Lesson 3 - Throwing and Catching Mastery
Lacrosse Skills Essentials
•Year 8
•Lacrosse
•Start Planning Better PE Lessons
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How can precision in throwing and catching transform your team's performance in lacrosse?
Learning Objectives
- Develop consistent throwing and catching technique with increasing accuracy
- Demonstrate agility, balance, coordination and precision in game situations
- Evaluate peer performance using correct technical language and constructive feedback
Key Outcomes
- Students will throw and catch with consistency at varying distances
- Students will apply correct body positioning and follow-through in throwing actions
- Students will use technical vocabulary to assess and improve performance
Equipment & Resources Required
Check all stick nets are secure and properly strung before lesson
Alternative: If insufficient sticks, share 1 between 2 and rotate roles regularly
Store in mesh bag for easy distribution and collection
Alternative: Tennis balls for beginners or those with coordination difficulties
Use different colours to mark different areas or teams
Alternative: Markers, spots or flat cones
Pre-sorted into team sets for quick distribution
Alternative: Bands or different coloured pinnies
Ensure area in front of wall is clear of obstacles
Alternative: Can complete all activities without wall if unavailable
Check court lines are visible and clear
Alternative: Use cones to create court boundaries and D areas
Key Vocabulary
Rocking the stick back and forth in a smooth motion to keep the ball secure in the net while moving
Giving way with the stick as the ball arrives to soften the catch and maintain control
Turning your body sideways to the target with shoulders perpendicular to direction of throw
Continuing the throwing motion after release, with stick pointing at the target
The hand positioned higher on the stick (near the net) that controls direction and catching
Moving into a position where the ball carrier has a passing option
A throwing technique where the stick moves upward from low to high, releasing below shoulder height
Having control of the ball within your stick's net
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic lacrosse stick grip and hold
- Introduction to cradling technique
- Fundamental movement skills with stick
Current Skills
- Consistent throwing technique with accuracy
- Cushioned catching to control the ball
- Supporting movement off the ball
- Decision-making in possession
Next Steps
- Advanced passing techniques under defensive pressure
- Ground ball collection at speed
- Tactical positioning in small-sided games
- Transition play from defence to attack
Milestone Indicators
Key Teaching Points
- Dominant hand positioning: HIGH near the net for catching (control), slides down for throwing (power)
- Side-on throwing position: Non-throwing shoulder points at target, body perpendicular to direction
- Follow-through: Stick must finish pointing directly at intended target after release
- Cushioning catches: Give slightly with stick as ball arrives to absorb energy and maintain control
- Supporting movement: Always provide ball carrier with LEFT and RIGHT passing options in triangle formation
- Cradling technique: Rhythmic shoulder-to-shoulder motion with hands high and head up for spatial awareness
- Decision-making under pressure: Make short, safe passes within 5 seconds rather than risky long options
Common Misconceptions
- MISCONCEPTION: 'I need to throw really hard to be accurate.' CORRECTION: Accuracy comes from technique (side-on position, follow-through) not power. Controlled throws with good technique are more accurate than hard throws with poor form.
- MISCONCEPTION: 'My hand position stays the same for catching and throwing.' CORRECTION: Hand position changes - higher near net for catching (control), slides down for throwing (leverage and power).
- MISCONCEPTION: 'I should look at my stick when catching.' CORRECTION: Eyes must track the BALL throughout flight, not the stick. Trust your peripheral vision for stick positioning.
- MISCONCEPTION: 'Supporting means standing near the ball carrier.' CORRECTION: Supporting means creating ANGLES (left and right options) at appropriate distance (5-8m) and calling for the ball.
- MISCONCEPTION: 'Cushioning means catching softly.' CORRECTION: Cushioning means the STICK gives way slightly on contact (pulling back), absorbing the ball's energy - it's an active technique not just gentle catching.
- MISCONCEPTION: 'In games I should always look for long passes to score quickly.' CORRECTION: Short, safe passes maintain possession better than risky long passes. Build attacks patiently using width and support.
SEN Adaptations
ADHD
- Keep activity segments short with frequent changes (as structured); provide clear visual boundaries with cones; offer regular specific feedback and praise; use movement breaks strategically; assign specific roles (equipment manager, demonstrator); allow fidget tools during seated reflection if needed; position near teacher during instruction; build in success opportunities
dyspraxia
- Use larger, lighter equipment (larger stick net, foam balls); reduce complexity of throwing action initially (underarm only); provide extra practice time before group activities; break skills into smaller micro-steps with demonstration; use bright visual targets for throwing accuracy; allow longer distance from targets; reduce speed requirements; celebrate effort over outcome; provide wall or partner support for balance activities
autism spectrum
- Provide visual schedule showing lesson structure and timings; establish clear, consistent routines for equipment collection/return; offer quiet zone or break area if overstimulated; use consistent signals and language; reduce sensory overload (avoid excessive noise); provide countdown warnings before transitions; allow preparation time before new activities; pair with familiar, supportive partner
visual impairment
- Use brightly coloured or high-contrast balls (yellow/orange); provide verbal descriptions of all demonstrations; use buddy system with sighted partner for spatial orientation; add bells to balls for auditory tracking; use tactile markers (cones with different textures) for boundaries; increase verbal cueing during activities
hearing impairment
- Ensure face-to-face positioning when giving instructions; use clear visual demonstrations with exaggerated movements; provide written activity cards with key points; use visual signals for start/stop (coloured flags); position near front for instruction delivery; buddy with supportive peer who can clarify instructions; use vibrating timer for personal time awareness
physical disability
- Offer seated version of activities using wheelchair or chair; provide lightweight or adapted sticks if needed; reduce throwing distances (5-7m instead of 10m); allow underarm rolls instead of catches if needed; use larger, softer balls (foam lacrosse balls); modify games rules (allow ball holding longer, smaller playing area); provide adult support for positioning and equipment management
Cross-Curricular Links
English
Verbal communication during games (calling for ball, encouraging teammates); using precise technical vocabulary; providing constructive peer feedback; explaining tactical decisions; articulating understanding in plenary discussions; active listening during partner work
Maths
Measuring distances (10m, 15m) with paces and metre markers; counting successful catches in timed activities; calculating success percentages (catches/attempts); estimating angles for rebound throws off walls; tracking scores in competitive games; analysing performance data
Science
Forces in throwing - applying force to ball, Newton's third law (action/reaction); trajectory and gravity affecting ball flight; friction between ball and stick net; levers and biomechanics in throwing action; cardiovascular response to exercise (heart rate changes warm-up to cool-down); muscles used in throwing action
Geography
Spatial awareness and positioning on court; understanding directions and pathways; using width and depth of playing area tactically; mapping movement patterns; relative positioning (left/right support)
PSHE
Teamwork and collaboration skills; resilience and determination when facing challenges; honesty in self and peer assessment; respect for opponents and officials; managing emotions in competitive situations; self-belief and positive self-talk; communication skills
Teacher Guidance
Positioning
Stand at corner of teaching area providing visibility of all students; during wall activities position perpendicular to wall users; in game applications position between courts for equal monitoring; circulate during group work
Observation Focus
Watch for: correct hand positioning (dominant hand high for catching), side-on throwing stance, follow-through pointing at target, cushioning on catches, supporting movement off ball, sporting values demonstration, safety compliance
Intervention Points
Step in if: stick-to-stick contact occurs, students showing unsafe technique, equipment is damaged, over-aggressive play in games, students excluded or struggling significantly, signs of fatigue or distress, disputes requiring mediation
Demonstration Notes
Demonstrate all skills before students attempt; use exaggerated movements for visibility; involve skilled students in demonstrations; show common mistakes and corrections; demonstrate with commentary; repeat demonstrations during activities for reinforcement
Verbal Cues
- •'Hands high!' (for cradling)
- •'Side-on!' (for throwing position)
- •'Point at target!' (for follow-through)
- •'Cushion it!' (for catches)
- •'Support left! Support right!' (for off-ball movement)
- •'Move it!' (for quick passing)
- •'Spread out!' (for spacing)
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 30m outdoor area or large sports hall; netball court with clear D markings for final game; additional 3m clearance around perimeter
Surface Check
Dry, even surface free from hazards including loose stones, wet patches, holes, or protruding objects; check court line markings are not raised or peeling
Equipment Safety
Safety Checks
- •Check all lacrosse stick nets are securely attached with no loose strings that could catch
- •Inspect stick handles for cracks, splinters, or damage
- •Ensure lacrosse balls are regulation size and condition (not cracked or deformed)
- •Verify cones have no sharp edges or cracks
- •Check bibs are clean and appropriate size
Risk Management
Key Risks
- •Ball strikes to head, face, or body from throws
- •Stick-to-stick contact causing injury
- •Stick-to-body contact during game play
- •Collisions between students during dynamic activities
- •Slips, trips, and falls especially during running activities
- •Overexertion or fatigue in less fit students
Risk Mitigation
- •Clear boundaries established for all activities with cone markers
- •Adequate spacing between pairs and groups (minimum 3-5m depending on activity)
- •Progressive skill building from individual to pairs to groups to games
- •Strict no stick-to-stick contact rule enforced throughout
- •Mandatory head-up positioning during cradling to see others
- •Controlled throwing zones during wall work and accuracy games
- •5-second possession limit reduces overcrowding around ball carrier
- •Regular water breaks offered especially in warm weather
- •Modified equipment (tennis balls) available for those needing lower-risk options
Supervision & Emergency Procedures
Supervision Points
- •Position at corner of teaching area for maximum visibility of all students
- •Circulate during group activities to monitor technique and safety
- •Pay particular attention during game applications when intensity increases
- •Monitor high-activity areas especially around goals/D areas in final game
- •Watch for signs of fatigue (red faces, laboured breathing, reduced performance)
- •Ensure no students are isolated or excluded from activities
Emergency Procedures
Stop activity immediately with whistle and 'FREEZE' command; assess situation (minor/major); apply appropriate first aid for minor injuries; follow school emergency procedures for serious injuries; ensure other students are supervised and calm; complete accident report form; inform parents/guardians as per school policy