Foundation Skills & Tactics
•Year 8
•Handball
•Ensure balls are properly inflated to handball standard (0.4-0.6 bar). Distribute around court perimeter before lesson
Alternative: Soft foam balls, size 4 footballs, or netballs for younger or less experienced students
Separate into two colour sets for game situations. Keep spares available for hygiene reasons
Alternative: Coloured bands, wristbands, or different coloured PE shirts
Create semi-circle goal areas approximately 6 metres from goal line on each court
Alternative: Cones, chalk lines, or tape to mark goal zones
Pre-set squares (5m x 5m) for Squares activity and lines for Numbers warm-up. Mark 3 handball courts
Alternative: Dome markers, floor spots, or chalk for indoor surfaces
Use for timing activities and maintaining lesson pace
Alternative: Smartphone timer, wall clock, or visual timer app
For demonstrating formations and key teaching points visually
Alternative: Tablet with drawing app, large paper pad, or pre-prepared visual aids
A deceptive movement that makes opponents think you're passing in one direction when you intend to pass another way
A pass executed using the back of your hand to disguise direction and deceive defenders
A movement where you pretend to move in one direction then quickly change to go another way
Moving deliberately to open areas of the court where you can receive the ball safely
Using your body, eyes, or movements to mislead opponents about your intentions
When your team has more players than the opposition in a specific area or situation
When your team has fewer players than the opposition in a specific area or situation
The player without a ball or defender who is available to receive a pass
Where you stand or move to in relation to teammates, opponents, and the goal
Positioning your body at an angle so you can see both the ball and your opponent
Understanding where pupils are coming from and where they're going
Precise vocabulary use (dummy pass, fake and go, numerical advantage). Verbal communication clarity when calling for ball. Articulating tactical ideas in team discussions. Providing constructive peer feedback. Presenting team reflections to whole class.
Numerical concepts during warm-up (factors, multiples, prime numbers). Counting successful passes (find the free man out of 8). Self-assessment scoring out of 10. Understanding numerical advantage and disadvantage (5v3). Geometry concepts of angles and positioning.
Forces applied during passing and shooting. Friction between ball and hand affecting control. Body systems response to exercise (cardiovascular during warm-up and games). Deceleration and acceleration physics during fake and go movements. Reaction time in defensive interceptions.
Spatial awareness on court positioning. Understanding direction and movement patterns. Creating mental maps of court space and player positions. Recognising optimal positioning relative to teammates and opponents.
Effective communication skills with teammates. Active listening during tactical discussions. Resilience when deceptive techniques don't initially work. Leadership opportunities in team strategy and peer assessment. Emotional regulation in competitive game situations. Honest self-assessment and personal reflection.
Stand at corner position where you can see multiple courts simultaneously. During demonstrations, position centrally with students in semi-circle for clear visibility. During games, circulate between courts but maintain overview of all activities. In cool-down, position within the circle to model inclusive discussion.
Watch for quality of deceptive movements - are fakes convincing? Monitor communication levels - specific calls or silence? Check sideways-on positioning compliance. Observe space creation - deliberate or accidental? Assess ball control during fake and go movements. Note tactical understanding in numerical advantage/disadvantage games.
Stop activity immediately if safety rule broken (shots above head height). Pause for teaching moment when excellent skill demonstrated for class benefit. Intervene if numerical disadvantage team becoming frustrated. Step in if communication breaking down causing game dysfunction. Halt if rule violations not being self-regulated appropriately.
Demonstrate dummy pass with exaggerated fake movement so all can see deception clearly. Show fake and go in slow motion first for learning, then game speed for realism. Use student volunteers to show sideways-on positioning from multiple angles. For back of hand pass, use close-up demonstration showing hand position detail. Always demonstrate both correct and incorrect versions for comparison and understanding.
Minimum 20m x 30m indoor hall or outdoor hard court. Multiple court setup requires 25m x 35m space. Clear run-off areas of 2m behind each goal. Ceiling height minimum 4m for safe shooting.
Dry, even indoor surface free from water or debris. Check for splinters on wooden floors. Outdoor courts must be free from stones, glass, or other hazards. Ensure line markings don't create slip hazard.
Emergency whistle stops all play immediately. Injured student assessment in situ - do not move if serious injury suspected. Send reliable student for first aider/office support. Maintain supervision of remaining class in safe activity. Complete accident report form. Contact parents if injury requires further attention.
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