Passing mastery

Overview

Lesson 2 of 4 in “Flag Skills Development” builds on safe handling and body position from Lesson 1 by focusing on two key passing techniques: underhand and overhand throws. Students practise passing an outdoor-ready flag to a partner with accuracy at a set distance.

Learning intentions

• WALT: Develop effective passing skills using underhand and overhand throws.
• WALT: Choose the right body position (stance, arm action, and follow-through) for accurate passes.
• WALT: Work safely with a partner, using space and control while passing.

Success criteria

• I can pass the flag to my partner from ten steps away with accuracy.
• I can use an underhand pass with a straight, controlled arm and a clear follow-through.
• I can use an overhand pass with a stable stance and eyes on my partner.
• I can adjust my throw force and direction to improve the landing spot.

Curriculum links

• Physical activity and movement: practise fundamental movement skills with increasing control and accuracy.
• Personal development and learning: work collaboratively, communicate and respond to feedback.
• Key competence focus: managing self and relating to others during partner practice.
• Key competence focus: using language/symbols to explain and refine movement choices.

Lesson structure (45 minutes)

1. 0–5 min | Hook + safety check

• Use the passing techniques hook slides to show a quick “accuracy challenge” question and one striking visual of underhand vs overhand paths.
• Briefly rehearse safety: flags stay low until “go”, partners face each other, and everyone watches for throws.

2. 5–10 min | Teacher modelling (underhand)

• Present the passing techniques hook slides again at the underhand section: stance, grip, step direction, arm swing, release point, and follow-through.
• Students mirror the underhand action without throwing: feet set, elbow leads, pass is smooth (not a jab).

3. 10–15 min | Teacher modelling (overhand)

• Move through the overhand section on the passing techniques hook slides.
• Students practise “ready position” and then 1–2 practice releases into empty space (no partner target yet).

4. 15–23 min | Guided accuracy game: underhand to target

• Split class into pairs with a clear lane. Set distance as ten steps; add a simple “target zone” on the ground (cones or markers).
• Students complete 6–8 underhand passes each, focusing on accuracy first. Partner feedback uses one sentence: “I notice… I wonder…”

5. 23–31 min | Guided accuracy game: overhand to target

• Rotate slightly so each pair gets a similar challenge. Students complete 6–8 overhand passes each at ten steps.
• Teacher circulates with targeted coaching: “Where are your eyes?”, “Are you stepping towards the pass?”, “Is your follow-through finishing forward?”

6. 31–38 min | Small-group problem solving

• Use the passing technique checklist worksheet for a short pause: students tick one improvement for underhand and one for overhand (e.g., “straighter release”, “more follow-through”).
• Quick partner talk: choose one adjustment for the next set (force, angle, or stance).

7. 38–45 min | Plenary + quick check for success

• Finish with the passing techniques hook slides plenary slide: “Show me with your body” (students demonstrate underhand and overhand stance cues).
• Exit check: students record a simple result on the worksheet (e.g., how many passes landed in the target zone from ten steps).

Resources

• the passing techniques hook slides (one deck used for hook, teaching, activity instructions, and plenary)
• the passing technique checklist worksheet (checklist + short reflection)
• Flags/soft beanbags (one per student or per pair)
• Cones or markers to mark “ten steps” and a target zone
• Coloured cones/spots to reduce confusion in lanes
• First-aid kit and a clear “stop” signal (teacher whistle/hand signal)
• Coloured, dyslexia-friendly diagrams (embedded on slides; also verbally described)
• Optional: set of “coach cue” cards (teacher-made): Eyes, Step, Swing, Follow-through

Assessment

• Formative: teacher observation during underhand and overhand sets (stance, release, follow-through, accuracy).
• Formative: worksheet checklist showing whether students meet the ten-steps accuracy goal.
• Peer feedback: partner statements during “I notice / I wonder” contribute to refinement.

Differentiation

• Support: one-on-one coaching during passes—focus on one cue at a time (e.g., eyes and step direction). Use slower practice with shorter distance before returning to ten steps.
• Support: provide dyslexia-friendly options by using colour-coded diagrams on the passing techniques hook slides and allowing students to point to the correct action cue instead of reading long sentences.
• Everyone: allow students to choose the first technique they can complete accurately (underhand or overhand) before progressing to the other.
• Extension (advanced learners): pass while moving—take 2–3 steps forward during the pass, then stop in a stable stance for the follow-through.