Lesson 5 - Dummy Passing and Space Creation
Foundation Skills & Tactics
•Year 8
•Handball
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How can deception and intelligent movement help you beat a defender?
Learning Objectives
- To develop effective communication and active listening skills during game play
- To create space for yourself and teammates using intelligent movement
- To execute dummy passes and deceptive movements to beat defenders
Key Outcomes
- Students will communicate effectively with teammates and respond to instructions
- Students will demonstrate the ability to create space using movement off the ball
- Students will perform dummy passes and fake and go movements in game situations
Equipment & Resources Required
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
Key Vocabulary
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
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic handball passing and catching techniques
- Understanding of dribbling rules (three steps, one-handed bounce)
- Awareness of court positioning and basic gameplay
- Basic defensive positioning concepts
Current Skills
- Dummy passing technique
- Back of hand passing
- Fake and go movements
- Creating space through intelligent movement
- Effective verbal and non-verbal communication
- Playing with numerical advantages and disadvantages
Next Steps
- Advanced attacking strategies and set plays
- Fast break situations and counter-attacking
- Complex team patterns and combination play
- Tournament play and competitive game situations
Milestone Indicators
Key Teaching Points
- Dummy passes and deceptive movements should be used strategically, not constantly - element of surprise is crucial for effectiveness
- Body positioning sideways-on allows defenders to see both ball and opponent simultaneously using peripheral vision
- Communication is especially critical during numerical advantage and disadvantage situations - teams must talk constantly to succeed
- Fake and go movements require convincing fake (drop shoulder, shift weight) followed by explosive push-off in opposite direction
- Creating space is deliberate movement into gaps, not random running - move AWAY from defenders to create passing channels
- Opening your body when receiving allows immediate vision of next passing option - no wasted time turning to look
- Triangle positioning creates multiple passing options - if one lane is blocked, two others remain available
- Progressive skill development from passive to active defence ensures safety and builds confidence before full game application
Common Misconceptions
- Misconception: 'Dummy passes work every time' - Reality: Overuse makes them predictable and ineffective; use sparingly for maximum impact
- Misconception: 'Creating space means running fast anywhere' - Reality: Space creation is deliberate movement into specific gaps away from defenders
- Misconception: 'Fake and go is just changing direction' - Reality: Requires convincing fake movement first to shift defender's weight before explosive directional change
- Misconception: 'Communication means shouting loudly' - Reality: Effective communication is specific, clear calls with names and directions, not just noise
- Misconception: 'With numerical advantage just shoot lots' - Reality: Advantage should create better opportunities through patient passing to find best scoring chance
- Misconception: 'Sideways-on position is for attackers only' - Reality: Defenders benefit equally by tracking both ball and their assigned player simultaneously
- Misconception: 'Back of hand pass is always better than normal pass' - Reality: Deceptive techniques are situational tools; simple passes are often most effective choice
SEN Adaptations
ADHD
- Keep activity changes frequent to maintain engagement (activities max 5 minutes before variation). Provide clear, concise instructions with maximum 3 steps. Use physical demonstration rather than lengthy verbal explanations. Assign specific positional responsibilities during games for focus. Offer movement breaks disguised as active roles (equipment collector, demonstration assistant). Provide immediate feedback on performance. Use visual boundaries (cones) to define clear play areas.
dyspraxia
- Use larger, lighter balls that are easier to control. Break skills into smaller micro-steps with additional practice time. Provide hand-over-hand guidance for dummy pass technique if needed. Reduce speed expectations - allow walking pace for fake and go initially. Simplify footwork patterns. Use wall for balance support during all standing activities. Pair with patient peer for partner activities. Celebrate effort and small improvements prominently.
autism spectrum
- Provide visual schedule of lesson sections at start (warm-up, skills, game, cool-down). Use consistent language and routine structures each lesson. Create 'calm zone' option if sensory overload occurs. Give advance warning before transitions between activities. Provide concrete examples of abstract concepts like 'create space'. Allow practice time before peer assessment to reduce social anxiety. Minimise unpredictable elements in game play initially.
visual impairment
- Use bright yellow or orange handballs for better visibility. Provide verbal descriptions of all demonstrations with clear spatial language. Assign sighted buddy for navigation during activities. Use audible balls (bells inside) for tracking. Increase verbal cueing during games - call names before passing. Reduce court size and number of players for easier tracking.
hearing impairment
- Ensure student can see your face during all instructions for lip-reading. Use exaggerated visual demonstrations of all skills. Create visual signal system for common instructions (thumbs up = good, hand wave = come here). Provide written rule cards for reference. Assign communication buddy who can use basic sign language. Use visual timer for activity duration rather than verbal time calls.
physical disability
- Seated handball version - all players in chairs with adapted dribbling rules. Use larger, softer balls for easier catching with reduced hand function. Reduce court size and allow extra time for movements. Permit two-handed catching and passing for better control. Assign peer supporter to retrieve balls. Goalkeeper role ideal for less mobile students with adapted zone size.
Cross-Curricular Links
English
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.
Maths
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.
Science
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.
Geography
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.
PSHE
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.
Teacher Guidance
Positioning
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.
Observation Focus
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.
Intervention Points
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.
Demonstration Notes
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.
Verbal Cues
- •'Soft touches on the ball - control first!'
- •'Find space - move into the gaps!'
- •'Communicate - call for the ball with names!'
- •'Sell the fake - make them believe it!'
- •'Sideways on - see ball AND player!'
- •'Quick decisions - three seconds maximum!'
- •'Below head height - safety first!'
Safety Considerations
Space & Surface Requirements
Space Requirements
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.
Surface Check
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.
Equipment Safety
Safety Checks
- •Check handballs are correctly inflated (0.4-0.6 bar) - not over-inflated which could cause finger injuries
- •Inspect balls for damage, tears, or defects before use
- •Ensure cones have no sharp edges or cracks that could cause cuts
- •Bibs should be appropriate size to prevent tripping
- •Floor spots must be firmly adhered to prevent slipping
Risk Management
Key Risks
- •Collisions between players during fast-paced game situations
- •Ball striking students in face during shots or passes
- •Slips and falls during directional changes (fake and go)
- •Twisted ankles during quick pivoting movements
- •Finger injuries from catching fast passes incorrectly
- •Muscle strains from explosive movements without proper warm-up
Risk Mitigation
- •Comprehensive 8-minute warm-up including dynamic movements and cardiovascular preparation
- •Clear court boundaries established and reinforced to prevent collisions
- •Shot below head height rule strictly enforced for facial injury prevention
- •Progressive skill building from passive to active defence reducing collision risk
- •Adequate spacing between courts (minimum 3m) to prevent interference
- •Teaching correct catching technique with hands forming 'W' shape
- •Cool-down with specific stretches for muscles used in handball
- •Goalkeeper zones prevent dangerous goal area congestion
Supervision & Emergency Procedures
Supervision Points
- •Position at corner of multiple courts for maximum visibility
- •Continuously scan all active courts during game phases
- •Pay particular attention during high-intensity game application sections
- •Monitor fatigue levels - intervene if students showing unsafe tiredness
- •Watch for over-competitive behaviour escalating to unsafe play
- •Ensure immediate response to any injury with first aid access
Emergency Procedures
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.