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Lesson 3 - Ball Movement Skills

Fundamentals & Tactics

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Year 9

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Handball

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1h 10min

Big Question

When should you dribble the ball versus passing it to create maximum attacking opportunities?

Learning Objectives

Understand that 3 steps and passing is the most effective way to create space in attack
Develop confidence in making tactical decisions between dribbling and passing
Master advanced dribbling techniques using both hands with varied speed and direction

Key Outcomes

Students will demonstrate correct application of the 3-step rule in game situations
Students will show improved decision-making between dribbling and passing options
Students will execute controlled dribbling with both hands while maintaining ball security

Equipment & Resources Required

Handballs

Stored in mesh bag at side of court, students collect one each during register

Alternative: Size 1 footballs, netballs for modified games

Team bibs

15 (one colour)

One set ready for team identification in games

Alternative: Coloured bands, different coloured t-shirts

Dish Cones

20 mixed colours

Red, blue, white, yellow cones for warm-up signals and drill markers

Alternative: Spots, dome markers, chalk lines

iPads

Charged and ready with assessment app or video recording capability

Alternative: Clipboard with assessment sheets, smartphone for video analysis

Key Vocabulary

Three-step rule

A player can take a maximum of three steps while holding the ball before they must pass, shoot, or dribble

Travelling

A violation when a player takes more than three steps without dribbling or releasing the ball

Double dribble

A violation when a player dribbles, stops, then starts dribbling again, or dribbles with both hands simultaneously

Protective dribbling

Using your body to shield the ball from defenders while maintaining control

Change of pace

Varying the speed of movement to unbalance defenders and create attacking opportunities

7-metre line

The line marking the goal area where only the goalkeeper is allowed

Skill Progression Pathway

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

Prior Learning

Basic ball handling and catching skills
Understanding of pivot technique
Knowledge of basic passing techniques
Awareness of court positions and basic rules

Current Skills

Advanced dribbling with both hands
Tactical decision-making between dribbling and passing
Application of the 3-step rule
Understanding of travelling and double dribble rules

Next Steps

Combination play involving dribbling, passing and shooting
Advanced tactical systems in attack and defence
Specialist position play and set pieces
Tournament preparation and competitive play

Milestone Indicators

Consistent application of 3-step rule without travelling violations

Effective use of body positioning to protect the ball

Quick decision-making between dribbling and passing options

Confident execution under defensive pressure

Key Teaching Points

Emphasise the 3-step rule as fundamental to handball success and maintaining fair play
Stress that passing moves the ball faster than dribbling and creates better team opportunities
Focus on fingertip control and ball protection as essential dribbling techniques
Reinforce that dribbling should be used strategically to create space, not as default option
Promote decision-making based on game situation rather than personal preference
Encourage constant communication and teamwork during all game applications
Model and expect excellent sportsmanship and respect for rules throughout

Common Misconceptions

Misconception: 'You can take as many steps as you want while dribbling' - Correct: Steps are only counted when holding the ball, not during active dribbling
Misconception: 'Dribbling is always better than passing' - Correct: Passing moves ball faster and creates more opportunities for the team
Misconception: 'You must bounce the ball as high as possible' - Correct: Waist-high bouncing provides better control and protection
Misconception: 'Physical contact is allowed when defending' - Correct: Handball emphasises skill over physical confrontation
Misconception: 'Once you start dribbling you can't stop' - Correct: You can stop dribbling but cannot start again with the same possession

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use positive reinforcement frequently, allow movement breaks

dyspraxia

Use larger, softer balls initially, provide additional practice time, break skills into smaller components, offer verbal cues for movement

autism spectrum

Provide clear structure and routine, use visual schedules, create quiet withdrawal space if overwhelmed, maintain consistent rules

visual impairment

Use brightly coloured balls and audible balls where possible, provide detailed verbal descriptions of activities, assign sighted buddy for navigation

hearing impairment

Use clear visual demonstrations and hand signals, provide written instruction cards, ensure student can see teacher clearly

physical disability

Adapt activities for wheelchair users with seated passing and dribbling, modify distances and heights, provide support worker if needed

Cross-Curricular Links

English

Communication skills during games, technical vocabulary development, following and giving instructions clearly, descriptive language for movement

Science

Understanding forces and motion in ball control, biomechanics of efficient movement, effects of exercise on body systems, physics of ball bounce and trajectory

Mathematics

Counting steps and passes, calculating success rates in timed challenges, measuring distances and angles of movement, statistical analysis of game performance

PSHE

Teamwork and cooperation skills, managing competitive emotions, building resilience through challenges, leadership development and peer support

Teacher Guidance

Positioning

Move around court perimeter during activities, position centrally for demonstrations, maintain sight lines to all students

Observation Focus

Watch for correct dribbling technique, rule compliance, decision-making quality, safety awareness

Intervention Points

Step in immediately for rule violations, unsafe play, or students struggling with technique

Demonstration Notes

Use slow-motion demonstrations for technique, show rule violations clearly, model positive communication and sportsmanship

Verbal Cues

•'Fingertips on the ball!'
•'Count your steps - one, two, three!'
•'Protect that ball with your body!'
•'Eyes up, look for space!'
•'Quick decision - dribble or pass?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full indoor court 40m x 20m minimum, or outdoor hard court with clear boundaries

Surface Check

Clean, dry, non-slip surface free from obstacles, proper court markings visible

Equipment Safety

Safety Checks

•Check handballs are properly inflated and free from damage
•Ensure cones are stable and visible
•Verify goals are securely anchored
•iPad/tablet in protective case away from play area

Risk Management

Key Risks

•Ball impacts during competitive games
•Collisions during high-speed dribbling
•Falls from rapid direction changes
•Aggressive contact in competitive activities

Risk Mitigation

•Clear rules about no physical contact enforced consistently
•Adequate spacing maintained during all activities
•Progressive skill building before competitive application
•Regular safety reminders throughout lesson
•Immediate intervention for dangerous play

Supervision & Emergency Procedures

Supervision Points

•Position at corner of court for maximum visibility
•Monitor competitive games closely for contact
•Watch for fatigue affecting technique and safety
•Ensure equal participation and fair play

Emergency Procedures

Stop all activity immediately for any injury, assess situation, provide appropriate first aid, contact emergency services if required