Lesson 1 - Passing and Receiving Fundamentals
Basic Control & Play
•Year 7
•Handball
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How can precise passing and intelligent movement create attacking opportunities in handball?
Learning Objectives
- Understand how to work effectively alongside and against others when attacking and defending
- Communicate effectively with teammates and listen to tactical instructions
- Demonstrate self-motivation, physical confidence and active engagement in competitive situations
Key Outcomes
- Students will be able to adopt and maintain a good ready position to receive the ball efficiently
- Students will demonstrate accurate passing using bounce and direct passes with both hands
- Students will move intelligently to support teammates and create passing opportunities
Equipment & Resources Required
Place in mesh bag at side of court, distribute during skill development phase
Alternative: Foam balls, small footballs deflated slightly, or tennis balls for students with coordination difficulties
Sort into two colours before lesson, have ready for game application phase
Alternative: Coloured bands, different coloured shirts if bibs unavailable
Place on netball court lines for Pacman game, additional spots for French Cricket
Alternative: Chalk marks on playground, poly spots, or small cones
Keep separate from handballs to avoid confusion, distribute during game application
Alternative: Dodgeballs, beach balls, or rolled-up socks for maximum safety
Pre-check court is clear of debris, identify all lines students will use for Pacman game
Alternative: Use existing court lines, or create boundaries with cones if no markings available
Measure and place 5m apart for partner activities, place around perimeter of activity area
Alternative: Floor spots, chalk marks, or existing court markings
Use to draw diagrams for activities, note key teaching points, track scores for Make 20 game
Alternative: Clipboard with paper, or visual demonstration only
Ensure charged and ready, position on tripod or stable surface for French Cricket filming
Alternative: School camera, or use demonstration only if recording not possible
Key Vocabulary
Athletic stance with knees bent, weight on balls of feet, hands up and ready, eyes forward - prepared to move quickly in any direction
A one-handed overarm throw that bounces the ball approximately two-thirds of the distance to your partner, reaching them at waist height after one bounce
Passing technique using one hand from shoulder height, keeping elbow high and following through towards target
Receiving the ball using both hands with fingers spread, creating a 'W' shape, and absorbing the pace by bringing hands towards body
Bouncing the ball continuously with one hand while moving, keeping ball low and close to body for control
Catching the ball at nose/face height in your central vision, requiring minimal adjustment to body position
Verbal and non-verbal signals used to coordinate with teammates, including calling for the ball, signalling readiness, and providing encouragement
Positioning yourself behind a teammate or opponent to retrieve loose balls or missed passes, providing defensive support
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from primary PE
- Understanding of personal space and spatial awareness
- Experience of working cooperatively in pairs and small groups
- Basic throwing and catching techniques
Current Skills
- Handball-specific ready position for quick movement
- One-handed bounce passing technique with both hands
- Two-handed catching whilst moving
- Passing to moving targets with accuracy
- Communication and teamwork in small-sided games
Next Steps
- Shooting techniques and goal scoring
- Defensive positioning and blocking
- Advanced passing patterns and set plays
- Full game tactics and strategic play
Milestone Indicators
Key Teaching Points
- Ready position is fundamental: knees bent, weight on balls of feet, hands up at chest height, eyes forward scanning - reinforce this constantly throughout lesson as it's the foundation for all handball movements
- Emphasise two-handed catching always with fingers spread forming 'W' shape - this creates larger, more secure target area and distributes impact force reducing injury risk and improving success rates
- One-handed throwing from shoulder height with opposite foot stepping forward - this is non-negotiable handball technique and must be practiced with both hands equally despite difficulty with non-dominant hand
- Two-thirds bounce pass distance is optimal - bouncing closer means ball bounces too high, bouncing further means ball doesn't reach waist height - use visual markers to help students find this spot
- Receiving ball 'in line with nose' requires moving feet not reaching with arms - this is crucial game skill ensuring better control and quicker next action, coach 'feet first, hands second'
- Communication is a physical skill in handball - calling for ball, signaling readiness, tactical talk are as important as passing and catching, actively teach and reward communication throughout
- Backing up prevents ball loss and creates catch opportunities - explicitly teach positioning 2-3m behind action and always being ready, this tactical awareness separates good from excellent players
- Celebrate struggle and errors as learning opportunities - especially with non-dominant hand practice, normalize difficulty and model growth mindset language: 'Your brain is building new pathways right now!'
Common Misconceptions
- MISCONCEPTION: 'Ready position means standing still and waiting.' CORRECTION: Ready position is dynamic - weight shifting, small movements on balls of feet, constantly adjusting to see ball and teammates. Demonstrate active ready position vs static standing.
- MISCONCEPTION: 'I should catch with my dominant hand only.' CORRECTION: Handball requires two-handed catching always for control and safety. One-handed catches lead to drops and finger injuries. Show comparison: one-handed vs two-handed catch success rates.
- MISCONCEPTION: 'Bouncing the ball hard makes it faster and better.' CORRECTION: Controlled bounce passes are more accurate. Power comes from technique (shoulder height, follow through) not muscular force. Demonstrate: soft controlled pass vs hard uncontrolled pass - which reaches target?
- MISCONCEPTION: 'I can't use my left hand because I'm right-handed.' CORRECTION: All handball players must develop both hands equally - defenders will force you to your weak side if you only have one. Show video examples of professional players using both hands seamlessly.
- MISCONCEPTION: 'In games, I should always shoot when I have the ball.' CORRECTION: Passing creates better opportunities - moving the ball and defenders creates space. Demonstrate: contested shot vs pass-created open shot - which has better success rate?
- MISCONCEPTION: 'Backing up is for defenders only.' CORRECTION: Backing up is an attacking skill too - collecting loose balls maintains possession and can create surprise counter-attacks. Show how backing up in French Cricket helped attack continue.
- MISCONCEPTION: 'PE is just about being sporty and fit.' CORRECTION: PE develops thinking skills (tactics, decision-making), social skills (teamwork, communication), and emotional skills (resilience, confidence) equally to physical skills. Discuss Head, Hands, Heart framework explicitly.
SEN Adaptations
ADHD
- Short, varied activities (note lesson has 7 distinct sections preventing boredom). Clear, simple instructions one step at a time. Frequent active movement - no long periods of waiting or listening. Designated movement break if needed (30 second star jumps). Fidget tool allowed during reflection time. Clear boundaries and rules with immediate, consistent consequences. Positive reinforcement frequently: specific praise for on-task behaviour every 2-3 minutes.
dyspraxia
- Larger, softer equipment easier to catch and control (use foam handballs). Reduce complexity: fewer steps in technique initially, build gradually. Extra practice time: allow additional attempts in activities. Visual cues: demonstrate multiple times, use slow-motion video if available. Reduce spatial demands: smaller playing area, fewer moving parts. Buddy support: partner provides verbal cues for technique. Celebrate effort over outcome: 'I saw you really try to step with opposite foot - brilliant effort!'
autism spectrum
- Clear visual schedule of lesson activities provided at start (written list or pictures). Consistent routines: same warm-up structure each week. Quiet zone available if sensory overload occurs - designated spot to sit and regulate. Advanced warning of transitions: '2 minutes until we change activity'. Social stories about handball rules and expectations. Minimise unpredictability: explain French Cricket rules thoroughly before playing. Visual cues for expected behaviour (ready position poster).
visual impairment
- Use bright coloured balls that contrast with floor (yellow balls on blue court). Verbal cues constantly: 'Ball coming to your left in 3, 2, 1'. Buddy system with sighted partner who provides directional guidance. Reduce playing area size so less distance to track. Use bells inside balls for auditory tracking. Tactile markers (textured spots) for positional reference points.
hearing impairment
- Visual demonstrations always accompany verbal instructions. Use exaggerated hand signals for key commands: thumbs up for 'go', flat hand for 'stop', pointing for directions. Provide printed instruction cards with diagrams. Face student directly when speaking, ensure they can see your lips. Buddy interpreter if student uses sign language. Visual timer rather than verbal time warnings.
physical disability
- Seated handball version: wheelchair users or seated on bench can participate in adapted passing and French Cricket. Modified equipment: larger, lighter balls easier to handle. Reduce distances to 2-3m instead of 5m. Allow two-handed passes if one-handed not possible. French Cricket: can defend from seated position, may use larger bat/paddle to block. Peer support: partner assists with ball retrieval.
Cross-Curricular Links
English
Speaking and listening: giving clear peer feedback with specific technical vocabulary. Following instructions: multi-step task explanations requiring careful listening. Persuasive language: convincing teammates of tactical approaches in French Cricket. Descriptive vocabulary: articulating what good ready position looks/feels like.
Maths
Measuring and estimating distances (5m spacing between partners). Counting and recording scores in Make 20 game (tracking to 5, 10, 15, 20 milestones). Understanding fractions: two-thirds distance for bounce pass. Angles: understanding passing angles in French Cricket create better attacking opportunities. Statistics: could track success rates - how many passes out of 10 were accurate?
Science
Forces and motion: how force applied to ball affects distance and speed of pass. Bounce physics: understanding ball rebound angles and why two-thirds distance creates waist-height reception. Body systems: heart rate changes from rest to exercise to recovery (measured in cool-down). Muscles: identifying which muscles are working during throwing (deltoids, triceps) and ready position (quadriceps, calves).
Geography
Spatial awareness: using court markings as reference points (thirds, circles). Directions and positioning: 'move to the left third', 'position yourself behind your teammate'. Mapping movement patterns: could draw pathways used in Cat and Mouse dribbling activity on court diagrams.
Literacy
Key vocabulary development: ready position, bounce pass, dribbling, backing up - understanding and using technical terms correctly. Reading court diagrams or strategy cards if used. Writing opportunities post-lesson: could record reflections, create coaching cards for peers, write tactical analysis of French Cricket strategies.
PSHE
Teamwork and collaboration: working effectively with partners and in groups of 4 throughout lesson. Communication skills: calling for ball, giving peer feedback, tactical discussions. Resilience and growth mindset: persevering with non-dominant hand practice despite difficulty. Self-awareness: honest self-assessment against success criteria. Leadership: organising team tactics, encouraging others, teaching peers techniques.
Teacher Guidance
Positioning
During Pacman and scattered activities, stand at corner of netball court for diagonal sightline across all students. During partner work, circulate between pairs spending 15-20 seconds observing each. During French Cricket, position centrally between the groups to monitor all simultaneously. Never turn back on majority of class - side-on positioning when helping individuals.
Observation Focus
Watch for: 1) Safety - appropriate spacing, controlled movements, no dangerous play. 2) Technique - ready position quality, passing accuracy, receiving technique. 3) Engagement - all students active and involved, resilience when challenged, positive communication. 4) Differentiation needs - who is struggling and needs support, who needs extension. Use 'scan, stop, share' method: scan whole class, stop to observe individual/pair for detail, share good practice with all.
Intervention Points
Step in immediately if: unsafe behaviour observed (head-height throws, dangerous collisions, equipment misuse), students clearly not understanding task after 30 seconds of activity, significant skill errors being reinforced (e.g., wrong technique becoming habitual), negative social interactions (excluding others, unkind comments), obvious differentiation needed (task too easy/hard). Use STEP model: Stop activity briefly, Teach/correct the point, Example/demonstrate, Practice continues.
Demonstration Notes
Demonstrate in slow motion initially then full speed. Use student demonstrators frequently - identifies good practice and builds confidence. Always demonstrate with both right and left variations to reinforce ambidexterity. Exaggerate key points: make knee bend really deep, show elbow really high for passes. Use error demonstrations carefully: 'What's wrong with this pass?' Show incorrect technique briefly then immediately correct it. Position demonstrators where all can see - use centre of court or space where no students behind them. Provide commentary during demonstration: 'Watch my feet as I step... see the opposite foot going forward... now watch the follow through...'
Verbal Cues
- •'Soft touches on the ball - fingertips not palms!'
- •'Find space - look for the gaps!'
- •'Bend those knees - ready position!'
- •'Eyes up - see your teammates!'
- •'Opposite foot steps - right hand, left foot!'
- •'Two-thirds bounce - aim for that spot!'
- •'In line with your nose - move those feet!'
- •'Back up, back up - get behind the play!'
- •'Communicate - let them know you're ready!'
- •'Keep going - making mistakes is how we learn!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum netball court size (30m x 15m) or equivalent sports hall space. Clear run-off areas of 2m around all boundaries. Adequate ceiling height for throwing activities (minimum 4m).
Surface Check
Dry, even surface free from hazards such as water, debris, or protruding nails. Indoor: check for slippery patches from previous activities. Outdoor: ensure no stones, holes or uneven surfaces that could cause trips or ankle injuries.
Equipment Safety
Safety Checks
- •Check handballs are size 1 (appropriate for Year 7) and correctly inflated - not over-hard or too soft
- •Inspect soft balls for French Cricket - must be foam or sponge, no hard balls permitted
- •Ensure floor spots/cones have no sharp edges or trip hazards, secured flat to ground
- •Bibs checked for tears or defects that could catch fingers
- •Video device positioned securely on stable surface or held by responsible adult/student away from play area
Risk Management
Key Risks
- •Collisions between students during Pacman warm-up at line intersections - monitor spacing and speed
- •Ball strikes to face during passing practice - enforce technique and awareness
- •Slips and falls during dribbling activities particularly when changing direction rapidly
- •Muscle strains from inadequate warm-up or cool-down - ensure full completion of both sections
- •Impact injuries during French Cricket if hard balls used or throws aimed at head - strict equipment and rules
Risk Mitigation
- •Clear boundaries established before each activity with visual markers (cones/lines)
- •Adequate spacing between pairs (5m) and groups (5m) maintained throughout
- •Progressive skill building from stationary to moving activities reduces injury risk
- •Strict enforcement of safety rules: shoulder tagging only, below waist throws, no travelling with ball
- •STOP signal established and practiced - all students freeze immediately when whistle blown
- •Soft balls mandated for French Cricket - no exceptions
- •Students reminded to keep heads up and scan environment continuously
Supervision & Emergency Procedures
Supervision Points
- •Position yourself at corner of court for maximum visibility of all students during scattered activities
- •Circulate actively during partner/group work to monitor technique and safety
- •During French Cricket, position between groups to see all simultaneously
- •Identify students with lower skill levels who may be at higher risk and provide extra supervision
- •Keep emergency first aid kit visible and accessible at court side
- •Ensure clear sightlines - never turn back on majority of class
Emergency Procedures
STOP signal (whistle): all students freeze immediately. Assess situation. For minor injury (knock, trip): student sits at side, you assess, appropriate first aid/support given, other students continue under TA/sport leader supervision if available. For major injury: all students sit down, emergency services called if needed, first aid administered, SLT/office notified. Incident logged in school accident book. For behaviour issue creating danger: stop activity, remove student, reset expectations with class.