Lesson 2 - Passing & Communication
Basic Control & Play
•Year 7
•Handball
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How does effective communication and movement create better attacking opportunities in handball?
Learning Objectives
- Develop accurate passing and receiving techniques in handball
- Apply tactical awareness by moving into space after passing
- Demonstrate effective communication and active listening during team activities
Key Outcomes
- Students will pass and receive the ball accurately using correct handball technique
- Students will consistently move into space after passing to create attacking opportunities
- Students will communicate effectively with teammates and respond to verbal and non-verbal cues
Equipment & Resources Required
Distributed around court perimeter, ensure correct inflation for accurate bounce
Alternative: Size 4 footballs, soft foam balls for students with coordination difficulties
Organised in team sets, ensure contrasting colours for clear identification
Alternative: Coloured bands, different coloured PE tops
Used for marking goalkeeper zones, boundaries, and spacing guides
Alternative: Chalk lines, tape markers, existing court lines
Semi-circular zones marked 6m from goal area, clearly visible
Alternative: Use existing court markings, tape on floor, rope to mark area
Create 3-4 playing areas approximately 15m x 10m each
Alternative: Existing court lines, floor spots in corners
Positioned safely away from walls, secured if using freestanding goals
Alternative: Marked wall areas, cones as goalposts, benches turned on side
Key Vocabulary
Bouncing the ball repeatedly with one hand whilst moving
Using only your right or left hand to control the ball whilst bouncing, never both hands together
Relocating to an area away from defenders after passing to create passing options
Holding hands up at chest/nose height to show teammates where you want to receive the ball
Positioning body at 45 degrees with shoulder pointing toward goal to enable quick passing or shooting
Staying close to an opponent to prevent them receiving the ball or scoring
Using clear verbal calls and visual signals to work effectively with teammates
Throwing the ball with one hand so it bounces once before reaching your teammate at waist height
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from Lesson 1
- Understanding of personal space and court awareness
- Fundamental catching and throwing techniques
Current Skills
- One-handed dribbling with control
- Accurate passing using bounce pass technique
- Moving into space after passing
- Effective verbal and non-verbal communication
Next Steps
- Shooting techniques and goal scoring
- Advanced defensive positioning and marking
- Team tactics and structured attacking plays
Milestone Indicators
Key Teaching Points
- One-handed dribbling is fundamental to handball - never allow two-handed or alternating basketball-style dribbling. Use fingertip control, keep ball at waist height, bounce in front of body with head up.
- Pass and move is the golden rule - students must automatically move into new space after every pass. This habit creates attacking opportunities and is the foundation of team handball tactics.
- Target hands must be shown at nose/chest height when wanting to receive the ball - this provides clear visual target for passers and positions receiver for optimal catching and immediate next-play vision.
- Sideways-on body position when receiving creates tactical advantage - shoulder points to goal, head turned to see court, immediate shooting/passing options available, defender awareness maintained.
- Bounce pass technique requires specific bounce point approximately 2/3 distance to receiver - too close and ball arrives high, too far and ball arrives low. One-handed overarm throw with wrist flick.
- Defending requires split vision - one eye on ball, one eye on marked player. Ball-watching is the most common defensive error and allows attackers to run free into space.
- Communication drives team success - calling names before passing, encouraging teammates, listening to coaching, positive language after mistakes. Handball is a team sport requiring constant verbal interaction.
Common Misconceptions
- MISCONCEPTION: 'Handball is just like basketball.' CORRECTION: While both use dribbling, handball allows only ONE-HANDED dribbling, has different step rules (3 steps in handball vs travel rules in basketball), and includes bounce passing as primary technique. Emphasise handball-specific rules.
- MISCONCEPTION: 'I should dribble by slapping the ball hard with my palm.' CORRECTION: Effective dribbling uses FINGERTIPS to guide and control the ball with gentle pushes, not hard palm slaps. Fingertip control creates better ball feel, control and accuracy.
- MISCONCEPTION: 'After I pass, I should watch my pass to see if it works.' CORRECTION: After passing, immediately MOVE into new space - your job is to create the next passing option, not admire your pass. Trust your teammate to receive it.
- MISCONCEPTION: 'I should face the person passing to me to catch better.' CORRECTION: Receiving SIDEWAYS-ON (45 degrees to passer) allows you to see the whole court, makes you ready to shoot immediately, and lets you pass to either side. It's tactically superior.
- MISCONCEPTION: 'The harder I throw the bounce pass, the better.' CORRECTION: Bounce pass success is about ACCURACY of bounce point (2/3 distance), not power. Excessive force makes ball arrive too high or bounce unpredictably. Controlled force with correct aim point.
- MISCONCEPTION: 'As a defender, I should watch the ball all the time to intercept it.' CORRECTION: Ball-watching means your marked player runs free. Keep ONE EYE on ball for awareness, ONE EYE on your player to prevent their movement into dangerous space.
- MISCONCEPTION: 'Handball is a non-contact sport so I don't need to be physical.' CORRECTION: While minimal contact, handball requires physicality - strong body position, athletic ready stance, physical presence in defence. It's about CONTROLLED physicality within rules, not avoiding contact entirely.
SEN Adaptations
ADHD
- Short, varied activities maintaining engagement (no single activity over 8 minutes). Clear boundaries using bright cones for visual focus. Regular movement breaks built into lesson naturally. Immediate, frequent feedback and praise. Movement-based activities suit kinesthetic learning style. Clearly defined roles (you're the dribbler, you're the statue). Use of timers for time-limited activities providing clear endpoints. Fidget ball available during plenary if needed.
dyspraxia
- Larger balls easier to control (size 3 instead of size 2 handball). Reduced movement complexity - break skills into smaller steps. Extra practice time for motor skill development. Visual markers for foot positioning. Reduced speed initially, increase gradually. Partner support during activities. Simplified movement patterns in warm-up. Success criteria adjusted to individual capability. Use of different coloured balls to distinguish from other groups.
autism spectrum
- Clear visual schedule showing lesson sequence (laminated cards: warm-up, skills, game, cool-down). Consistent routines and familiar structures each lesson. Quiet zone available if sensory overload occurs. Warnings before transitions ('In 2 minutes we're moving to...'). Reduced group size for less social complexity. Clear, concrete rules with no ambiguity. Visual cue cards for key skills. Predictable lesson structure.
visual impairment
- Use brightly coloured handballs (fluorescent yellow/orange) for better visibility. Provide verbal cues for all demonstrations ('I'm now raising my right arm...'). Buddy system with sighted partner for spatial navigation. Audible balls (balls with bells inside) if available. Reduce playing area to limit spatial challenge. Increase contrast of floor markings for goalkeeper zones using white tape on dark floors.
hearing impairment
- Visual demonstrations with exaggerated movements for all skills. Written instruction cards for game rules laminated and available. Hand signal system for key commands (thumbs up = good, flat hand = stop). Ensure student positioned where they can lip-read teacher clearly. Buddy interpreter if student uses sign language. Visual whistle alternatives (raised coloured flag/hand). Positioning near front for demonstrations.
physical disability
- Seated handball version using wheelchair or chair - all rules adapted for seated play, focus on upper body skills. Lighter foam balls for reduced strength requirements. Reduced court dimensions and closer targets. Peer assistant to retrieve balls. Modified goals at appropriate height. One-handed activities adapted for single limb use. Allow walking instead of running for mobility challenges. Increased passing time (5-second rule instead of 3).
Cross-Curricular Links
English
Oracy skills through calling for ball, giving instructions, and providing peer feedback. Listening comprehension during rule explanations and coaching points. Vocabulary development with technical terms (dribbling, marking, sideways-on). Following complex multi-step instructions. Articulating self-assessment during plenary reflections.
Maths
Mental calculations during warm-up (addition, subtraction, multiplication, division, square roots). Counting successful passes in Pass and Follow activity (target 20 in 90 seconds). Measuring distances for activity setup (5m, 7m spacing). Angles of body positioning (45-degree sideways position). Time management (3-second possession rule, duration calculations). Spatial reasoning for court coverage and movement patterns.
Science
Forces in action: throwing force, ball bounce physics, friction between ball and floor surface. Human body systems: cardiovascular response during exercise, heart rate elevation and recovery during cool-down, muscle groups used in handball. Biomechanics: efficient movement patterns, body positioning for power in throwing. Energy systems: aerobic and anaerobic exercise during different lesson phases.
Geography
Directional language and spatial awareness: moving into space, court coverage, positioning. Mapping movement patterns across court (creating mental maps of playing area). Understanding of zones and areas (goalkeeper zone, attacking/defending areas). Coordinate understanding through court positioning.
PSHE
Teamwork and cooperation during all group activities. Communication skills development (verbal and non-verbal). Resilience when facing challenges or making mistakes. Managing emotions during competitive games (winning/losing gracefully). Fair play and sporting behaviour. Listening skills and respect for others. Self-confidence building through skill achievement. Leadership opportunities in teams.
Teacher Guidance
Positioning
Stand at corner of teaching area for maximum court visibility during games. Position centrally where all can see/hear for demonstrations. Circulate between groups during practices providing individual feedback. Never turn back on active games - maintain 180-degree vision.
Observation Focus
Watch for: one-handed dribbling technique (fingertip control, waist height), automatic movement after passing, target hands shown at nose height, sideways body position when receiving, split-vision defending (ball and player), communication quality and teamwork, rule application during games, safety compliance.
Intervention Points
Step in if: rules consistently broken (travelling, double dribble), unsafe physical contact observed, students struggling significantly with technique, negative communication or poor sporting behaviour, equipment malfunction or safety hazard, fatigue affecting performance or safety, differentiation needed for individual students.
Demonstration Notes
Demonstrate: Always use student volunteers to model activities, creating peer learning opportunities. Show INCORRECT technique first (briefly), then CORRECT technique for contrast. Exaggerate key points for visibility (e.g., large arm movements for passing). Demonstrate from multiple angles so all students see clearly. Use slow-motion demonstration for complex skills, then full-speed. Verbalize what you're demonstrating: 'Watch how my knees bend...', 'See my eyes looking up...'. Repeat demonstrations as needed - visual learners benefit from multiple viewings.
Verbal Cues
- •'Soft touches!' - for controlled dribbling
- •'Find space!' - to encourage movement after passing
- •'Target hands!' - reminder to show receiving hands
- •'Sideways on!' - body positioning cue
- •'Eyes up!' - to prevent head-down dribbling
- •'Call the name!' - communication reminder
- •'One hand only!' - dribbling technique cue
- •'Pass and move!' - fundamental tactical principle
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum sports hall or playground space 20m x 30m clear area required. For multiple small-sided games, need 4 courts of approximately 15m x 20m each with 2m spacing between courts to prevent collisions.
Surface Check
Dry, even, non-slip surface essential for quick direction changes and jumping. Check for: wet patches, obstacles, equipment from previous lessons, protruding floor sockets or fixtures. Sweep floor if dusty to prevent slipping.
Equipment Safety
Safety Checks
- •Handballs correctly inflated to manufacturer specification - over-inflated balls bounce unpredictably and can cause hand injuries
- •Check balls for damage, cracks or defects before use
- •Cones and floor spots have no sharp edges or cracks
- •Goalkeeper zones clearly marked and visible - use bright coloured floor spots/tape
- •Goals secured and stable if freestanding - anchor or position against walls safely
- •Bibs clean and in good condition with no torn edges that could catch
Risk Management
Key Risks
- •Collisions between students during dynamic warm-up chase activities (Odds and Evens)
- •Trips and falls during rapid direction changes whilst dribbling
- •Ball strikes to face or body from passes or shots at close range
- •Collisions between students when moving across in 'Join the Line' activity
- •Contact injuries during game situations (pushing, physical challenges)
- •Goalkeeper injuries from high shots above head height
- •Fatigue-related injuries in final game phase when concentration drops
Risk Mitigation
- •Clear boundaries and run-off zones established before warm-up activities - minimum 5m clear space behind chase lines
- •Adequate spacing between activity groups maintained throughout - minimum 3m separation
- •Progressive skill building from simple (static) to complex (dynamic games) allows technique consolidation before pressure
- •Head-height shooting rule strictly enforced and modelled - demonstrate legal shot height clearly
- •Reinforce safe tagging technique in warm-up - shoulder/back only, no pushing, pulling or contact above shoulders
- •Goalkeeper zone restriction prevents collisions - only goalkeeper enters this area
- •Monitor physical contact during games - handball is minimal contact sport, intervene if excessive contact observed
- •Regular water breaks and heart rate monitoring prevents overexertion, especially in warm conditions
Supervision & Emergency Procedures
Supervision Points
- •Position at corner or edge of teaching space for maximum visibility of all courts/groups simultaneously
- •During warm-up, stand centrally where all students can see and hear clearly
- •Circulate between groups during skills practices to provide individual feedback and safety monitoring
- •During games, position where you can observe multiple courts - never turn back on active game
- •Monitor high-activity areas particularly: goalkeeper zones during shooting, crossing patterns in 'Join the Line'
- •Watch for fatigue signs especially in final 5 minutes - flushed faces, excessive breathing, loss of technique
- •Identify students who may be struggling and provide differentiation or rest opportunities
Emergency Procedures
STOP signal (whistle, raised hand, or voice command 'FREEZE') - all students must stop immediately and hold balls. Assess situation: minor injury = student sits out with peer support while lesson continues; significant injury = lesson stops, first aider called, other students seated safely away from incident. Emergency services contacted if required. Maintain clear access routes to exits. First aid kit and water readily available courtside.