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Lesson 4 - Passing and Catching with Accuracy

Stick Mastery & Game Basics

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Year 7

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Lacrosse

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Big Question

How can we use agility and precision to maintain possession and create scoring opportunities?

Learning Objectives

Demonstrate confident and accurate sending and receiving of the ball using correct lacrosse technique
Show agility, balance, coordination and precision when moving with and without the ball
Evaluate peers' work using correct technical language and provide constructive feedback

Key Outcomes

Students will consistently catch and throw the ball with improved accuracy under pressure
Students will demonstrate controlled movement and spatial awareness in dynamic situations
Students will apply passing and catching skills effectively in competitive game scenarios

Equipment & Resources Required

Lacrosse sticks

1 per student (30)

Distributed before lesson, students collect own stick and check pocket integrity

Alternative: Hockey sticks with modified catching practice, tennis rackets for basic coordination

Lacrosse Balls

15 (1 per pair initially, more for games)

Stored in equipment bag at edge of court, distributed during skill activities

Alternative: Tennis balls for reduced impact, foam balls for less confident students

Cones

40-50

Used for marking boundaries, targets and activity zones throughout lesson

Alternative: Marker discs, chalk lines on playground

Hoops

15-20

Scattered for target practice and 'house' activities

Alternative: Chalk circles, rope circles, cones arranged in circles

Court Markings

1 full court

Use existing court lines for game boundaries and thirds

Alternative: Cones to mark thirds and shooting circles if court unavailable

Video Device

1-2

For filming exemplar technique during skill development

Alternative: Peer observation without recording

Bibs

15 (one colour for game differentiation)

For team identification during final game activities

Alternative: Teams designated by stick colour or court position

Key Vocabulary

Send

To propel the ball towards a teammate using the lacrosse stick with control and accuracy

Receive

To catch the ball in the pocket of the lacrosse stick, cushioning the impact

Accuracy

The ability to send the ball precisely to the intended target or teammate

Peripheral Vision

The ability to see and be aware of objects and movement outside your direct line of sight

Possession

When a team has control of the ball

Free

When an attacking player is in space without a defender marking them closely

Cushioning

Absorbing the impact of the ball by giving slightly with the stick as the ball arrives

Follow-through

Continuing the throwing motion after releasing the ball, pointing stick at target

Skill Progression Pathway

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

Prior Learning

Basic grip and hold of lacrosse stick
Understanding of sending and receiving concepts
Fundamental movement skills including running and dodging

Current Skills

Accurate passing and catching under pressure
Peripheral vision and spatial awareness
Attacking movement off the ball
Tactical decision-making in game situations

Next Steps

Running with the ball whilst maintaining control
Advanced dodging and evasion techniques
Defensive strategies and interceptions
Full game play with complex tactical patterns

Milestone Indicators

Consistent catching success rate of 7/10 or higher

Accurate throws landing within 1m target zone

Confident movement in crowded spaces without collisions

Making good tactical decisions about when and where to pass

Key Teaching Points

Catching: stick held high above shoulder, angled forward 30-45 degrees, cushion the ball by giving slightly with arms as it arrives in pocket
Throwing: side-on body position with non-dominant shoulder pointing at target, arms free from body allowing rotation, follow through pointing stick directly at target
Movement off ball: constant repositioning to find space, calling for ball when free, using full width and depth of playing area
Peripheral vision: keep head up and eyes scanning, awareness of teammates, opponents, and space without turning head constantly
Accuracy over power: controlled throws to catchable height more valuable than hard wild throws
Communication: verbal calling for ball, encouragement of teammates, tactical discussions
Sporting values: fair play, positive responses to mistakes, celebrating others' success, honest self-assessment

Common Misconceptions

Misconception: Stick should be held vertically for catching. CORRECTION: Stick must be angled forward to create pocket and cushion impact effectively
Misconception: Throwing harder equals more accuracy. CORRECTION: Controlled power with good technique (side-on, follow-through) creates accuracy, not brute force
Misconception: Good attackers just run fast. CORRECTION: Good attackers move intelligently to create space, time runs well, and communicate effectively - not just speed
Misconception: The 3-second rule is just a suggestion. CORRECTION: The 3-second rule is essential for game flow and prevents ball-hogging - must be enforced consistently
Misconception: Peripheral vision means constantly turning head. CORRECTION: Peripheral vision means seeing movement in side vision WITHOUT turning head - keeping eyes forward but aware
Misconception: You must catch every throw perfectly. CORRECTION: Mistakes are part of learning - resilience and trying again are what matters, not perfection
Misconception: Only scoring goals matters in lacrosse. CORRECTION: Passing, movement, teamwork, and sporting values are equally important to game quality and learning

SEN Adaptations

ADHD

Use short, punchy activity intervals with frequent changes; provide clear, simple instructions (max 2-step); incorporate high levels of physical activity throughout; offer specific roles and responsibilities; use visual timers for time limits (3-second rule); provide immediate positive feedback frequently; allow brief movement breaks if needed; highlight key focus points before each activity

dyspraxia

Use larger, softer balls initially for easier catching success; reduce throwing distances to build confidence; break down skills into smaller component parts; provide additional practice time; allow extra time to process instructions; offer hand-over-hand support for grip if needed; celebrate effort over outcome consistently; use simplified game rules initially

autism spectrum

Provide visual schedule showing lesson structure and timings; establish clear routines and expectations; pre-teach activities using visual supports if possible; allow access to quiet zone if overstimulated; use consistent language and signals; provide advance warning before transitions; keep groups consistent throughout lesson; offer noise-reducing headphones if sports hall echoey

visual impairment

Use brightly coloured balls and high-contrast bibs; provide verbal cues for all demonstrations; assign sighted buddy for spatial guidance; use audible balls with bells inside; describe court layout and boundaries verbally; allow closer distances for activities

hearing impairment

Ensure student can always see teacher face for lip-reading; use visual demonstrations extensively; employ hand signals for common instructions (STOP, GO, GOOD); provide written activity cards with diagrams; assign hearing buddy to relay verbal instructions; use visual whistle (flag/light) instead of auditory

physical disability

Seated version of all activities possible using wheelchair or chair; use lighter foam balls or bean bags for easier catching; reduce throwing distances significantly (3-4m); allow rolling ball as alternative to catching; provide larger target areas (bigger hoops); offer assistance from support staff or peer; differentiate game roles (designated passer only)

Cross-Curricular Links

English

Using technical vocabulary accurately (send, receive, cushioning, follow-through); giving verbal feedback to partners; communicating tactics and strategies; listening to and following multi-step instructions; explaining attacking concepts during reflection

Maths

Counting successful catches and passes; measuring distances (8m, 10m); calculating success rates percentages; spatial geometry understanding court thirds and angles; time management with seconds counting (3-second rule)

Science

Forces applied during throwing; friction between ball and stick pocket; trajectory and arc of ball flight; cardiovascular system response during warm-up and games; muscle groups used in lacrosse actions; impact absorption when cushioning catches

Geography

Spatial awareness and mapping movement patterns; understanding directional language (forward, sideways, backwards); court orientation and use of thirds; peripheral vision as environmental awareness

PSHE

Teamwork and cooperation during partner and group activities; resilience when facing challenges or missing catches; managing emotions during competitive games; leadership opportunities coaching peers; respecting rules and sporting values; honest self-assessment and reflection

Teacher Guidance

Positioning

Position at corner or edge of netball court for maximum visibility of all activity areas; during games stand at sideline near centre to observe both ends; when demonstrating move to central visible location

Observation Focus

Watch for: correct catching technique (stick high, angled forward, cushioning), throwing technique (side-on, follow-through), movement off ball, spatial awareness, sporting values, safety compliance, student engagement levels

Intervention Points

Step in immediately if: unsafe play detected, rules repeatedly broken, techniques significantly incorrect causing frustration, students excluded or not participating, conflict between students, equipment being misused

Demonstration Notes

Always demonstrate new activities before students attempt; use exemplar students identified during practice; film good technique for instant playback; show both correct and incorrect technique for comparison; break down complex skills into component parts; demonstrate slowly first then at game speed; ensure all students can see demonstration clearly

Verbal Cues

•'Stick high!' - to prompt catching position
•'Side on!' - to correct throwing stance
•'Follow through!' - to improve accuracy
•'Find space!' - to encourage movement off ball
•'Soft hands!' - to promote cushioning on catch
•'Eyes on ball!' - to improve focus and success
•'Spread out!' - to maximise use of space
•'Three seconds!' - to maintain game pace

Safety Considerations

Space & Surface Requirements

Space Requirements

Full netball court (30m x 15m minimum) or equivalent playground/sports hall space with clear run-off zones of 2m minimum around perimeter

Surface Check

Dry, even tarmac, playground surface, or sports hall floor free from water, debris, stones, or trip hazards; check before lesson and monitor throughout

Equipment Safety

Safety Checks

•All lacrosse sticks inspected for damage, sharp edges, or broken pockets before distribution
•Lacrosse balls checked for cracks or damage that could cause irregular bounce
•Hoops laid completely flat to prevent trip hazards
•Cones positioned securely and visible to all students
•Sticks stored safely when not in use - laid flat on ground, never leaning against walls where they could fall

Risk Management

Key Risks

•Collisions between students during dynamic movement activities
•Ball strikes to head, face, or body from throws
•Stick strikes from careless swinging or handling
•Slips, trips and falls on wet or uneven surfaces
•Overexertion in high-intensity activities
•Contact between players during competitive games

Risk Mitigation

•Clear boundaries established for all activities with adequate space between groups
•Progressive skill building from static to dynamic, simple to complex
•Adequate spacing between pairs/groups during throwing activities (minimum 3m clearance)
•No-contact rule enforced strictly in all games
•Controlled throwing power monitored - intervention if too aggressive
•Regular water breaks if needed, especially in warm weather
•Staggered equipment distribution and collection to prevent crowding
•Clear 'FREEZE' protocol established for immediate stop when needed
•Students reminded to maintain awareness of others in shared space throughout

Supervision & Emergency Procedures

Supervision Points

•Position at edge of activity area for maximum visibility of all students
•Continuously scan during high-activity games for emerging risks
•Monitor high-traffic zones in warm-up and game activities particularly closely
•Circulate during partner/small group work providing close supervision
•Maintain clear sightlines - never turn back on active students

Emergency Procedures

Immediate STOP/FREEZE command if safety concern identified; assess situation and provide appropriate first aid if injury occurs; trained first aider accessible; clear route to exit and first aid facilities; incident reporting procedures followed as per school policy