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Lesson 4 - Passing and Catching Under Pressure

Lacrosse Skills Essentials

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Year 8

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Lacrosse

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1h 11min

Big Question

How can you maintain accuracy and control when sending and receiving under pressure?

Learning Objectives

Develop confident and accurate passing and catching techniques in lacrosse
Demonstrate agility, balance, coordination and precision in dynamic game situations
Evaluate peer performance using correct technical language and provide constructive feedback

Key Outcomes

Students will send and receive lacrosse balls accurately under increasing pressure
Students will apply attacking principles in invasion game contexts with tactical awareness
Students will demonstrate sporting values including teamwork, resilience and fair play

Equipment & Resources Required

Lacrosse sticks

1 per student (30 sticks)

Check all sticks have secure netting with no holes; distribute at start of lesson

Alternative: For beginners: larger headed sticks or scoops; for advanced: regulation sticks

Lacrosse Balls

15-20 balls (1 per pair minimum)

Check balls are regulation weight and not damaged; have spares available

Alternative: Softer foam balls for students with confidence issues; tennis balls for basic throwing practice

Cones

30-40 cones in mixed colours

Use different colours to mark different zones/teams; ensure cones are visible and stable

Alternative: Markers, spots, or chalk lines for boundaries

Hoops

8-10 hoops (60cm diameter minimum)

Lay flat on ground for target practice; must be secure and not slip

Alternative: Chalk circles, rope circles, or marked zones

Bibs

15 in two different colours

For distinguishing teams during game applications

Alternative: Coloured bands, wristbands, or team designation

Key Vocabulary

Sending

The action of throwing or passing the lacrosse ball from your stick to a teammate

Receiving

Catching the lacrosse ball in the net of your stick with control

Accuracy

The ability to send the ball precisely to the intended target or teammate

Precision

Exact and careful control of movement and ball placement

Target

The specific area, player or zone you aim to send the ball towards

Invasion game

A game where teams attack opponents' territory to score whilst defending their own

Attacking

Moving forward with the ball or creating opportunities to score

Free space

Areas on the playing surface not occupied by opponents where you can receive the ball safely

Possession

Having control of the ball within your team

Intercept

To catch or gain control of a pass intended for an opponent

Peripheral vision

Seeing what is happening around you without looking directly at it

Cushioning

Absorbing the force of the ball by giving with your stick as it arrives

Skill Progression Pathway

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

Prior Learning

Basic lacrosse stick handling and grip
Fundamental throwing and catching movements
Understanding of personal space and spatial awareness
Introduction to attacking and defending concepts

Current Skills

Refined passing technique with follow-through and targeting
Advanced catching with cushioning and body positioning
Passing and catching under pressure and whilst moving
Attacking movements including creating and exploiting space

Next Steps

Running with the ball whilst maintaining control
Advanced dodging and evasion techniques
Defensive strategies including interception and marking
Full game play with complex tactical decision-making

Milestone Indicators

Consistent catches without dropping ball (8/10 success rate)

Accurate passes landing within 1 metre of target

Effective movement off the ball to create passing options

Positive contribution to team play with encouraging communication

Key Teaching Points

Catching: Stick must be held high (head height or above) and angled forward (45-degree tip) with dominant hand close to net (within 10cm) to create secure pocket for ball
Catching: Cushion impact by allowing stick to give backward slightly as ball arrives, absorbing force to prevent ball bouncing out
Throwing: Adopt side-on stance to target with shoulder perpendicular, creating power through hip and shoulder rotation during throw
Throwing: Keep arms away from torso (20cm+ gap at elbows) allowing full range of motion and power generation
Throwing: Follow through with stick tip pointing directly at target after release - 'point where you want the ball to go'
Accuracy: Release ball at highest point of throwing motion, using arc trajectory for distance, flat trajectory for speed
Attacking: Move continuously off the ball to create passing options for teammate with possession
Attacking: Use full width of playing area to spread defence and create space - avoid clustering in middle
Attacking: Communicate constantly with teammates - call for pass, indicate movement, encourage effort
Game awareness: Keep head up maintaining peripheral vision to see ball, teammates, opponents and space simultaneously
Possession: Quick passes (within 3 seconds) prevent interceptions and maintain team control
Spatial awareness: Create and exploit free space through intelligent movement away from congested areas
Resilience: Persist after errors - every dropped catch is a learning opportunity developing skill over time

Common Misconceptions

Misconception: 'Catching is just holding the stick out' - Correction: Active catching requires correct stick angle, hand positioning, and cushioning movement to secure ball
Misconception: 'Throw as hard as possible for best pass' - Correction: Accuracy and appropriate power for distance are more important than maximum force; cooperative throwing supports team success
Misconception: 'Face your target when throwing' - Correction: Side-on stance generates more power and control through body rotation
Misconception: 'Follow-through doesn't matter once ball is released' - Correction: Follow-through pointing at target ensures accuracy; incomplete follow-through causes wayward passes
Misconception: 'Stay near the ball to be helpful' - Correction: Moving away from congested areas creates space and passing options - 'move to receive not move to crowd'
Misconception: 'Catching is all about hand-eye coordination' - Correction: Correct technique (stick position, angle, cushioning) is more important than innate coordination; technique can be taught and practiced
Misconception: 'Good attackers have the ball most' - Correction: Good attackers move intelligently off the ball, create space, and support teammates rather than dominating possession
Misconception: 'If you drop it, you're bad at lacrosse' - Correction: Drops are normal part of learning; even elite players drop catches; persistence and technique refinement lead to improvement
Misconception: 'Games are won by the fastest/strongest' - Correction: Tactical awareness, teamwork, communication and skill execution are more important than physical attributes
Misconception: 'You need special talent for lacrosse' - Correction: With practice, appropriate challenges, and positive attitude, all students can develop lacrosse skills and succeed

SEN Adaptations

ADHD

Keep activity periods short (5-7 minutes maximum) with frequent changes. Provide clear boundaries for all activities using visible cones. Offer regular positive feedback every 2-3 minutes. Give specific roles with clear responsibilities: 'You count the catches.' Use movement breaks if needed - ADHD students often perform well in PE due to movement outlet. Keep instructions brief and concrete: 'Stick high. Pass. Move.' Minimise waiting time - ensure activities keep all students active. Allow fidgeting during seated plenary if it supports listening. Position near teacher for refocusing support.

anxiety

Partner with supportive, encouraging peer. Reduce competitive pressure: 'This is about improving YOUR skill, not beating others.' Offer choice of challenge level where possible. Provide preview of activities at start: 'We'll do X, then Y, then Z' so they know what's coming. Allow opt-out for demonstration if being watched causes anxiety, but encourage participation. Start with success - ensure first activities are achievable. Provide regular reassurance and positive feedback. Normalize mistakes: 'Dropped catches are how we learn!' Create low-stakes environment during skill development. Allow time-out option if overwhelmed, with clear return pathway.

dyspraxia

Use larger, lighter balls to increase catching success. Reduce distance between partners for passing. Provide extra practice time on skills before pressure activities. Break down complex movements into smaller steps with practice at each stage. Use verbal cuing during execution: 'Stick up... catch... good!' Allow slower pace during timed activities. Offer wall-supported catching practice if partner passing too difficult initially. Simplify footwork requirements during catching. Provide additional demonstration and guided practice. Celebrate improvement over absolute achievement.

autism spectrum

Provide visual schedule showing lesson sequence and timings. Allow preparation time before transitions: '2 minutes until we change activity.' Minimise unexpected changes - if modification needed, explain clearly why. Provide clear, concrete rules for games written on card if helpful. Offer quiet zone option if overstimulated. Use consistent language and routines. Provide specific role in group activities: 'You are counter' rather than ambiguous role. Allow use of fidget tool if it supports focus. Partner with empathetic peer who understands needs.

visual impairment

Use brightly coloured balls (yellow, orange) for increased visibility. Provide verbal cues throughout: 'Ball coming to you now [Name]!' Use partner with good communication to provide positional guidance. Reduce distance for passing to increase success rate. Allow use of larger balls if helpful. Provide additional orientation time in space before activities. Use tactile markers (textured cones) for boundaries. Buddy system with sighted peer for movement activities.

hearing impairment

Ensure student can see your face when giving instructions - face them directly. Use clear visual demonstrations for all activities. Establish visual signals: thumbs up = good, hand wave = come here, raised fist = stop. Provide written instruction cards for complex activities. Position student where they can see teacher and demonstration clearly. Use buddy system with peer who can confirm instructions if needed. Ensure whistle stop signal is supplemented with visual signal (raised hand).

physical disability

Wheelchair users: Modify Fill Your House - hoop can be placed closer, allow underarm rolling if throwing difficult. In games, allow wheelchair users additional time on ball or additional space to operate. Provide larger, lighter balls if grip strength is limited. Seated versions of activities where appropriate. Reduced playing area size to minimise distance requirements. Allow use of scoop-style stick with larger head if standard stick difficult to control. Peer support for equipment collection and setup.

learning difficulties

Simplify instructions to key words: 'Stick high. Catch ball.' Use demonstration as primary teaching method. Provide additional guided practice with teacher or TA support. Reduce complexity: simpler rules, smaller groups, clearer roles. Use visual cue cards showing key technique points. Allow extended time to process instructions before starting. Repeat instructions individually if needed. Partner with patient peer. Celebrate all attempts and effort. Break activities into smallest possible steps. Use concrete, specific language avoiding abstract concepts.

Cross-Curricular Links

English

Technical vocabulary acquisition and usage: learning terms like 'sending', 'receiving', 'accuracy', 'precision', 'intercept'. Oracy: verbal communication with teammates during games, articulating observations during discussions. Listening skills: following multi-step instructions, responding to verbal cues. Descriptive language: explaining technique and performance. Evaluation: assessing own and peer performance using subject-specific language.

Maths

Counting consecutive catches (Make 9, Move It activities). Measuring distances in metres (8m, 10m, 12m for various activities). Angles of throwing trajectory. Estimation of space and distance. Data collection of success rates - percentage calculations (e.g., 8 successful catches out of 10 attempts = 80%). Geometry of court markings and spatial patterns. Time measurement (3-second rule, activity durations).

Science

Forces: throwing force transferred to ball, catching force absorbed through cushioning, friction between ball and net. Trajectory: arc of thrown ball affected by gravity and initial force. Body systems: heart rate increase during activity, breathing rate changes, muscular system working during dynamic movements. Levers: body as lever system when throwing (effort, fulcrum, load). Energy transfer: chemical energy in muscles converted to kinetic energy in movement.

Computing

Algorithms: understanding step-by-step sequences in skill execution. Patterns: recognising movement patterns in games. Logical thinking: tactical decision-making (if...then scenarios). Data representation: tracking scores and success rates. Debugging: identifying errors in technique and correcting them.

Geography

Directions and orienteering: navigating across space during warm-up, understanding cardinal directions. Spatial awareness: judging distance and space during activities. Mapping movement: tracking movement patterns across defined areas. Scale: understanding court dimensions and distance relationships. Coordinates: relating position to court markings and zones.

PSHE

Teamwork: working cooperatively in pairs and small groups throughout lesson. Resilience: persisting after dropped catches or failed attempts, maintaining positive attitude. Managing emotions: controlling frustration during competition, channeling excitement appropriately. Communication: expressing ideas, encouraging others, giving and receiving feedback. Fair play: respecting rules even when not monitored, honest self-assessment. Leadership: organising teammates, providing guidance to peers. Respect: valuing others' efforts regardless of skill level. Goal-setting: identifying personal areas for improvement.

Teacher Guidance

Positioning

Position yourself where you can see ALL students throughout activities. During skills, position centrally and circulate actively, spending 20-30 seconds observing each pair/group. During games, position centrally at sideline with back to fence/wall to observe all game action. Avoid getting drawn into watching one group/game exclusively. Move position if sight-lines become blocked.

Observation Focus

Watch for: 1) Technical execution - stick position, follow-through, body positioning, 2) Safety - spacing, control, awareness of others, 3) Engagement - all students participating appropriately, 4) Sporting values - communication, encouragement, fair play, 5) Differentiation needs - students struggling or needing extension. Use all senses: watch movement patterns, listen for communication/distress, sense energy levels of class.

Intervention Points

Intervene immediately for: safety concerns (contact, wild throws, collisions), rule violations affecting fairness, technique errors that will prevent progression. Provide immediate corrective feedback with demonstration. For students struggling consistently, provide individual support and modified task. For students excelling, provide extension challenge. For behavioural issues, use proximity, redirection, and positive reinforcement of appropriate behaviour. Stop whole class only for safety issues or widespread misunderstanding requiring re-teaching.

Demonstration Notes

Demonstrate ALL activities before students participate. Use exaggeration to make key points visible (e.g., exaggerated follow-through, high stick position). Demonstrate at slow speed first, then full speed. Use volunteer students as demonstration assistants to show peer success. Narrate what you're doing as you demonstrate: 'Watch my stick - see how it stays high?' Position demonstration area where all can see clearly. For complex activities, demonstrate both successful execution and common errors ('This is correct... this is what NOT to do'). Invite questions before students start. Consider second demonstration midway through activity if confusion evident.

Verbal Cues

•'Stick high!' - reminder for catching position
•'Follow through!' - reminder for passing technique
•'Find space!' - encouragement for attacking movement
•'Soft hands!' - reminder to cushion catch
•'Eyes up!' - reminder for spatial awareness
•'Talk to each other!' - encouragement for communication
•'Stay positive!' - encouragement after errors
•'Quality over speed!' - refocus on technique when rushing
•'Watch and learn!' - when demonstrating
•'Freeze!' - emergency stop signal

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m clear space for warm-up activities. Full netball court (30m x 15m) for game applications. Ensure 3-5m clear run-off space around all activity boundaries. Adequate spacing between concurrent activities (5m minimum between groups).

Surface Check

Dry, even surface free from hazards including water, debris, holes, or protruding objects. Netball court lines clearly visible. Indoor hall or outdoor hard court surface suitable. Check surface is not slippery. Verify no moss, leaves, or loose material that could cause slips.

Equipment Safety

Safety Checks

•Check all lacrosse sticks have secure, undamaged netting with no holes or loose strings
•Verify stick frames have no sharp edges, splinters, or cracks
•Confirm lacrosse balls are regulation and not damaged or cracked
•Ensure cones are stable, not brittle/cracked, and positioned flat
•Check hoops are flat on ground and secured so they won't slip
•Verify bibs/bands are appropriate size and won't cause tripping
•Remove any damaged equipment from use immediately
•Have spare equipment available for replacement during lesson

Risk Management

Key Risks

•Collisions between students during warm-up movement activities
•Ball strikes to head, face, or body during passing and game activities
•Stick contact between students during games - swinging or clashing
•Slips, trips and falls during dynamic movement, running, and dodging
•Overexertion leading to exhaustion, especially during extended game play
•Collision with fixed equipment or court surroundings
•Injuries from falling on hard surface (cuts, bruises, sprains)

Risk Mitigation

•Establish clear boundaries for all activities with visible cone markers
•Ensure adequate spacing between students (minimum 3m between pairs/groups during skills)
•Teach and reinforce no-contact rule consistently, especially during games
•Progressive skill building - master control before adding speed/pressure
•Demonstrate all activities clearly before students participate
•Establish and practice emergency stop signal (whistle = freeze immediately)
•Monitor for fatigue and provide water breaks during extended activities
•Enforce stick control rules - no swinging sticks above shoulder height
•Use softer/foam balls for students with confidence or safety concerns
•Position groups parallel not facing during passing to prevent cross-traffic ball strikes
•Brief students on awareness of surroundings and other groups throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during all activities
•Circulate actively during skill development to spot and correct unsafe practices
•Station centrally during game applications to observe all game areas
•Monitor high-activity areas (goal Ds) where congestion and contact are more likely
•Watch for early signs of fatigue affecting technique and safety
•Listen for any distress, pain, or concerning sounds indicating issues
•Maintain awareness of whole space even when focusing on one group/activity
•Position with back to wall/fence, not centre of space, to maintain oversight

Emergency Procedures

Emergency stop signal (whistle) brings immediate freeze. Assess situation: if injury, secure area and approach injured student calmly. Send responsible student for first aid kit or additional adult support if needed. Provide appropriate first aid within competence level. For head injuries, significant pain, suspected fractures, or other serious injuries, summon qualified first aider or emergency services immediately. Do not move student if serious injury suspected. Keep other students calm, supervised, and away from incident. Complete accident report form according to school policy. Contact parents/guardians as per school safeguarding procedures.