Basic Control & Play
•Year 7
•Handball
•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
Single‑page A4 infographic showing a front and three-quarter side view of a young player performing a correct one‑hand dribble. Key labelled elements: fingertips contacting the top of the ball, wrist relaxed with slight forward flick, ball bounce at waist height directly in front of body, head up with eyes looking forward, knees slightly bent and weight on balls of feet. Include two small inset 'incorrect' thumbnails: (1) two‑hand dribble (hands on sides of ball) with red X, (2) palm slap dribbling with ball bouncing irregularly and head down with red X. Use clear arrows showing ball path and fingertip contact, and a short caption under each label (e.g. 'Fingertips — control, not slap'). Clean graphics, high contrast colors, player in simple school PE kit.
Single‑page A4 infographic showing a front and three-quarter side view of a young player performing a correct one‑hand dribble. Key labelled elements: fingertips contacting the top of the ball, wrist relaxed with slight forward flick, ball bounce at waist height directly in front of body, head up with eyes looking forward, knees slightly bent and weight on balls of feet. Include two small inset 'incorrect' thumbnails: (1) two‑hand dribble (hands on sides of ball) with red X, (2) palm slap dribbling with ball bouncing irregularly and head down with red X. Use clear arrows showing ball path and fingertip contact, and a short caption under each label (e.g. 'Fingertips — control, not slap'). Clean graphics, high contrast colors, player in simple school PE kit.
Single‑page A4 infographic showing a front and three-quarter side view of a young player performing a correct one‑hand dribble. Key labelled elements: fingertips contacting the top of the ball, wrist relaxed with slight forward flick, ball bounce at waist height directly in front of body, head up with eyes looking forward, knees slightly bent and weight on balls of feet. Include two small inset 'incorrect' thumbnails: (1) two‑hand dribble (hands on sides of ball) with red X, (2) palm slap dribbling with ball bouncing irregularly and head down with red X. Use clear arrows showing ball path and fingertip contact, and a short caption under each label (e.g. 'Fingertips — control, not slap'). Clean graphics, high contrast colors, player in simple school PE kit.
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
Understanding where pupils are coming from and where they're going
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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