Fundamentals of Passing

Overview

Lesson 2 builds on the unit from Lesson 1 by developing netball-style chest and bounce passing through short, accurate drills, then using partner communication before finishing with passing relays. Students will practise passing and receiving over short distances first, then extend distance slightly.

Learning intentions

• WALT practise chest passes and bounce passes with accuracy over short distances.
• WALT practise receiving the pass safely with eyes on the ball and ready hands.
• WALT communicate to help a partner know when and where to receive.
• WALT choose the right pass for the situation (e.g., bounce pass to reach a lower/safer path).

Success criteria

• I can throw a chest pass with my hands behind the ball and push it forward, not just drop it.
• I can throw a bounce pass by passing the ball so it hits the ground and then reaches my partner.
• I can catch or stop the ball safely and keep my eyes on it.
• I can use simple communication (e.g., “ready”, “mine”, or pointing) to help my partner.

Curriculum links

• Physical Education (Invasion games): passing and receiving chest passes and bounce passes with accuracy over short distances, then longer distances.
• Physical Education (Invasion games): different passes have distinct techniques and are used for specific situations and distances.
• Health and PE learning through movement: practise skills in game-like contexts with attention to safety and cooperation.

Lesson structure (60 minutes)

1. 0–5 min · Warm-up: ball awareness. Teacher sets up stations with small groups; students do controlled ball taps (hands-only) and gentle jogs, moving to where the “pass” comes from. Students keep eyes on the ball, practise quick ready positions, and call “ready” before receiving.

2. 5–12 min · Quick recap: passing shapes. Teacher models chest pass and bounce pass once each (stance, ball grip, arm action, follow-through). Students mirror the motions in pairs without throwing: “hands behind ball → push/extend → follow-through” and “ball down to ground line.”

3. 12–22 min · Drill 1: chest pass accuracy (short). Teacher marks a line for throwers and a shorter receiving zone; uses “target areas” on the ground for where partners should catch/collect. Students stand 2–3 metres apart and complete 8 chest passes each, aiming for safe catches in the target zone, then swap roles.

4. 22–28 min · Feedback focus: two coaching cues. Teacher circulates and gives consistent cues using the same language: Cue 1: “Push forward with straight arms—don’t flick.” Cue 2: “Step and catch in front—soft hands, eyes on ball.” Students try again immediately after feedback for 4 more passes each.

5. 28–39 min · Drill 2: bounce pass accuracy (short). Teacher demonstrates bounce pass: ball thrown so it hits the ground about halfway (or to a teacher-indicated bounce spot), then rises to partner’s hands. Students stand 2–3 metres apart and complete 8 bounce passes each, calling “bounce” or pointing to help the receiver stay ready.

6. 39–46 min · Partner communication game: “Ready, aim, catch”. Teacher explains the rule: passer must say “ready” (or signal) before sending, and receiver must respond with a readiness call or gesture. Students play 6 rounds where they pass to a moving receiver position within a small area, focusing on accuracy and safe catching.

7. 46–55 min · Passing relays: chest then bounce. Teacher sets two relay lanes per team: one for chest passes and one for bounce passes. Players take one pass, then move to the next position after their partner catches/controls the ball. Students complete two relay runs: Run 1 chest passes only; Run 2 bounce passes only. Emphasis is on correct technique first, speed second.

8. 55–60 min · Cool-down: team check & review. Teacher leads a short stretch and asks two questions: “Which pass was most accurate today?” and “When would you choose bounce over chest?” Students share one example with their group; teacher confirms key learning points.

Resources

• Netballs or similar size soft balls (one per 2–3 students)
• Cones and spots/tape for target zones and bounce points
• Bibs or pinnies for team identification
• Mini scoreboard/clipboards (optional, for recording technique wins)
• Hoops or markers for receiving areas
• Whistle/timer
• Space dividers (cones) for safe station movement

Assessment

• Teacher observation checklist during drills: correct pass technique attempt, safe receiving posture, and communication attempt.
• Spot checks during partner game: do students keep eyes on the ball and catch/control successfully?
• Exit question (verbal or quick thumbs): “Show with your hands one cue for chest pass and one for bounce pass.”

Differentiation

• Support: reduce distance (1.5–2 metres), increase bounce target size, and use sentence starters for communication (“Ready…”, “Catch here”). Provide a partner closer to help successful catches.
• Support: offer a “receiver must step forward” rule to make catches easier and safer.
• Extension: increase distance by 1 metre for relay legs, or add a small defender-free “moving receiver” within a controlled zone to simulate invasion game movement.
• EAL/SEN: use consistent hand signals (e.g., pointing to target zone) alongside verbal cues; allow extra time for pairing and role rotation.

Extension (optional)

• Not included.