Lesson 1 - Handball Basics
Fundamentals & Tactics
•Year 9
•Handball
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How can we use space, teamwork and ball skills to create attacking opportunities in handball?
Learning Objectives
- To understand the basic rules and objectives of handball
- To develop fundamental handball skills of throwing, catching and dribbling
- To apply basic tactical understanding in small-sided games
Key Outcomes
- Students will demonstrate understanding of handball rules through game play
- Students will perform basic handball techniques with increasing control
- Students will work effectively as part of a team in competitive situations
Equipment & Resources Required
Store in equipment bag near court entrance for easy distribution
Alternative: Netballs or volleyballs if handballs unavailable
Pre-sort into team sets before lesson begins
Alternative: Coloured bands or pinnies
Use to mark court boundaries and activity areas
Alternative: Dome markers or chalk lines
Clipboards for easy completion during activities
Alternative: Digital assessment on tablets
Test video playback before lesson, ensure volume is audible
Alternative: Large poster showing handball rules
Key Vocabulary
The semi-circular line in front of goal where penalty throws are taken from
The outer semi-circular line that marks the free-throw line
Taking more than 3 steps with the ball without dribbling
The central attacking player who receives passes with back to goal
The player who organises attacks and distributes passes
The wide attacking players who create crossing opportunities
Formation with 5 outfield players and 1 goalkeeper
The fundamental handball throwing technique using overhead motion
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from primary school
- Understanding of invasion game principles
- Experience with teamwork and cooperation
Current Skills
- Handball-specific catching and throwing techniques
- Understanding of handball court positions and rules
- Basic tactical awareness in attack and defence
Next Steps
- Advanced passing techniques and shooting
- Complex tactical formations and set plays
- Specialist position play and roles
Milestone Indicators
Key Teaching Points
- Emphasise the 3-step rule as fundamental to handball - students must understand this limits movement
- Focus on overarm throwing technique with high elbow position for power and accuracy
- Stress the importance of watching the ball all the way into hands during catching
- Reinforce that handball is a non-contact sport - body position beats physical contact
- Encourage constant communication between teammates during all activities
- Build understanding that handball combines individual skills with team tactics
- Develop appreciation for fair play and sportsmanship as core values of the sport
Common Misconceptions
- Students think handball is like football with hands - clarify the unique rules and objectives
- Confusion about when the 3-step count resets - explain it resets after each dribble
- Belief that bigger/stronger players always win - emphasise skill and teamwork over size
- Thinking that handball goals are the same size as football goals - show the smaller dimensions
- Misconception that any contact is allowed - stress the non-contact nature of the sport
- Assumption that travelling is only about running - include walking and stepping violations
SEN Adaptations
ADHD
- Use shorter activity segments, provide clear boundaries and structure, offer movement breaks and fidget tools
dyspraxia
- Use larger balls for easier catching, reduce complexity of movements, provide extra practice time and patience
autism spectrum
- Establish clear routines and expectations, provide visual schedule of lesson activities, create quiet zones for regulation
visual impairment
- Use brightly coloured balls, provide verbal descriptions of court layout, implement buddy system for guidance and support
hearing impairment
- Use clear visual demonstrations, develop hand signals for key instructions, provide written rule summaries
physical disability
- Adapt to seated throwing and catching, modify court size and distances, provide specialist equipment if needed
Cross-Curricular Links
English
Communication skills during games, vocabulary development, listening skills during instruction and feedback
Science
Understanding forces in throwing and catching, physics of ball flight, biomechanics of running and jumping
Geography
Spatial awareness and positioning, reading court layouts, understanding directions and movement patterns
Mathematics
Counting steps for travelling rule, measuring court dimensions, calculating scores and statistics from games
PSHE
Teamwork and cooperation, conflict resolution, building resilience and persistence, leadership development
Teacher Guidance
Positioning
Move constantly between activities and courts to monitor all students effectively
Observation Focus
Watch for skill development, rule application, safety compliance, and positive social behaviours
Intervention Points
Step in when rules are misunderstood, techniques need correction, or social issues arise
Demonstration Notes
Use exaggerated movements for clarity, show both correct and incorrect techniques for contrast, involve students in demonstrations when possible
Verbal Cues
- •'High elbow for strong throws!'
- •'Watch the ball into your hands!'
- •'Count your steps - one, two, three!'
- •'Use your body position, not your hands!'
- •'Talk to your teammates!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear space, divided into two courts if possible
Surface Check
Dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and free from damage
- •Ensure goals are securely positioned and stable
- •Verify cones and markers are not damaged with sharp edges
Risk Management
Key Risks
- •Collisions between players during game play
- •Ball strikes to head or body during throwing practice
- •Slips and falls during rapid direction changes
- •Overexertion leading to fatigue and injury risk
Risk Mitigation
- •Clear boundaries established and communicated to all students
- •Adequate spacing maintained between activities and players
- •Progressive skill building from static to dynamic activities
- •Regular hydration breaks and monitoring for fatigue signs
- •No contact rule strictly enforced during games
Supervision & Emergency Procedures
Supervision Points
- •Position at corner of activity area for maximum visibility
- •Move between courts during games to monitor all players
- •Pay special attention to defensive practice for contact
- •Watch for signs of frustration or aggressive behaviour
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or seek medical assistance as required