🥍

Lesson 3 - Throwing and Catching Mastery

Lacrosse Skills Essentials

•

Year 8

•

Lacrosse

•

1h 1min

Big Question

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

Lacrosse sticks

1 per student (30)

Check all stick nets are secure and properly strung before lesson

Alternative: If insufficient sticks, share 1 between 2 and rotate roles regularly

Lacrosse Balls

15-20 balls

Store in mesh bag for easy distribution and collection

Alternative: Tennis balls for beginners or those with coordination difficulties

Cones

40-50 cones

Use different colours to mark different areas or teams

Alternative: Markers, spots or flat cones

Bibs

15 (half class set in 2-3 colours)

Pre-sorted into team sets for quick distribution

Alternative: Bands or different coloured pinnies

Wall Space

10m of clear wall

Ensure area in front of wall is clear of obstacles

Alternative: Can complete all activities without wall if unavailable

Court Markings

1 court for final game

Check court lines are visible and clear

Alternative: Use cones to create court boundaries and D areas

Key Vocabulary

Cradling

Rocking the stick back and forth in a smooth motion to keep the ball secure in the net while moving

Cushioning

Giving way with the stick as the ball arrives to soften the catch and maintain control

Side-on position

Turning your body sideways to the target with shoulders perpendicular to direction of throw

Follow-through

Continuing the throwing motion after release, with stick pointing at the target

Dominant hand

The hand positioned higher on the stick (near the net) that controls direction and catching

Supporting

Moving into a position where the ball carrier has a passing option

Underarm throw

A throwing technique where the stick moves upward from low to high, releasing below shoulder height

Possession

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

Achieves 8/10 successful catches at 10m distance

Demonstrates consistent side-on throwing position

Uses technical vocabulary accurately when peer assessing

Makes effective passing decisions in 3v2 situations

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