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Lesson 2 - Accurate Passing & Movement

Foundation Skills & Tactics

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Year 8

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Handball

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1h 6min

Big Question

How does effective communication and strategic movement create successful attacking opportunities in handball?

Learning Objectives

Develop accurate sending and receiving skills using appropriate handball techniques
Demonstrate effective communication and active listening during partner and team activities
Apply pass-and-move principles to create and exploit space in game situations

Key Outcomes

Students will execute accurate bounce passes and overhead throws with correct technique
Students will communicate tactical information effectively to teammates during game play
Students will consistently move into space after passing to maintain attacking momentum

Equipment & Resources Required

Handballs

1 per student (30)

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

Marked Courts

1 full court or 2-3 thirds

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)

Bibs

15 (half class set in one colour)

Distributed at start of games, collected and counted at end

Alternative: Coloured bands, different coloured tops if available

Mats

8-12 for marking goal areas

Create semi-circular goal areas approximately 6m from goal line

Alternative: Cones, chalk lines on outdoor courts, tape on indoor floors

Cones

25 for boundaries and zones

Mark running lines for warm-up, pitch boundaries for games

Alternative: Existing court markings where available

Whistles

1 for teacher

Used for stop/start signals and safety stops

Alternative: Voice commands, hand signals for hearing-impaired students

Key Vocabulary

Dribbling

Bouncing the ball continuously with one hand while moving around the court

Bounce pass

A one-handed overarm throw that makes the ball bounce once before reaching the receiver at waist height

Moving into space

Relocating to an open area of the court after passing to create passing options and attacking opportunities

Communication

Using verbal calls and non-verbal signals to coordinate with teammates and indicate intentions

Marking

Staying close to an opponent to prevent them from receiving the ball or making effective plays

Sideways-on position

Standing with body turned at a 45-degree angle to create options for passing in multiple directions

Target hands

Holding hands up at chest/face height with fingers spread to show the passer where to aim

Three-step rule

Handball regulation allowing only three steps with the ball before it must be bounced, passed or shot

Skill Progression Pathway

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

Prior Learning

Basic ball handling and catching skills from previous lessons
Understanding of personal space and court awareness
Introduction to handball rules and basic dribbling technique
Experience working cooperatively in pairs and small groups

Current Skills

One-handed dribbling with control and consistency
Accurate bounce passing with appropriate force and direction
Pass-and-move principles in structured practices
Defensive marking with body positioning
Game application of passing, dribbling and spatial awareness

Next Steps

Advanced passing techniques including feint passes and fast breaks
Tactical positioning in attack and defence formations
Shooting techniques and goal-scoring strategies
Complex game scenarios with multiple tactical options
Full-sided competitive handball matches with strategic play

Milestone Indicators

Consistent one-handed dribbling without looking at the ball

Accurate passes that reach target at waist height after one bounce

Automatic movement into space immediately after passing

Clear verbal and non-verbal communication during game play

Sideways-on body position when receiving in game situations

Key Teaching Points

One-handed dribbling is essential handball technique - encourage ambidextrous development by practicing both right and left hands equally throughout lesson
Pass-and-move principle is fundamental to handball success - students must internalize automatic movement into space immediately after passing
Sideways-on receiving position creates tactical options - allows passing in multiple directions (left, right, forward) whereas face-on limits options
Three-step rule prevents dangerous charging and maintains game flow - strict enforcement keeps game safe and fair
Target hands at nose height improve passing accuracy - clear visible target helps passer aim correctly
Communication is non-negotiable in handball - calling names, tactical information, and encouragement transform individual skills into team success
Defensive split vision (one eye on ball, one on player) prevents opponents exploiting space - teaches dual-focus awareness essential in invasion games

Common Misconceptions

MISCONCEPTION: You can dribble with two hands like basketball. CORRECTION: Handball requires one-handed dribbling only - this is a fundamental difference from basketball and must be consistently reinforced.
MISCONCEPTION: After you bounce and catch the ball, you can dribble again. CORRECTION: Once you bounce and catch with two hands, you MUST pass or shoot - you cannot dribble again. This rule prevents endless dribbling and encourages team play.
MISCONCEPTION: The three-step rule means you can run as long as you're dribbling. CORRECTION: Three steps applies when HOLDING the ball. Dribbling is unlimited BUT must be continuous with one hand - if you stop dribbling, you must pass within three steps.
MISCONCEPTION: You should always pass to the person nearest to you. CORRECTION: Pass to the person in the best POSITION (open space, good angle) not necessarily the nearest - this develops tactical thinking.
MISCONCEPTION: Face-on position is best for receiving because you can see the passer clearly. CORRECTION: Sideways-on position is superior because it creates multiple passing options and allows peripheral vision of both goal and teammates.
MISCONCEPTION: Defenders should focus only on the ball to intercept it. CORRECTION: Defenders need split vision - awareness of ball position AND close marking of opponent - watching only the ball allows opponent to run free.
MISCONCEPTION: Moving into space means running randomly around the court. CORRECTION: Moving into space is purposeful - relocating to positions where you can receive pass AND create attacking opportunities, considering angles, distance from goal, and teammate positions.

SEN Adaptations

ADHD

Short activity bursts with frequent changes - matches lesson structure well. Clear, simple instructions - one or two points at a time maximum. High-energy activities early in lesson to expend energy positively. Frequent positive reinforcement for on-task behaviour. Strategic positioning near teacher for refocusing prompts. Defined boundaries for activities - visual and physical markers. Opportunities for leadership roles - demonstrating, leading warm-up. Movement breaks built into lesson structure naturally. Clear expectations with visual reminders. Fidget tools available if helpful during instruction time.

dyspraxia

Larger, softer handball for easier catching and control - use size 3 foam ball if needed. Reduced complexity in activities - master basic dribbling before adding direction changes. Extra demonstration and practice time - repeat skills more before progressing. Visual cues for positioning - markers on floor for where to stand. Simplified rules initially - introduce game rules progressively not all at once. Partner support for balance during stretches and ready positions. Break down skills into smaller steps - teach dribble, then movement, then combine. Reduce speed of activities - allow walking pace for dribbling initially. Positive reinforcement for effort - celebrate attempts not just success. Additional time for processing instructions before starting activities.

autism spectrum

Visual schedule showing lesson sequence with pictures/symbols - displayed throughout lesson. Clear, structured routines for each activity with consistent language. Advance warning of transitions - 'two minutes until we change activity'. Quiet zone available if sensory overload occurs - student can sit out briefly then re-enter. Consistent expectations and rules - written and displayed. Minimise unexpected changes to plan. Partner with familiar, supportive peer. Clear start and end points for activities. Use of social stories before lesson to prepare for game situations and winning/losing scenarios.

visual impairment

Use brightly coloured handballs with high contrast against court surface. Provide verbal descriptions of all demonstrations - detailed narration of movements. Partner with sighted buddy for activities requiring visual spatial awareness. Use audible balls (with bells) for some activities if available. Tactile markers (textured floor spots) for goal area boundaries. Reduce court size to minimise distance scanning required. Teacher uses clear directional language - 'on your left', 'two steps forward' rather than 'over there'.

hearing impairment

Ensure student can see teacher's face during all instructions for lip-reading. Use visual demonstrations for all skills - show don't just tell. Hand signals for common instructions (stop, start, good, try again) agreed in advance. Partner with hearing buddy who can relay instructions if needed. Written instruction cards with diagrams for complex activities available. Position student at front during demonstrations. Use visual timer for time-limited activities. Vibration-based stop signal if available instead of whistle.

physical disability

Wheelchair users: modified dribbling using lap bounce or assisted dribbling with buddy. Seated passing activities from wheelchair height - partners adjust receiving position. Larger goal areas for shooting access. Court player role rather than goalkeeper to maximise participation. Reduced court size for easier coverage. For limited mobility: allow seated participation in warm-up with upper body movements, arm swings, seated marching. Reduce distance for passing activities (3m instead of 5m). Peer support for movement activities. Ensure wheelchair-accessible court surface and sufficient space for maneuvering.

Cross-Curricular Links

English

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.

Science

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.

Geography

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.

Mathematics

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.

PSHE

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.

Teacher Guidance

Positioning

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.

Observation Focus

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.

Intervention Points

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.

Demonstration Notes

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.

Verbal Cues

•'Soft touches!' - when dribbling control becoming erratic
•'Find space!' - when students clustering instead of spreading out
•'Target hands!' - reminder to show hands ready to receive
•'Pass and MOVE!' - emphasising movement after passing
•'Sideways on!' - cueing correct receiving body position
•'One hand only!' - correcting two-handed dribbling
•'Three steps!' - reminding of step limit when violations occurring
•'Below head height!' - enforcing shooting safety rule
•'Split vision!' - reminding defenders to watch ball AND player
•'On your toes!' - cueing athletic ready position with weight forward

Safety Considerations

Space & Surface Requirements

Space Requirements

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.

Surface Check

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.

Equipment Safety

Safety Checks

•Handballs inflated to correct pressure (0.4-0.6 bar) - check before lesson to ensure consistent bounce and prevent unpredictable ball movement
•Floor spots or cones used for goal area marking must be flat and secured - no trip hazards or movement during play
•Bibs checked for tears or damage that could cause tangling or tripping
•Cones for boundaries have no sharp edges or cracks
•All equipment stored safely around court perimeter when not in use - clear playing areas

Risk Management

Key Risks

•Collisions between students during dynamic activities - especially warm-up chase game, dribbling activities, and game play
•Slips and falls particularly during direction changes, sudden stops, or on slippery surfaces
•Ball strikes to face or body from hard passes or shots - particularly during game application phase
•Tripping over balls on the ground during activities with multiple balls in use
•Overexertion in students with lower fitness levels or medical conditions
•Twisted ankles from landing awkwardly after jumping or sudden direction changes
•Goalkeeper collision risk if court players enter goal area

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson - students understand playing area limits
•Adequate spacing between pairs and groups maintained - minimum 3-4m enforced
•Progressive skill building - master control before adding speed or pressure
•Safe tagging technique demonstrated and enforced during warm-up - shoulder tags only, no pushing
•Head-height shooting rule strictly enforced to prevent facial injuries from balls
•Three-step rule enforcement prevents dangerous charging or collisions with ball
•Goal area restrictions prevent court player/goalkeeper collisions
•Students with asthma have inhalers accessible at court side
•Regular water breaks and monitoring for overexertion - students can request breaks
•Gradual warm-up and cool-down to prepare and recover muscles safely
•Emergency stop signal (whistle) established and tested - all students respond immediately

Supervision & Emergency Procedures

Supervision Points

•Position at corner of court for maximum visibility of all students during activities
•During game play, circulate between pitches to monitor all games closely
•Maintain constant visual scan of activity areas - watch for unsafe behaviour or emerging hazards
•Monitor high-activity areas closely - particularly where multiple students converging (e.g., goal areas during shots)
•Position away from walls/windows to maintain full class view
•Ensure all students within line of sight at all times - no hidden areas
•Listen for sounds of distress or collision while observing visually

Emergency Procedures

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.