emergency response; have emergency contact numbers and student medical information accessible