Lesson 4 - Shooting with Power and Accuracy
Basic Control & Play
•Year 7
•Handball
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How can fake movements and body positioning give you an advantage when shooting in handball?
Learning Objectives
- Develop self-motivation, physical confidence and active engagement in competitive handball activities
- Improve ability to anticipate play and react to game situations effectively
- Master shooting techniques with power and accuracy, including fake and go movements
Key Outcomes
- Students will demonstrate consistent engagement and confidence when participating in handball activities
- Students will show improved anticipation skills by reading the game and positioning themselves effectively
- Students will execute powerful and accurate shots using proper technique and tactical awareness
Equipment & Resources Required
Inflate to correct pressure, distribute around court perimeter for easy access
Alternative: Soft foam balls for students lacking confidence, size 1 handballs for smaller hands
Place at sides of court for Boulders activity, ensure soft enough for safe contact
Alternative: Foam balls, dodgeballs, or lightweight rubber balls
Use different colours for different activities, ensure flat placement to prevent tripping
Alternative: Cones, poly spots, chalk marks on outdoor surface
Check for stability, use weighted cones if working outdoors on windy days
Alternative: Floor spots, skittles, plastic bottles
Must be larger and heavier than handballs so it only moves when struck
Alternative: Medicine ball, large soft ball, or multiple cones in centre
Mark goalkeeper zones clearly with spots in semi-circle 6m from goal
Alternative: Cones, benches, wall markings, or designated zones
Distribute before game activities, ensure sizes fit range of body types
Alternative: Coloured bands, sashes, or pre-assigned team positions
Use for explaining rules, strategies, and drawing court diagrams
Alternative: Clipboard with paper, tablet, or court demonstration
Key Vocabulary
Throwing the handball with force and accuracy towards the goal with the intention of scoring
The combination of throwing force and precise aim needed to score goals effectively
A deceptive movement where you pretend to pass or move one way, then quickly change direction to create space
Reading the game to predict where the ball or players will move before it happens
A pass made using the back of the hand to disguise direction and deceive opponents
Making a false movement or gesture to trick the opponent about your true intentions
The ability to drive yourself to participate fully and improve without external pressure
Belief in your physical abilities to perform skills and participate fully in challenging activities
Body position with shoulders perpendicular to target, creating optimal throwing angle and protecting the ball
The marked semi-circular area around the goal where only the goalkeeper is permitted
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching skills with a handball
- Understanding of court boundaries and basic handball rules
- Experience with passing techniques including bounce and javelin passes
- Basic movement patterns and spatial awareness
Current Skills
- Advanced shooting techniques combining power and accuracy
- Fake and go movements to deceive defenders
- Back hand passing for tactical advantage
- Anticipation skills to read game situations
- Body positioning with sideways stance for optimal shooting angles
Next Steps
- Advanced game tactics including set plays and defensive strategies
- Complex combination passing and shooting sequences
- Goalkeeper-specific skills and positioning
- Tournament play with officiating responsibilities
Milestone Indicators
Key Teaching Points
- Shooting technique: sideways body position, arm at ear level, step with opposite foot, hip rotation for power, wrist snap, follow through
- Fake and go: receive pass, fake pass motion with hands forward, pull ball quickly back to chest, step across defender with inside leg, shoot on the run with outside arm
- Sideways body positioning: improves vision, creates better passing angles, protects ball from defenders, allows full power generation through hip rotation
- Anticipation: read body language not just eyes, position where ball will be not where it is, expect every pass to come to you, one eye on ball one on opponent
- Back hand passing: look one direction pass another, use back of hand to flick ball, both left and right hands, creates deception
- Self-motivation: engage fully without prompting, set personal challenges, maintain maximum effort throughout, encourage teammates
- Physical confidence: attempt new skills without fear of failure, take appropriate risks, learn from mistakes positively, participate fully in competitive situations
Common Misconceptions
- MISCONCEPTION: Shooting is just about throwing hard. CORRECTION: Shooting requires combination of power AND accuracy with correct technique - sideways stance, arm position, hip rotation all contribute to effective shooting.
- MISCONCEPTION: Fake and go means just running past defender. CORRECTION: The fake is crucial - must genuinely deceive defender with convincing pass motion before stepping across, otherwise creates no space advantage.
- MISCONCEPTION: Face the target when receiving the ball. CORRECTION: Sideways positioning is superior - provides peripheral vision of whole court, protects ball, creates better angles, allows power generation.
- MISCONCEPTION: Watch the thrower's eyes to know where they'll pass. CORRECTION: Eyes can deceive - watch body position and ball itself, anticipate based on game situation not just visual cues.
- MISCONCEPTION: Dribbling in handball is the same as football. CORRECTION: Handball dribbling is one-handed bouncing like basketball, must keep moving or pass/shoot if you stop, different control technique required.
- MISCONCEPTION: Physical confidence means never making mistakes. CORRECTION: Physical confidence is about attempting skills despite possibility of mistakes, learning from errors, and maintaining positive attitude through challenges.
SEN Adaptations
ADHD
- Keep activities short and varied maintaining engagement through change. Provide clear, simple instructions one step at a time. Use physical demonstrations and active participation not lengthy explanations. Establish clear boundaries with visual markers. Provide regular positive feedback maintaining motivation. Allow movement breaks if needed. Use energetic, fast-paced activities matching energy levels. Assign leadership roles providing responsibility and focus. Set specific, achievable short-term goals rather than distant objectives. Use strategic positioning near teacher for focus support.
dyspraxia
- Use larger, softer equipment easier to control. Break skills into smaller sequential steps teaching one element at a time. Provide additional demonstration and practice time. Reduce speed expectations focusing on accuracy and control. Simplify complex movement patterns. Use slower-paced activities building gradually to full speed. Provide clear spatial markers for positioning. Pair with patient, supportive partner. Celebrate effort and small improvements explicitly. Avoid activities requiring complex multi-tasking initially. Focus on fun and participation over technical perfection.
autism spectrum
- Provide visual schedule showing lesson structure and timing. Establish clear, consistent routines for transitions. Create quiet zone available if sensory overload occurs. Use visual aids and written instructions alongside verbal. Provide warning before transitions - '2 minutes until we change activity'. Assign consistent partner or small group for comfort. Reduce sensory stimuli if needed - lower noise levels, avoid excessive visual clutter. Allow processing time before expecting responses to questions. Celebrate successes explicitly and frequently. Provide clear expectations for each activity.
visual impairment
- Use brightly coloured handballs with high contrast to background. Provide clear verbal descriptions of all activities and spatial setups. Assign sighted buddy for guidance during activities. Use audible balls or bells inside balls for tracking. Ensure adequate lighting throughout space. Provide tactile markers for court boundaries that can be felt underfoot. Allow closer distances for shooting practice. Provide verbal cues during games - call student's name before passing to them.
hearing impairment
- Ensure student can see teacher's face during all instructions for lip-reading. Use visual demonstrations extensively, not just verbal explanations. Establish clear visual signals for stop/start/pause (raised hand, light system). Provide written or pictorial instructions for activities. Position student in front rows during demonstrations. Assign communication buddy who can use sign language if applicable. Use visual markers for boundaries and zones. Ensure whistle can be seen as well as heard (hold high).
physical disability
- Adapt activities to seated or modified standing positions as needed. Use lighter, larger, or softer balls for easier handling. Reduce court sizes and distances for reduced mobility. Allow two-handed techniques if one-handed is not possible. Provide alternative ways to score - rolling instead of throwing, closer targets. Use ramps or modified goals for wheelchair users. Pair with supportive partner for activities. Focus on achievable modifications of skills rather than standard technique. Ensure wheelchair access to all activity areas.
Cross-Curricular Links
English
Key vocabulary development using technical handball terms correctly. Speaking and listening during paired discussions of big question. Articulating tactical concepts during plenary reflection. Following verbal instructions throughout lesson activities. Providing clear, specific feedback during peer assessment demonstrating communication skills.
Maths
Counting consecutive passes developing number fluency and mental arithmetic. Measuring distances for shooting practice - 10 metres between targets. Tracking scores and statistics during games (goals scored, successful passes). Angles of movement and passing trajectories. Time management across lesson activities totaling 60 minutes. Geometry in court shapes and spacing arrangements.
Science
Forces applied in shooting - greater force equals greater power. Friction between hand and ball creating control during dribbling. Reaction times in anticipation activities. Cardiovascular system response during intense activities - heart rate elevation, breathing rate increase, oxygen delivery to muscles. Energy systems used during continuous activity. Biomechanics of throwing - lever systems in arm, sequential body segment activation for power generation.
Geography
Spatial awareness in positioning on court and finding space. Directions and movement patterns - forward, backward, sideways, diagonal. Mapping movement strategies and understanding of territory (attacking third, defensive third). Understanding of personal and general space in dynamic environments.
PSHE
Teamwork and collaboration throughout all game activities. Communication skills in giving and receiving peer assessment feedback. Resilience when facing challenges, mistakes, or defeats. Managing emotions in competitive situations. Self-motivation and independence in practice activities. Leadership opportunities in organising teams and encouraging others. Fair play, honesty, and integrity in self-officiating and accepting decisions. Respect for others shown through sporting behaviour.
Teacher Guidance
Positioning
Start centrally for whole-class instruction ensuring all students can see and hear clearly. During warm-up, position on side of court for full visibility of runners and throwers. During skill stations, circulate continuously between groups providing feedback and ensuring safety. In games, position in corner or on side where multiple courts visible simultaneously, moving closer to provide specific coaching then returning to overview position. Never turn back on active activities.
Observation Focus
Prioritise safety first - watch for rule violations, dangerous play, equipment hazards. Then focus on skill execution - shooting technique, fake and go movements, sideways positioning, anticipation in defence. Monitor engagement and motivation levels - identify students needing encouragement or additional challenge. Watch for tactical understanding through decision-making and positioning. Note specific examples of excellence for plenary recognition and specific areas needing improvement for intervention.
Intervention Points
Intervene immediately for: unsafe behaviour, rule violations endangering others, students demonstrating completely incorrect technique that could cause injury, bullying or negative interactions, students disengaging or refusing to participate. Pause activity temporarily for: widespread misunderstanding of task or rules, general technique issues affecting majority, teaching moments where excellent example can benefit all. Intervene individually for: specific technique corrections, motivating struggling students, extending challenges for advanced students, resolving minor disputes.
Demonstration Notes
Always demonstrate new skills slowly first showing each phase clearly, then at full speed showing complete movement. Use confident, skilled students as demonstrators when available creating peer role models. Exaggerate key technique points for visibility - sideways stance, arm position at ear level, stepping pattern. Show common mistakes and why they don't work before showing correct technique. During activities, pause groups to highlight excellent examples live - more powerful than pre-planned demos. Use yourself and a volunteer for paired activities showing both roles clearly. Always check understanding through questions or brief practice before releasing to independent practice.
Verbal Cues
- •'Sideways! Turn your body!' - when receiving position incorrect
- •'Soft touches! Control with power!' - during ball control activities
- •'Find space! Move into empty areas!' - when students too static
- •'Three steps then bounce!' - reminder of dribbling rule
- •'Fake it! Make them believe you!' - during fake and go practice
- •'Low shots! Below head height!' - safety and rule reminder
- •'Read the play! Where's the ball going?' - developing anticipation
- •'One eye on ball, one on player!' - defensive positioning
- •'Engage! Show me that motivation!' - when effort dropping
- •'Brilliant! Exactly what we want!' - immediate positive reinforcement
Safety Considerations
Space & Surface Requirements
Space Requirements
Indoor sports hall minimum 30m x 20m for full class of 30 students. Multiple courts required for game activities - each court approximately 20m x 15m with 3m clearance between courts. Adequate ceiling height for shots and throws (minimum 5m recommended). Outdoor hard surface court acceptable in dry weather with similar dimensions.
Surface Check
Dry, clean, non-slip surface essential for dynamic movement and directional changes. Check for water, dust, or debris before lesson. Ensure floor markings are visible but not slippery. Verify no protruding objects, loose flooring, or tripping hazards. For outdoor surfaces, check for uneven areas, standing water, or loose gravel.
Equipment Safety
Safety Checks
- •Handballs inflated to correct pressure - firm but not rock hard (test with thumb press)
- •Soft balls for warm-up genuinely soft enough for safe contact - test by dropping on foot
- •Floor spots must be flat and secure - no curled edges causing trips
- •Cones stable with no sharp edges or cracks - check before distributing
- •Goals secured and stable - cannot tip even if leaned on
- •Check all equipment for wear and damage before use - discard anything unsafe
Risk Management
Key Risks
- •Ball strikes to face or head from powerful throws or shots
- •Collisions between students during dynamic activities (Boulders, games)
- •Slips and falls during directional changes, dodging, or shooting on the run
- •Contact injuries during defensive play if rules not enforced
- •Trips over equipment (floor spots, cones, balls on ground)
- •Overexertion or fatigue-related injuries in high-intensity activities
- •Finger injuries from catching or blocking hard shots
- •Ankle injuries from landing awkwardly after jumping
Risk Mitigation
- •Clear boundaries established for all activities with visible markers
- •Adequate spacing between activity areas and courts to prevent interference
- •Progressive skill building from controlled practice to game application
- •Emphasis on controlled power not maximum force in all throwing activities
- •Shots below head height rule strictly enforced
- •Soft balls used for warm-up activity where students may be struck
- •Teaching of proper catching technique - hands forming W shape, give with ball
- •Reinforcement of non-contact or minimal contact rules during games
- •Gradual intensity build-up in warm-up activities
- •Active supervision with teacher positioning for maximum visibility
- •Clear stop signal (whistle) immediately responded to by all students
- •Appropriate footwear checked - trainers with good grip, no loose laces
- •Jewellery removed and long hair tied back
- •Adequate water breaks during intensive activities
Supervision & Emergency Procedures
Supervision Points
- •Position in corner or elevated position for maximum visibility of all courts/activities
- •Circulate during station work to provide close supervision of technique and safety
- •Monitor high-activity areas closely - shooting practice, games around goals
- •Watch for fatigue signs - breathing difficulties, reduced coordination, decreased engagement
- •Ensure rule compliance particularly regarding contact and shooting height
- •Scan continuously for equipment hazards and students at risk
- •Position to see all activities when multiple groups working simultaneously
- •Intervene immediately for unsafe behaviour or dangerous situations
Emergency Procedures
Stop all activity immediately with loud whistle and STOP command. Assess situation quickly - is it minor (brief pause) or serious (lesson stop)? For injuries: ensure area is safe, do not move injured student unless necessary, send responsible student for first aid support/SLT, provide appropriate first aid within scope of training, complete accident report. For medical emergencies: call for immediate help, follow school emergency protocols, remain calm to keep other students calm, ensure other students supervised safely away from incident. Prevention through vigilance is always better than response.