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Lesson 5 - Dummy Passing and Creating Space

Basic Control & Play

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Year 7

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Handball

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Big Question

How can deception and communication create opportunities in team sports?

Learning Objectives

Develop effective communication and active listening skills in game situations
Learn to create space through movement and positioning
Master dummy passing and fake-and-go techniques to deceive opponents

Key Outcomes

Students will be able to execute dummy passes and back-of-hand passes with increasing accuracy
Students will demonstrate the ability to create and exploit space in small-sided games
Students will communicate effectively with teammates and adapt tactics based on numerical advantages or disadvantages

Equipment & Resources Required

Handballs

15-20 (ideally 1 per 2 students)

Pre-inflate to correct pressure. Have extras ready for replacements. Store in equipment bag at side of space

Alternative: Size 4 footballs, netballs, or foam balls for students with grip difficulties

Bibs

15 (for 5v5 games with 5 spare)

Separate into different colours for team identification. Check for tears or broken elastic before lesson

Alternative: Different coloured bands, pinnies, or tape on shoulders

Dish Cones

40-50

Use for marking goalkeeper zones, court boundaries, and activity squares. Ensure flat placement to prevent trip hazards

Alternative: Chalk lines, tape markers, or small cones

Sun Markers

Mark semi-circular zones approximately 6 metres from goal. Ensure visible and secure

Alternative: Floor tape, rope, or painted lines if permanent court available

Goals

4-6

Ensure goals are stable and securely positioned. Mark areas if using wall targets

Alternative: Cones as goalposts, wall targets, or benches on their side

Key Vocabulary

Dummy pass

A deceptive movement where you fake a pass in one direction but pass to another player

Back of hand pass

A pass delivered using the back of the hand to disguise direction from defenders

Fake and go

A dribbling technique where you fake movement in one direction then quickly accelerate in another

Creating space

Moving intelligently to position yourself away from defenders and provide passing options for teammates

Deception

Using movement, eye contact, and body language to mislead opponents about your intentions

Numerical advantage

When your team has more players in an area than the opposition, creating attacking opportunities

Numerical disadvantage

When the opposition has more players than your team in an area, requiring defensive organisation

Communication

Verbal and non-verbal signals used to coordinate team play, including calling for passes and directing teammates

Active listening

Paying attention to teammates' calls and responding appropriately to maintain team coordination

Skill Progression Pathway

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

Prior Learning

Basic handball passing techniques (chest pass, bounce pass)
Understanding of three-step rule and basic handball rules
Ability to catch and control a handball
Basic defensive positioning

Current Skills

Dummy passing and back-of-hand passing techniques
Fake-and-go dribbling to beat defenders
Creating space through intelligent movement
Effective verbal and non-verbal communication
Tactical awareness in numerical advantage/disadvantage situations

Next Steps

Advanced offensive strategies and set plays
Fast break situations and counter-attacking
Zone defence systems
Shooting techniques from various angles

Milestone Indicators

Consistently disguises passing intentions

Creates 3+ successful passing opportunities per game through movement

Teammates respond to communication within 2 seconds

Successfully uses fake-and-go to beat defender 60%+ of attempts

Key Teaching Points

Dummy passes must be convincing to deceive defenders - commit fully to the fake with eye contact, body lean, and arm draw-back before quickly passing elsewhere
Fake-and-go requires explosive direction change after the fake - hard step in fake direction, then powerful push-off and acceleration opposite way with ball control maintained
Receiving ball with body sideways-on is crucial for vision and quick decision-making - opens up passing options and allows peripheral vision of multiple teammates
Defenders must keep one eye on ball and one eye on their marked player - prevents ball-watching which allows attackers to slip free
Communication and active listening are especially important in numerical advantage/disadvantage situations - verbal calls help organise team strategy
Creating space through intelligent movement provides passing options for teammates - move away from crowded areas, make yourself visible and available
Deception techniques should be used selectively, not constantly - timing is everything; surprise is the weapon, so use when maximum impact

Common Misconceptions

MISCONCEPTION: 'I should dummy pass every time I have the ball.' CORRECTION: No - if you fake every pass, defenders will expect it and it loses effectiveness. Use deception selectively when the defender is focused on you or when creating confusion benefits your team. Mix normal passes with occasional dummies to maintain unpredictability.
MISCONCEPTION: 'Creating space means running randomly around the court.' CORRECTION: Creating space is intelligent movement with purpose - move away from crowded areas, position yourself to provide a passing angle, time your movement so you're available when teammate needs an option. It's strategic positioning, not random running.
MISCONCEPTION: 'Communication is just shouting loudly during games.' CORRECTION: Effective communication is clear, specific, and purposeful - call teammate's name, indicate where you are ('left!', 'here!'), give tactical information ('man on!', 'shoot!'). Quality over volume. And equally important: listening and responding to others' calls.
MISCONCEPTION: 'In handball you can only pass, not dribble.' CORRECTION: You can dribble as much as you want with one hand (unlimited dribble), but if you stop dribbling and catch with two hands, you must then pass or shoot. You can also take 3 steps without dribbling before you must bounce, pass, or shoot.
MISCONCEPTION: 'When defending in 5v3 situation, just all mark the player with the ball.' CORRECTION: Even though outnumbered, defenders must spread out to cover dangerous spaces and the most threatening attackers. All three marking the ball carrier leaves four attackers completely free. Communication about who marks whom is essential.
MISCONCEPTION: 'Sideways-on body position means facing sideways to the goal.' CORRECTION: Sideways-on means positioning your body at an angle where you can see multiple passing options using peripheral vision - typically 45 degrees to the passer. You can still face generally towards goal but your body angle allows vision left, right, and forward simultaneously.
MISCONCEPTION: 'The fake-and-go is just stepping one way then the other.' CORRECTION: A successful fake-and-go requires three elements: 1) Convincing commitment to the fake direction (body weight shift, hard step), 2) Explosive push-off and acceleration in the real direction, 3) Maintained ball control throughout. A small, half-hearted step won't deceive defenders.

SEN Adaptations

ADHD

Short, varied activities maintain focus and engagement (lesson structure supports this). Clear boundaries marked visibly for all activities. Regular feedback and positive reinforcement for on-task behaviour. Movement breaks built into lesson design through active games. Leadership roles and responsibilities can channel energy positively. Use timer visible to student to show activity duration. Provide clear, concise instructions one step at a time. Seat near teacher during cool-down for maintained focus. Physical activity itself helps with focus and self-regulation.

dyspraxia

Use larger, softer handballs (size 0 foam ball) for easier catching and control. Reduce complexity of fake-and-go movement initially - practice fake without ball first. Extra practice time allowed for skill development. Break down skills into smaller sequential steps with demonstration of each micro-step. Reduce speed expectations - technique over speed initially. Smaller pitches for easier spatial management. Provide physical guidance during skill practice (hand-over-hand support). Simplified rules: allow catching with two hands always, no dribbling requirement, more time in possession. Buddy support for activity organisation and sequencing.

autism spectrum

Provide visual schedule showing lesson structure and timing for each activity. Clear, consistent routines for transitions between activities. Establish quiet zone or calm corner if sensory overload occurs. Use visual cues and social stories about expected behaviour in team games. Advance warning of activity changes ('In 2 minutes we will...'). Reduce unpredictability: clear rules explained thoroughly before games. Buddy system with understanding peer for social support. Allow processing time after questions before expecting responses. Minimise sudden loud noises (gentle whistle or visual signals for stop).

visual impairment

Use brightly coloured handballs (fluorescent yellow or orange). Provide verbal descriptions of all demonstrations with step-by-step instructions. Use buddy system pairing visually impaired student with sighted partner. Increase verbal communication expectations (call names, describe actions). Use audible markers or bells at goals. Reduce pitch size for easier spatial navigation. Provide tactile guidance during skill demonstrations.

hearing impairment

Ensure student can see teacher's face for lip-reading during all instructions. Use visual demonstrations for all skills - exaggerate movements. Provide written/printed instructions or diagrams for activities. Use hand signals and visual cues during games instead of whistle (coloured flags, raised arms). Buddy system with hearing peer who can relay important information. Position hearing-impaired student at front during demonstrations for clear visibility. Use visual schedule showing lesson sequence.

physical disability

Adapted wheelchair handball rules: allow pushing wheelchair while holding ball, modify goal height, smaller goals for easier access. Use larger, lighter balls (beach ball or foam ball) for easier handling. Reduce court size for easier movement and access. Seated version of activities possible for students who cannot stand/run. Modified rules: allow more steps/time in possession, allow two-handed catching always, allow rolling instead of bouncing. Provide additional adult support for positioning and participation.

Cross-Curricular Links

English

Developing sports-specific vocabulary (dummy pass, back of hand pass, fake and go, creating space, deception, numerical advantage/disadvantage). Clear verbal communication during games using precise instructions. Listening skills practiced throughout lesson. Following verbal instructions during activities. Peer assessment requires articulating observations and feedback using descriptive language. Explaining tactical concepts to others develops expressive language.

Maths

Numbers warm-up explicitly teaches mathematical concepts: odd/even numbers, factors, multiples, prime numbers, inequalities (greater than/equal to), compound mathematical statements. Counting passes during games. Measuring distances for pitch setup. Understanding angles of movement and passing. Scoring and keeping track of points develops numeracy. Time management (3 seconds possession rule).

Science

Forces applied during passing (push/pull) and effects on ball movement. Friction between hand and ball for control. Gravity affecting ball trajectory during shooting and passing. Body systems working during exercise: cardiovascular system (heart rate elevation), respiratory system (breathing rate increases), muscular system (contraction and relaxation). Effects of warm-up on muscle temperature and performance. Reaction times during fake-and-go and defensive responses.

Computing

Sequential thinking through step-by-step activity instructions. Logical problem-solving in tactical situations. Pattern recognition in opponent movements. Debugging skills when techniques not working (identify problem, adjust approach, test solution). Algorithms visible in activity patterns (fake-and-go sequence: fake, push-off, accelerate, pass). Computational thinking in tactical planning (if-then statements: if outnumbered, then tight marking).

Geography

Directions used throughout: calling 'left!', 'right!', 'forward!', 'back!'. Spatial awareness and positioning on court using directional vocabulary. Mapping movement patterns during games. Understanding of area coverage in 5v3 (spreading out to cover space). Mental mapping of court space and boundaries. Positional terminology and spatial relationships.

PSHE

Teamwork developed through partner work, small group activities, and team games. Communication skills explicitly taught and practiced. Active listening emphasised during 5v3 games and throughout lesson. Resilience when facing numerical disadvantage or skill challenges. Managing emotions during competitive games (sportsmanship). Respect for others' abilities and efforts. Cooperation in achieving shared team goals. Leadership opportunities through communication and supporting teammates. Self-assessment and honest reflection developing self-awareness.

Teacher Guidance

Positioning

Stand at corner or edge positions for maximum visibility of all students during activities. During demonstrations, ensure central positioning where all students can see clearly. During games, position centrally between pitches with ability to see all games simultaneously. Move dynamically between groups during skill practices to provide individual coaching.

Observation Focus

Watch for: correct technique in dummy passes (eye contact, arm draw-back, convincing fake), fake-and-go execution (body weight shift, explosive direction change, ball control), sideways-on receiving position, communication between students, defensive positioning (dual focus on ball and player), safe play (controlled shooting, respect for boundaries), and application of skills in game situations.

Intervention Points

Intervene immediately if: safety concerns arise (collisions imminent, dangerous play, shots above head height), rules consistently broken requiring clarification, skills not being applied and prompting needed, communication absent and encouragement required, students struggling and need differentiation or support, aggressive behaviour or poor sportsmanship observed, or teaching moment presents itself that would benefit whole class.

Demonstration Notes

Always demonstrate in slow motion first, then at game speed. Use exaggerated movements to make key teaching points visible (e.g., large body lean during fake-and-go). Position demonstration so all students can see clearly - use semi-circle viewing arrangement. Use competent student volunteers to assist with demonstrations when appropriate. Verbalize key points while demonstrating: 'Watch my eyes - looking right but passing left.' Repeat demonstrations if students unclear or confused. Show common mistakes as well as correct technique: 'This is wrong [demonstrate], this is right [demonstrate].' Use positive, encouraging tone throughout demonstrations.

Verbal Cues

•'Soft touches!' - for ball control during dribbling
•'Find space!' - to encourage movement away from crowded areas
•'Sideways on!' - to remind about receiving body position
•'Eyes up!' - to encourage scanning and vision
•'Communicate!' - to prompt verbal calls and teamwork
•'Sell the fake!' - to encourage convincing dummy passes
•'Explode!' - to emphasise explosive direction change in fake-and-go
•'Below head height!' - to enforce safe shooting rule

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum indoor hall space 30m x 20m for full lesson with multiple activity areas. Adequate space for 3-4 handball pitches (each 15m x 10m) with 4-5m gaps between pitches. Clear perimeter around entire teaching space (2m minimum) free from walls, equipment, and obstacles.

Surface Check

Dry, clean, non-slip sports hall floor essential. Check for wet patches before lesson and during activities. Ensure floor is free from debris, equipment, or hazards. Appropriate surface for running, jumping, and rapid direction changes. No protruding nails, splinters, or damage to floor surface.

Equipment Safety

Safety Checks

•Check all handballs are correctly inflated (not over-inflated causing hard impacts or under-inflated reducing control)
•Inspect cones for sharp edges, cracks, or damage before use
•Ensure floor spots/markers are securely placed flat to prevent trip hazards
•Bibs checked for tears or broken elastic that could cause injury
•Goals or target areas stable and securely positioned
•All equipment stored safely at sides when not in use to keep play areas clear

Risk Management

Key Risks

•Collisions between students during warm-up sprints or game play
•Slips and falls during rapid direction changes, fake-and-go movements
•Ball strikes to head or face during passing activities and games
•Trips over equipment (cones, floor spots) if poorly positioned
•Overexertion during high-intensity games causing breathlessness or distress
•Collisions near goal areas during shooting

Risk Mitigation

•Clear boundaries established for all activities with adequate spacing between groups
•Adequate spacing between students maintained (minimum 2m during warm-up, appropriate game spacing)
•Progressive skill building from static to dynamic, slow to fast, individual to game situations
•Enforce handball rule: shots below head height only
•Goalkeeper zones clearly marked and enforced - only goalkeepers enter
•Regular rotation in activities to prevent overexertion
•Proper warm-up completed before high-intensity activities
•Monitor game intensity and intervene if becoming too physical or aggressive
•Clear stop signal (whistle) established and practiced with immediate student response
•Adequate rest periods between high-intensity activities

Supervision & Emergency Procedures

Supervision Points

•Position yourself centrally to observe multiple activity areas simultaneously
•During warm-up, stand between the two lines to see all sprinting students
•Circulate actively during skill practices to provide close supervision and coaching
•During games, position to observe multiple pitches - move between them regularly
•Monitor high-activity areas (near goals, crowded spaces) more closely
•Scan continuously for unsafe behaviour and intervene immediately
•Ensure students follow boundaries and rules consistently

Emergency Procedures

Stop all activity immediately if injury occurs using whistle and verbal command 'STOP, FREEZE'. Assess injured student calmly. Send responsible student for first aid trained staff or first aid kit if needed. Keep other students seated and calm away from incident. Do not move injured student unless necessary for their safety. Complete accident report following school procedures. If serious injury, follow school emergency protocols (ambulance, parent contact, senior staff notification).