Pass, Move, Play

Overview

Students develop and apply three handball passing techniques—chest (frontal) pass, overarm pass, and jump pass—through a partner-pass-and-move circuit. They use peer feedback to improve form, move into space, select an appropriate pass, and communicate effectively during a three-on-three modified game.

Learning intentions

Students will be able to:

• Demonstrate the correct technique for a chest pass, overarm pass, and jump pass.
• Move into open space after passing and provide a clear passing target.
• Select a pass based on distance, defender position, and game situation.
• Give and respond to specific, respectful peer feedback.

Success criteria

• I can use controlled footwork, arm action, and follow-through for each pass.
• I can pass, move, and create space for a teammate.
• I can explain why a particular pass is useful in a game situation.
• I can give feedback using evidence from what I observed.

Curriculum links

• Physical education: demonstrate understanding and application of fundamental handball skills through drills and modified games.
• Speaking and Listening: participate effectively in collaborative discussions by building on others’ ideas and expressing observations clearly.
• Speaking and Listening: ask questions that encourage elaboration and respond with relevant, on-topic ideas.
• Speaking and Listening: analyze main ideas and supporting details presented through visual and oral demonstrations, then explain how they clarify technique.

Lesson structure (60 minutes)

1. 0–5 min · Introduction: observe and predict. Teacher checks that students are wearing safe footwear, establishes boundaries and the stop signal, and opens the hook and lesson goal slides with a short question: “Which pass would help a teammate who is closely defended?” Students complete a light jog, dynamic movements, and briefly share a prediction with a partner.

2. 5–12 min · Instruction and demonstration. Teacher uses the technique demonstration slides to model each pass, emphasizing ready position, eyes up, controlled force, and follow-through. For the chest pass, students push from the chest with two hands; for the overarm pass, they step and throw over the shoulder; for the jump pass, they jump vertically and release at the highest safe point. Students shadow the movements without a ball, then identify one similarity and one difference between the passes.

3. 12–32 min · Partner-pass-and-move circuit. Teacher divides the class into three groups of approximately 11–12 and assigns one station to each group. At each station, pairs work with one ball while a third student observes when needed; students rotate roles after each attempt and rotate stations every 6 minutes. Use the circuit instruction and rotation slides to display the tasks:

• Chest pass: pass through a gate, then move laterally to a new cone.
• Overarm pass: pass around a passive defender or target, then cut into open space.
• Jump pass: jump and pass over a raised target or defender’s hands, landing under control.

Observers use the feedback routine “Notice, Explain, Suggest”: identify one accurate action, explain its effect, and suggest one improvement. Students ask, “What did you see?” or “Why was that pass effective?” before changing roles. Teacher circulates, reinforces safe spacing, and checks technique.

4. 32–38 min · Technique check and game preparation. Teacher pauses the class and uses the game principles and peer-feedback slides to review “pass, move, communicate.” Each group demonstrates one pass while the class identifies the appropriate game situation for it. Students complete a quick partner check: name the pass they would choose against a close defender, a distant defender, and a defender blocking a direct route.

5. 38–54 min · Three-on-three modified handball games. Teacher organizes teams of three with rotating substitutes so all 35 students participate; games take place on several small courts, with one ball per court and a 3-minute round followed by rotation. Rules: no running while holding the ball, three seconds maximum possession, no physical contact, and a point is scored by completing a pass to a teammate in the end zone or target area. Students must pass and then move into space. Encourage appropriate selection of chest, overarm, or jump passes rather than forcing one technique. During each round, one student may act as a peer coach and record one example of effective movement and one pass-selection decision before joining the next game.

6. 54–60 min · Assessment and wrap-up. Teacher brings students in for a controlled cool-down and displays the reflection and exit prompt slide. Students respond orally to a partner: “The pass I used most effectively was ___ because ___.” They then demonstrate their strongest pass to a partner and state one next step. Teacher collects verbal responses while checking form, decision-making, movement, and communication.

Resources

• Handballs or soft playground balls, one per pair or court
• Cones to mark stations, boundaries, gates, and end zones
• Low hurdles, pool noodles, or foam targets for overarm and jump-pass challenges
• Pinnies or colored bands for teams
• Whistle and timer
• Whiteboard or court diagram
• handball passing, circuit, game, and reflection deck

Assessment

• During the circuit, use a checklist for ready position, step or jump, controlled release, follow-through, and safe landing.
• Listen to peer feedback and question responses for accurate observations, relevant ideas, and appropriate handball vocabulary.
• During games, record whether students pass, move into space, communicate, and select a pass suited to the situation. Use the final demonstration and reflection as an exit check.

Differentiation

• Support students with larger, softer balls, shorter passing distances, stationary targets, and a visual cue: “Face, step, pass, follow through, move.”
• Pair students strategically and provide sentence starters: “I noticed…,” “That pass worked because…,” and “Next time, try…”
• For students with mobility or coordination needs, allow seated or stationary passing, reduce the movement area, or assign a safe target role before progressing to movement.
• Extend confident students by adding a passive defender, requiring a give-and-go, limiting time on the ball, or asking them to justify their pass selection after each play.
• Use clear demonstrations, gestures, repeated directions, and partner modeling for English learners and students who benefit from visual or language support.