Moving with Balls

Unit: How I Move My Body

Lesson 3 of 9: Fundamental Ball Skills – Passing and Receiving

Year Level: 4
Duration: 60 minutes
Class Size: 30 students

Learning Objectives

Aligned with the NSW PDHPE Curriculum for Years 3 and 4, this lesson addresses the fundamental movement skills focus, specifically passing and receiving a ball at varying levels and directions.

By the end of this lesson, students will be able to:

Demonstrate control in passing and receiving a ball with accuracy and appropriate force in different directions and at varying levels (low, medium, high).
Apply fundamental ball skills in cooperative and competitive modified games to understand teamwork and spatial awareness.
Describe how using passing and receiving skills contributes to participation in team physical activities.
Show safe movement and spatial awareness to others in a physical activity context.

Curriculum Links:

Movement Skills and Movement Composition: Develop competence and confidence in fundamental movement skills and apply them in a range of activities (NSW PDHPE Syllabus).
Content Focus: passing and receiving skills in team games (Years 3-4 outcome)
Personal and Social Capability: demonstrate cooperation (working in teams), respect for others and safe practice during physical activity

These align with the achievement standard where students "apply fundamental movement skills and demonstrate movement concepts across a range of situations" and "demonstrate fair play and inclusion through a range of roles in movement contexts" .

Equipment Needed

15 soft foam balls or lightweight soccer or netballs (one ball per pair)
Cones to mark activity stations and boundaries
Bibs or coloured bands to distinguish teams
Whistle and stopwatch/timer
Open field or large indoor hall

Lesson Structure

Time	Activity	Description & Pedagogical Strategies
0–5 minutes	Warm-Up: Dynamic Stretch and Ball Movement	Purpose: Prepare body for activity and engage focus. Students jog lightly in a circle and follow teacher directions to stretch arms, legs, and torso dynamically. Introduce gentle ball bouncing exercises individually to develop hand-eye coordination. Step up intensity gradually to avoid injury.
5–15 minutes	Skill Development Part 1: Passing Station Drills	Purpose: Focus on accuracy and control of passing. Organise students into pairs. Each pair has 1 ball. Stations:

Station 1 - Chest Pass: Standing 2m apart, pass and catch using chest pass technique.
Station 2 - Bounce Pass: Pass the ball bouncing on the ground to partner 3m apart.
Station 3 - Overhead Pass: Pass the ball from above head, catching with two hands.
Rotate pairs every 3 minutes. Teacher models techniques and provides feedback. Encourage communication.| | 15–25 minutes | Skill Development Part 2: Receiving at Different Levels | Purpose: Focus on receiving skills and body positioning.
Pairs continue working together practicing receiving balls thrown or passed at low (near ground), middle, and high levels. Students practice adjusting body position - bending knees, extending arms.
Teacher cues targeting control and safe catching techniques. Introduce movement before receiving: small steps or side-steps.| | 25–30 minutes | Brief Rest and Water Break | Students hydrate and review key skill points verbally, e.g., “What helps you catch the ball better?” | | 30–45 minutes | Modified Team Games to Apply Skills | Purpose: Apply passing and receiving skills in a game context and develop teamwork.
Divide class into 4 teams of 7-8 students.
Game: “Pass and Move Tag”–

Teams pass ball to teammates while trying to avoid being tagged by the opposing team players without ball.
Must pass within 3 seconds of receiving.
Require at least 3 passes before scoring a point by successfully passing into a small target zone or goal area.
Teacher emphasises spatial awareness, communication, teamwork and safe movement. Rotate teams for variety or alter distance to increase challenge.| | 45–55 minutes | Cool Down and Reflection | Cool down walk and stretching in pairs focusing on breathing.
Facilitate a group discussion:
How did passing and receiving at different levels affect your game?
What communication helped your team?
What will you practise next time?
Encourage students to share learning and feelings about team collaboration.| | 55–60 minutes | Assessment & Wrap Up | Informal formative assessment through teacher observation and questioning during games and skill activities.
Use a checklist for:
accuracy of passing and receiving
use of correct technique and body positioning
safe participation and cooperation with others |

Differentiation Strategies

For students needing extra support: use larger, softer balls; reduce passing distance; work in smaller groups or pairs with teacher assistance.
For advanced students: increase passing distance; introduce moving passes while running; add a second ball for multitasking challenge.

Safety Considerations

Ensure safe spacing between pairs and teams to prevent collisions.
Remind students to be aware of others’ positions before passing and moving.
Use soft balls to reduce injury risk.
Monitor hydration and student wellbeing throughout.

Assessment Criteria (Formative)

Can the student demonstrate at least two types of passes with appropriate technique?
Does the student position themselves effectively to receive the ball at various heights?
Does the student participate cooperatively during team games, showing respectful behaviour and safe movement?

Teacher Reflection Notes (Post-Lesson)

Which passing and receiving activities engaged the class most?
Did the modified game encourage teamwork and application of skills?
Were safety and inclusion upheld for all students?
Plan next lesson’s skill focus based on observed gaps (e.g., stronger emphasis on accuracy or spatial awareness).

This detailed lesson plan ensures alignment with the NSW PDHPE curriculum learning outcomes, emphasising fundamental ball skills development, social interaction, and safety for Year 4 students within a fun and active environment . It integrates practical skill development with assessment and reflection to help teachers scaffold learning effectively.

Teaching Instructions