Lesson 3 - Dribbling & Defensive Skills
Foundation Skills & Tactics
•Year 8
•Handball
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How can you protect possession while staying aware of opponents and teammates?
Learning Objectives
- Understand how to work cooperatively and competitively when attacking and defending
- Develop accurate dribbling with control under pressure
- Maintain possession against active opponents using shielding techniques
Key Outcomes
- Students will demonstrate effective ball shielding with correct body positioning
- Students will retain possession during competitive game situations
- Students will make tactical decisions about when to pass, dribble or shoot
- Students will understand the importance of body positioning in both attack and defence
Equipment & Resources Required
Check inflation is correct (should bounce to waist height when dropped from shoulder height)
Alternative: Size 2 footballs, netballs, or soft foam balls for students with grip difficulties
Separate into team colours before lesson, have spares available
Alternative: Coloured bands, numbered vests
Use to mark goalkeeper zones at each end of playing areas
Alternative: Cones, chalk lines on outdoor courts
Mark court boundaries and divide space into multiple playing areas
Alternative: Dome markers, rope for boundaries
For stopping and starting games quickly
Alternative: Voice commands, hand signals
For timing activities and rotations
Alternative: Phone timer, wall clock
Key Vocabulary
Using your body as a barrier between the ball and an opponent to protect possession
Maintaining control of the ball within your team through passing, dribbling or holding
Feet positioned shoulder-width apart or wider for stability and balance
The ability to manipulate and direct the ball accurately using hands while dribbling or passing
Staying close to an opponent to prevent them receiving the ball or moving freely
Moving away from defenders to create space or avoid being tagged
Taking more than three steps without bouncing the ball (violation in handball)
Body positioned at an angle to the play, allowing vision of both ball and opponent
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic handball passing techniques
- Understanding of handball court boundaries
- Fundamental movement patterns (running, jumping, stopping)
- Basic rules of handball including travelling violations
Current Skills
- Ball shielding with wide stance and body positioning
- One-handed dribbling with control
- Possession retention under defensive pressure
- Sideways body positioning for receiving passes
- Defensive marking while tracking the ball
Next Steps
- Advanced tactical play including set plays
- Fast break attacking strategies
- Zone defence systems
- Shooting techniques from various angles
- Goalkeeping skills and positioning
Milestone Indicators
Key Teaching Points
- Ball shielding requires wide stance, sideways body position, and dual awareness of ball and opponent - this is fundamental to handball possession
- Receiving passes with body sideways on enables 180-degree court vision allowing better decision-making about passing, shooting or dribbling
- Defenders must split attention between ball and opponent using peripheral vision to prevent both losing their player and missing interception opportunities
- Weight on balls of feet in ready position enables quick reactions and rapid direction changes essential for both attacking and defending
- Moving into new space immediately after passing creates options for teammates and prevents predictable static play
- One-handed dribbling allows unlimited movement with the ball whereas catching requires immediate decision to pass or shoot within three seconds
- Quick passing under pressure is more effective than individual dribbling when trying to evade defenders or create scoring opportunities
Common Misconceptions
- Misconception: 'Shielding means turning your back to the opponent.' Correction: Shielding requires sideways positioning so you maintain vision of both ball and opponent - turning your back loses opponent awareness and violates rules.
- Misconception: 'The three-step rule means I can't move with the ball.' Correction: You can take three steps OR dribble unlimited times with one hand - the rule prevents running while holding the ball, not all movement.
- Misconception: 'Defenders should only watch the ball to make interceptions.' Correction: Defenders need split awareness - watching only the ball allows your player to escape to dangerous space; watching only your player means you miss interception chances.
- Misconception: 'Receiving the ball facing forward is fastest for attacking.' Correction: Sideways positioning actually enables faster decisions because you can see teammates, space and goal simultaneously without turning.
- Misconception: 'In handball you can't dribble like basketball.' Correction: Handball allows unlimited one-handed dribbling exactly like basketball - many students don't realise this and limit their movement options.
- Misconception: 'Passing after receiving is always best.' Correction: Sometimes continuing your dribble into space is better than passing - decision depends on defensive pressure, space available, and teammate positions.
- Misconception: 'The goalkeeper zone is where you score from.' Correction: Outfield players cannot enter the goalkeeper zone at all - you must shoot from outside this area or it's a violation and turnover.
SEN Adaptations
ADHD
- Keep activity changes frequent to maintain engagement (as lesson naturally does); provide clear, short instructions one at a time; offer leadership roles to channel energy positively; use visual and physical boundaries clearly; give regular specific feedback and praise; allow brief movement breaks if needed; position near teacher during explanations; celebrate high energy when appropriately channeled
dyspraxia
- Use larger, lighter balls for easier control; reduce complexity of movement patterns initially; provide extra practice time for new skills; break skills into smaller steps with clear demonstrations; offer wall support for balance activities; allow catching with whole body not just hands; reduce speed requirements focus on accuracy; verbal prompts for sequencing movements; celebrate improvement over absolute achievement
autism spectrum
- Provide visual schedule of lesson sections before starting; establish clear routines for transitions; offer quiet zone if sensory overload occurs; use consistent language and signals throughout; provide advance notice of competitive elements; allow processing time after instructions; partner with understanding peer; celebrate effort over outcome; minimise unpredictable elements where possible
visual impairment
- Use brightly coloured high-contrast balls; provide verbal descriptions of all demonstrations; assign sighted buddy for guidance; use audible balls with bells if available; ensure student positioned close to teacher for demonstrations; verbal cues for spatial awareness ('player to your left', 'goal ahead'); tactile guidance for shielding position if appropriate
hearing impairment
- Ensure student can see teacher's face for lip reading; use exaggerated visual demonstrations; provide written rule cards or visual diagrams; assign buddy to tap shoulder for attention; use hand signals for key instructions (stop, start, well done); position student at front during explanations; check understanding through demonstration not just verbal response
physical disability
- Seated handball version using wheelchair or chair; modify court size and distances for mobility limitations; allow two-handed dribbling if one-hand impossible; provide adapted equipment (larger, softer balls; lower goals); remove step limitations if mobility affected; assign supportive peers for partner activities; focus on tactical understanding and decision-making where physical execution limited
Cross-Curricular Links
English
Following complex multi-step instructions; using technical vocabulary accurately; providing constructive feedback during peer assessment; explaining tactics and strategies; listening skills during rule explanations and coaching points
Maths
Counting passes in 5-4-3-2-1 activity; measuring distances for passing and shooting; calculating scores and statistics during games; angles of passing and movement patterns; timing activities and calculating duration
Science
Forces applied during bouncing, passing and shooting (action/reaction); friction between ball and floor during dribbling; cardiovascular system response to exercise (heart rate increase, breathing rate); muscle groups used in handball movements; energy expenditure during physical activity
Geography
Directional language (forward, backward, sideways, left, right); spatial awareness and mapping of court areas; understanding zones and boundaries; positional concepts (near, far, between); movement patterns across space
PSHE
Teamwork and cooperation throughout lesson particularly in games; resilience and managing emotions after mistakes or losing; leadership opportunities during peer assessment and team roles; communication skills verbal and non-verbal; respect and sportsmanship during competitive activities; honesty during self-assessment
Teacher Guidance
Positioning
Stand at corner of hall during games for diagonal view of entire court; circulate during skill practices ensuring view of all students; position for demonstration at front of group with all students facing you; avoid standing with back to windows or distractions
Observation Focus
Primary focus on safe practice and rule compliance; secondary focus on technique quality (shielding stance, dribbling control, passing accuracy); monitor spacing and movement patterns; watch for students struggling or disengaged; identify excellent examples for demonstration; note assessment evidence for Head/Hands/Heart domains
Intervention Points
Intervene immediately for safety concerns (physical contact, wild throws, dangerous play); pause activity for whole-class teaching points when multiple students showing same error; provide individual feedback during practice activities; use questioning to develop understanding rather than always telling; celebrate excellent practice publicly to reinforce standards
Demonstration Notes
Always demonstrate new skills/activities before student practice; use competent student as partner for demonstrations when possible; exaggerate key points for visibility (e.g., very wide stance for shielding); show common mistakes then correct technique; demonstrate at speed students will perform not slowly unless breaking down complex skills; position demonstration where all can see clearly; repeat demonstration if needed based on student questions or errors during practice
Verbal Cues
- •'Soft touches!' - when dribbling control needed
- •'Find space!' - when students clustering
- •'Sideways on!' - to prompt correct receiving position
- •'Pass and move!' - to encourage dynamic play
- •'Head up!' - when students looking down while dribbling
- •'Three steps!' - reminder of travelling rule
- •'Below head height!' - when shots too high
- •'Body between ball and opponent!' - shielding reminder
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum hall size 20m x 30m for full lesson; multiple courts require 25m x 35m; clear height minimum 4m for safe shooting; perimeter clear of obstacles minimum 2m
Surface Check
Dry, even surface essential for dynamic movement and quick direction changes; check for wet patches, debris, or damage before lesson; indoor sports hall floor ideal
Equipment Safety
Safety Checks
- •Handballs inflated to correct pressure (bounce to waist height from shoulder drop)
- •Check balls for damage, tears, or excessive wear before use
- •Floor spots secured to prevent slipping hazards
- •Cones with weighted bases or safety design (no sharp edges)
- •Goals stable and secured to prevent tipping
- •Bibs clean and appropriate sizes to prevent tripping
Risk Management
Key Risks
- •Collisions between students during dynamic movement and games
- •Slips and falls during quick direction changes
- •Ball strikes to face or head during passing and shooting
- •Finger injuries during catching or ball contact
- •Overexertion leading to exhaustion or dehydration
- •Contact injuries during competitive games
Risk Mitigation
- •Clear boundaries established and enforced to control movement areas
- •Adequate spacing between pairs and groups maintained throughout
- •Progressive skill building from static to dynamic reduces injury risk
- •Head height shooting rule strictly enforced to protect goalkeepers and players
- •Emphasis on ball control prevents wild throws and unpredictable ball movement
- •No physical contact rule explained and consistently applied
- •Goalkeeper zones prevent dangerous collisions near goals
- •Regular water breaks particularly during game sections
- •Appropriate warm-up prepares muscles and joints for activity
- •Cool down includes stretching to prevent muscle strain post-lesson
Supervision & Emergency Procedures
Supervision Points
- •Position at court corner for maximum visibility of all playing areas during games
- •Circulate constantly during skill practices to monitor technique and safety
- •Monitor high-activity areas particularly during Catch the Pig and games
- •Watch for signs of overexertion (excessive breathing, red faces, struggling)
- •Enforce rules consistently to maintain safe play standards
- •Be alert for students showing frustration that may lead to unsafe behaviour
Emergency Procedures
Stop all activity immediately using whistle and 'STOP' command; assess situation and injured student; provide appropriate first aid following school protocols; send reliable student for additional help if needed; keep other students calm and supervised; complete accident report; inform parents/guardians as per school policy