Lesson 3 - Ball Movement Skills
Fundamentals & Tactics
â˘Year 9
â˘Handball
â˘Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Stored in mesh bag at side of court, students collect one each during register
Alternative: Size 1 footballs, netballs for modified games
One set ready for team identification in games
Alternative: Coloured bands, different coloured t-shirts
Red, blue, white, yellow cones for warm-up signals and drill markers
Alternative: Spots, dome markers, chalk lines
Charged and ready with assessment app or video recording capability
Alternative: Clipboard with assessment sheets, smartphone for video analysis
Key Vocabulary
A player can take a maximum of three steps while holding the ball before they must pass, shoot, or dribble
A violation when a player takes more than three steps without dribbling or releasing the ball
A violation when a player dribbles, stops, then starts dribbling again, or dribbles with both hands simultaneously
Using your body to shield the ball from defenders while maintaining control
Varying the speed of movement to unbalance defenders and create attacking opportunities
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
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
- â˘'Fingertips on the ball!'
- â˘'Count your steps - one, two, three!'
- â˘'Protect that ball with your body!'
- â˘'Eyes up, look for space!'
- â˘'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
- â˘Check handballs are properly inflated and free from damage
- â˘Ensure cones are stable and visible
- â˘Verify goals are securely anchored
- â˘iPad/tablet in protective case away from play area
Risk Management
Key Risks
- â˘Ball impacts during competitive games
- â˘Collisions during high-speed dribbling
- â˘Falls from rapid direction changes
- â˘Aggressive contact in competitive activities
Risk Mitigation
- â˘Clear rules about no physical contact enforced consistently
- â˘Adequate spacing maintained during all activities
- â˘Progressive skill building before competitive application
- â˘Regular safety reminders throughout lesson
- â˘Immediate intervention for dangerous play
Supervision & Emergency Procedures
Supervision Points
- â˘Position at corner of court for maximum visibility
- â˘Monitor competitive games closely for contact
- â˘Watch for fatigue affecting technique and safety
- â˘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