Foundation Skills & Tactics
•Year 8
•Handball
•Distributed around court perimeter before lesson, pumped to correct pressure (0.4-0.6 bar)
Alternative: Size 3 footballs slightly deflated, foam balls for less confident students
Court lines clearly visible, surface checked for hazards before lesson
Alternative: Sports hall with marked boundaries, playground with cones marking court dimensions (40m x 20m)
Distributed at start of games, collected and counted at end
Alternative: Coloured bands, different coloured tops if available
Create semi-circular goal areas approximately 6m from goal line
Alternative: Cones, chalk lines on outdoor courts, tape on indoor floors
Mark running lines for warm-up, pitch boundaries for games
Alternative: Existing court markings where available
Used for stop/start signals and safety stops
Alternative: Voice commands, hand signals for hearing-impaired students
Bouncing the ball continuously with one hand while moving around the court
A one-handed overarm throw that makes the ball bounce once before reaching the receiver at waist height
Relocating to an open area of the court after passing to create passing options and attacking opportunities
Using verbal calls and non-verbal signals to coordinate with teammates and indicate intentions
Staying close to an opponent to prevent them from receiving the ball or making effective plays
Standing with body turned at a 45-degree angle to create options for passing in multiple directions
Holding hands up at chest/face height with fingers spread to show the passer where to aim
Handball regulation allowing only three steps with the ball before it must be bounced, passed or shot
Understanding where pupils are coming from and where they're going
Speaking and listening - peer assessment feedback, answering questions, team discussions. Vocabulary development - learning and using technical handball terminology (dribbling, bounce pass, marking, sideways-on). Following instructions - multi-step instructions for activities require careful listening and comprehension. Explanation skills - articulating tactical understanding when answering big question.
Forces in action - force applied to ball during passing affects distance and accuracy (greater force = further travel). Friction between hand and ball creates control during dribbling. Gravity affects ball bounce height. Body systems during exercise - heart rate increases during activity (cardiovascular system working), breathing rate increases (respiratory system), muscles working harder (muscular system). Energy - conversion of chemical energy from food into kinetic energy for movement. Reaction times - quick responses in chase game and defensive interceptions.
Spatial awareness and mapping - understanding court geography, positioning in different areas. Directions - moving in specific directions (forward, backwards, left, right, diagonal) during activities. Scale and distance - estimating and measuring distances for activities (5m, 10m, 20m). Mental mapping - remembering positions of teammates and spaces on court creates mental map of playing area.
Mental calculations during warm-up (addition, subtraction, multiplication). Counting passes completed in Piggy in the Middle. Measuring distances for activity setup (5m for Join the Line, 10m for playing areas). Angles and geometry - understanding 45-degree sideways-on position, trajectory angles for bounce passes (ball path creates triangle). Time awareness - three seconds possession rule develops sense of time duration. Data handling opportunity - record passing accuracy rates, shooting success percentages.
Teamwork and cooperation - working effectively with partners and teams throughout lesson. Communication skills - verbal and non-verbal communication with teammates. Managing emotions - dealing with frustration when skills don't work, disappointment when losing, excitement when succeeding. Resilience - persisting with difficult skills (left-hand dribbling), continuing effort when behind in games. Fair play and respect - playing within rules, respecting opponents and officials. Leadership opportunities - leading discussions, demonstrating skills, supporting less confident peers.
Stand at corner of court during skill activities for maximum visibility of all students. During game play, circulate between pitches but maintain overview of all games. Position yourself where you can see all students at all times - never turn your back on the class.
Watch for: 1) Correct technique application - one-handed dribbling, bounce pass accuracy, sideways-on receiving. 2) Safety compliance - appropriate spacing, safe contact in games, head-height shooting rule. 3) Engagement levels - all students active and involved. 4) Rule adherence during games - three steps, three seconds, goal area restrictions. 5) Quality of communication and teamwork.
Step in when: 1) Safety is compromised - stop immediately with whistle, correct behaviour, restart when safe. 2) Students struggling with technique - provide individual/small group coaching. 3) Rules being consistently violated - pause game, clarify rules, demonstrate, restart. 4) Conflict between students - mediate, reinforce sportsmanship expectations. 5) Disengagement observed - re-engage through questioning, role changes, or differentiation. 6) Outstanding practice observed - stop class to highlight and celebrate.
Demonstrate: Always show correct technique first, then show common mistakes for contrast. Use exaggeration for visibility - larger movements, slower pace initially. Involve students in demonstrations where appropriate - builds confidence and provides peer models. Narrate what you're doing as you demonstrate - 'Watch how I...' Position yourself so all students can see. Repeat demonstrations if needed - different angles, different speeds. For complex skills, break down into component parts and demonstrate each separately then combined.
Full netball court or equivalent (30m x 15m minimum) for lesson activities. Warm-up requires clear 10m running space behind each line. Game play requires 3-4 pitches of approximately 20m x 15m each with 3m spacing between pitches to prevent cross-court interference.
Court surface must be dry, clean, and even before lesson begins. Check for wet patches, debris, or any trip hazards. Indoor courts should have non-slip surface. Outdoor courts require dry weather conditions with no standing water or ice.
STOP signal (whistle): all students freeze immediately. Assess situation: if minor - provide support and first aid if needed, student sits out briefly if necessary. If injury: send reliable student for first aider, stay with injured student, rest of class sits safely against wall supervised by additional adult if available. For serious injury: call for emergency support immediately, administer first aid within competence, complete accident report form. All staff aware of location of first aid kit, emergency contact numbers, and nearest phone. Asthma attack: student to inhaler immediately, allow to use in own time, seek medical support if not improving within 5-10 minutes.
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