Lesson 1 - Ready Position & Passing
Foundation Skills & Tactics
•Year 8
•Handball
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How can positioning and movement create successful attacking opportunities in handball?
Learning Objectives
- Understand how to work alongside and against others when attacking and defending
- Communicate effectively and listen to others during game situations
- Demonstrate self-motivation and physical confidence in competitive situations
- Adopt a good ready position to move quickly, receive the ball accurately, and send it with precision
Key Outcomes
- Students will consistently demonstrate the ready position with correct body alignment
- Students will receive and send passes accurately using bounce pass technique
- Students will apply communication skills to work effectively in small-sided games
- Students will show resilience and engagement in competitive handball activities
Equipment & Resources Required
Distributed around court perimeter before lesson, check inflation is consistent
Alternative: Size 4 footballs slightly deflated, netballs, or basketballs for bounce pass practice
Ensure all lines are visible and surface is dry and safe
Alternative: Any court with lines (basketball, tennis) or create grid with cones/chalk
Check balls are soft enough to prevent injury if hitting students
Alternative: Bean bags, soft foam footballs, or dodgeballs
Use for marking positions in French Cricket and partner activities
Alternative: Chalk marks, tape crosses, or small cones
For stopping activities and signalling transitions
Alternative: Voice commands with clear hand signals
Positioned safely at side of playing area to capture game application activities
Alternative: Camera on tripod for stability
Key Vocabulary
An athletic stance with knees bent, weight on balls of feet, hands at chest height, ready to move in any direction
A pass where the ball bounces once between the passer and receiver, aimed approximately two-thirds of the distance
Bouncing the ball continuously with one hand while moving, maintaining control and awareness
Catching the ball at nose height with hands positioned to absorb impact, maintaining body alignment
Positioning behind a teammate or ball to provide support and prevent the ball escaping the playing area
Using verbal calls and visual signals to coordinate team actions and support teammates
Interrupting natural running rhythm to slow down or adjust position to receive a pass
The person delivering passes to a partner or teammate during practice activities
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic catching and throwing techniques from Key Stage 2
- Understanding of personal space and spatial awareness
- Experience of working cooperatively with partners and small groups
- Basic knowledge of invasion game principles
Current Skills
- Handball-specific ready position with athletic stance
- One-handed bounce pass technique with accuracy
- Receiving skills at different heights and speeds
- Movement patterns to create and deny space
- Communication in competitive situations
Next Steps
- Advanced passing variations including chest pass and overhead pass
- Tactical awareness in 5v5 game situations
- Shooting techniques and goal-scoring strategies
- Defensive positioning and marking strategies
Milestone Indicators
Key Teaching Points
- Ready position is the foundation of handball - knees bent at 90 degrees, weight on balls of feet, hands at chest height forming 'W' shape, shoulders relaxed, eyes forward. This athletic stance enables quick movement in any direction and optimal receiving position.
- Bounce pass technique requires one-handed overarm throw from shoulder height, aiming for ball to bounce approximately two-thirds of the distance to partner, with follow-through pointing toward target. Emphasise using both right and left hands equally to develop ambidextrous capability.
- Receiving the ball 'in line with nose' means moving feet to position body directly behind ball trajectory, catching at nose/face height with hands forming 'W' shape, absorbing pace with flexed elbows. This is superior to reaching with arms while body misaligned.
- Communication in handball is both verbal (calling 'Ready!', 'Here!', 'Back up!') and non-verbal (hand signals for pass location). Effective teams communicate at least every 10 seconds during game situations, coordinating movement and creating tactical opportunities.
- Backing up is a critical tactical concept - positioning 2-3 metres behind ball thrower to collect deflections or missed catches. This creates second-chance opportunities and demonstrates team responsibility and support.
- Spatial awareness and positioning create successful attacking opportunities - spreading out to use all angles, recognising when to pass versus shoot, creating space through movement. Teach students to 'find the gaps' and move into useful positions.
- Skill progression follows deliberate pathway: static practice (standing passing) → moving receiver (Travel and Pass) → competitive application (French Cricket). This builds confidence and competence before adding pressure, ensuring success for all students.
Common Misconceptions
- Misconception: 'Ready position means just standing still with hands up.' Correction: Ready position is DYNAMIC - weight on toes, knees bent, light bouncing movement, constantly scanning space and adjusting. It's an active, alert stance not a static pose. Demonstrate the difference clearly.
- Misconception: 'Bounce pass should bounce right in front of my partner.' Correction: Ball should bounce approximately two-thirds of the distance away. If 5 metres apart, bounce should be 3-3.5 metres from thrower. Too close = ball bounces too high, too far = ball doesn't reach partner at correct height. Use court markings to visualise correct distance.
- Misconception: 'I just need to throw hard for an accurate pass.' Correction: Accuracy comes from correct technique and controlled force, not maximum power. Emphasise stepping toward target, smooth release, follow-through pointing at target. 'Control over power' is the key message. Demonstrate how hard throws are often wildly inaccurate.
- Misconception: 'In handball, I can use two hands alternately like basketball dribbling.' Correction: Handball dribbling is ALWAYS one hand only - right hand OR left hand, never alternating both. This is a fundamental handball rule. Demonstrate correct one-handed dribbling vs incorrect basketball-style to clarify the difference visually.
- Misconception: 'Communication means just shouting a lot.' Correction: Effective communication is PURPOSEFUL and SPECIFIC - saying useful information ('Pass here!', 'I'm backing up!', 'Ready now!') not just noise. Quality over quantity. Demonstrate effective vs ineffective communication in game scenario.
- Misconception: 'Backing up means standing right behind my teammate.' Correction: Optimal backing up position is 2-3 metres behind, giving space to react to deflections and adjust position. Too close = no reaction time, too far = ball escapes past. Demonstrate using students to show optimal distance vs too close/too far.
SEN Adaptations
ADHD
- Break activities into shorter segments (2-3 minutes) with frequent transitions to maintain engagement. Provide regular movement breaks - ADHD students may benefit from roles involving most movement. Use clear, concise instructions - maximum 3 steps at a time. Establish visual boundaries with cones/lines - clear physical limits help focus. Offer fidget tools during seated reflection if helpful. Provide specific roles in activities: 'You're the counter in this activity'. Regular positive feedback for on-task behaviour. Allow some choice within activities where possible to increase autonomy and engagement.
dyspraxia
- Use larger, lighter balls (size 5 foam balls) for easier catching and control. Reduce passing distances to 3 metres initially, increase gradually as confidence builds. Provide additional practice time for new skills before joining group activities. Break down skills into smaller steps with time to practice each component. Use wall practice for bounce passing - provides consistent bounce and reduces variables. Verbal cues for coordination: 'Step and throw together'. Reduce speed requirements - accuracy over speed. Partner with patient, supportive students. Visual markers (spots) for foot positioning in ready position. Extra time for processing instructions - repeat individually if needed.
autism spectrum
- Provide visual schedule showing lesson structure at start - use Boardmaker symbols or photos of each activity. Establish clear routines for transitions between activities (e.g., always collect equipment from same place). Create quiet zone or calm space at court edge for breaks if overwhelmed by noise/activity. Use visual boundary markers (bright cones) rather than just verbal boundaries. Reduce unpredictability by pre-teaching activities or showing video examples. Pair with understanding buddy who can provide reassurance. Use visual timers to show activity duration. Give advance warning of transitions: '2 minutes until we change activity'.
visual impairment
- Use bright coloured or high-contrast handballs (yellow/orange) for better visibility. Provide verbal descriptions of all demonstrations with clear directional language. Buddy system with sighted partner for activities requiring spatial navigation. Use audible balls (bells inside) for dribbling activities if available. Reduce playing area size to limit distance ball can travel. Increase verbal communication requirements so VI student can track ball location through sound.
hearing impairment
- Position HI student at front for all demonstrations with clear sight line. Use visual signals for STOP/START (raised hand, light system) alongside whistle. Provide written instruction cards for complex activities. Ensure face-to-face communication with lip-reading opportunity when giving instructions. Buddy interpreter if sign language user. Amplify key instructions using microphone if available. Use visual timers for activity durations. Ensure HI student positioned to see both teacher and peers during activities.
physical disability
- Wheelchair users: adapted bounce pass using lap as bounce point, reduce distances to 3 metres, enlarge target areas for passing. Use lighter balls (beach balls or foam) requiring less force. Seated French Cricket variation - defender sits on chair with goal around them, attackers aim for goals not body. Modify ready position to seated version - hands ready, alert posture. Provide ramps if court has level changes. Partner support for mobility where needed. Allow use of ball ramp or chute for students unable to throw.
Cross-Curricular Links
English
Giving and receiving constructive feedback develops speaking and listening skills. Using technical vocabulary accurately (ready position, bounce pass, backing up) extends subject-specific language. Following multi-step instructions enhances comprehension skills. Verbal communication in French Cricket builds clarity and purposeful speaking.
Maths
Counting passes in Make 20 activity develops number sequencing and mental addition. Measuring 5 metre distances using court markings applies estimation and measurement skills. Understanding two-thirds concept for bounce pass placement reinforces fractions in practical context. Analysing scores and statistics from French Cricket involves data handling.
Science
Understanding forces applied when throwing - greater force equals faster ball travel. Exploring friction between ball and floor affecting bounce height and distance. Recognising how heart rate increases with exercise intensity demonstrates cardiovascular system response. Muscle groups used in throwing and catching (deltoids, triceps, quadriceps) links to human biology.
Geography
Spatial awareness and positioning on court relates to coordinates and mapping skills. Understanding directions (left, right, forward, backward) in movement patterns. Recognising optimal positioning for tactical advantage mirrors geographical strategic thinking.
PSHE
Teamwork and communication skills developed through partner and group activities. Resilience when facing challenging tasks and competitive situations. Managing emotions during competition and supporting others builds emotional intelligence. Self-assessment and reflection promotes self-awareness and metacognition. Fair play and sportsmanship develop moral and social responsibility.
Teacher Guidance
Positioning
Stand at court corner during whole-class activities for diagonal sight line across full space. Circulate actively during paired/small group work, spending 30-60 seconds observing each group. Return to central position for demonstrations and whole-class instructions. During French Cricket, position on sideline with clear view of all groups and video recording access.
Observation Focus
Watch for: 1) Technique - ready position (knees bent, hands ready, weight forward), bounce pass (one-handed, two-thirds distance, follow through), receiving (footwork to align, catch in line with nose). 2) Tactical awareness - spacing, communication, backing up, creating angles. 3) Safety - controlled movements, appropriate force, following rules. 4) Engagement - all students active, positive body language, effort levels. 5) Differentiation needs - who needs support, who needs extension.
Intervention Points
Step in immediately if: unsafe behaviour observed (aggressive tagging, dangerous throws), rules being broken repeatedly (overtaking in Pacman, travelling with ball), student injury or distress, equipment malfunction, significant skill misconceptions that need whole-class correction, conflict between students, students opting out without valid reason. Use STOP signal for immediate attention, brief intervention to correct, resume quickly to maintain lesson flow.
Demonstration Notes
Always demonstrate techniques at reduced speed first, then full speed. Exaggerate key points (e.g., extra-bent knees for ready position) for visibility. Use student volunteers to show techniques once confident - builds their confidence and provides peer modelling. Show both correct and incorrect techniques (incorrect first, then correct) to highlight differences. Demonstrate from multiple angles if needed - side view for bounce pass trajectory, front view for hand position. Provide verbal commentary during demonstration: 'Watch my feet... now my hand position... see the follow through...' Stop activities mid-flow to showcase excellent examples from students - 'Everyone FREEZE and watch [student name]!' Makes learning visible and celebrates success.
Verbal Cues
- •'Ready position - knees bent, hands up, on your toes!' - for quick technique reminder
- •'Two-thirds distance!' - to correct bounce pass placement
- •'Move your feet to the ball!' - for receiving technique
- •'Communicate! I want to hear you!' - to encourage verbal teamwork
- •'Soft hands - absorb the pace!' - for catching technique
- •'Back each other up!' - tactical reminder in games
- •'Control over power!' - to emphasise technique over force
- •'Heads up - find space!' - for spatial awareness
- •'One hand only - this is handball!' - technical correction for dribbling/passing
- •'Freeze and watch!' - to highlight good examples during activities
Safety Considerations
Space & Surface Requirements
Space Requirements
Full netball court minimum (30m x 15m) or equivalent marked playing area. Clear of obstacles with minimum 2 metre boundary clearance around court edges for safe movement.
Surface Check
Dry, even surface with no wet patches, debris, or trip hazards. Check court lines are not slippery or raised. Indoor sports hall floor or outdoor tarmac/artificial surface suitable. Grass not ideal due to uneven bounce.
Equipment Safety
Safety Checks
- •Check all handballs are properly inflated - not over-inflated (burst risk) or under-inflated (poor bounce)
- •Inspect handballs for damage - no splits, tears, or hard patches that could cause injury
- •Soft balls for French Cricket must be foam or similar - test by squeezing, should compress easily
- •Floor spots and cones have no sharp edges or protruding parts that could cause cuts or trips
- •Ensure video recording device is stored safely at court edge, not in playing area
Risk Management
Key Risks
- •Collisions during Pacman warm-up when students running on lines at speed
- •Ball strikes to face or body during passing practices and French Cricket
- •Trips and falls when dribbling or moving with ball due to uneven surface or loss of control
- •Muscle strains from sudden direction changes without adequate warm-up
- •Balance loss during quad stretches for students with coordination difficulties
Risk Mitigation
- •Clear boundaries and rules established for all activities before starting - no overtaking in Pacman
- •Adequate spacing between students/groups throughout - minimum 3 metres in passing activities, 8 metres between French Cricket groups
- •Progressive skill building from static to dynamic activities allows technique development before pressure
- •Gentle tagging rule in Pacman - shoulder or back touch only, no pushing
- •Soft balls only for French Cricket, shots below waist strictly enforced
- •Controlled throwing force emphasised - accuracy over power in all activities
- •Comprehensive warm-up including dynamic movement prepares muscles for activity
- •Thorough cool-down with stretches reduces injury risk and aids recovery
- •Partner support available for balance during stretches
- •Teacher positioned for maximum visibility of all students throughout activities
Supervision & Emergency Procedures
Supervision Points
- •Position at corner/edge of court for full visibility during warm-up and game application
- •Circulate actively during skill development to monitor technique and intervene if unsafe practices observed
- •Monitor Pacman game for over-aggressive tagging or overtaking rule violations
- •Watch for fatigue signs during activities - flushed faces, laboured breathing, reduced coordination
- •During French Cricket, ensure all groups visible and shots remain below waist height
- •Position near groups showing frustration or conflict to provide support and maintain safe environment
- •Be aware of students with known medical conditions (asthma, joint problems, etc.) and monitor appropriately
Emergency Procedures
STOP signal (whistle and raised hand) freezes all activity immediately. Assess injured student - do not move if serious injury suspected. Apply appropriate first aid or summon trained first aider. Other students moved to safe area away from incident under supervision of additional staff if available. Accident recorded in school system. Parents informed of any injuries requiring medical attention. Review incident to prevent recurrence.