3-6 Passing and Catching
3-6 Passing and Catching
3-6 Passing and Catching
The physically literate individual demonstrates competency in a variety of motor skills and movement
Standard 1 patterns.
Grade-Level Outcomes
•• Catches a thrown ball above the head, at chest or waist level, and below the waist using a mature
pattern in nondynamic environments (closed skills) (S1.E16.4)
•• Catches with accuracy, both partners moving (S1.E16.5b)
•• Throws to a moving partner with reasonable accuracy in nondynamic environments (closed skills)
(S1.E15.4)
•• Throws with accuracy, both partners moving (S1.E15.5a)
Critical Elements for Catching
•• Extend arms outward to reach for ball.
•• Thumbs in for catch above the waist.
•• Thumbs out for catch at or below the waist.
•• Watch the ball all the way into the hands.
•• Catch with hands only; no cradling against the body.
•• Pull the ball into the body as the catch is made.
•• Curl the body slightly around the ball. (Specific only to certain catches.)
Critical Elements for Throwing (Overhand Pattern)
•• Side to target in preparation for throwing action.
•• Arm back and extended, and elbow at shoulder height or slightly above in preparation for action;
elbow leads.
•• Step with opposite foot as throwing arm moves forward.
•• Hip and spine rotate as throwing action is executed.
•• Follow through toward target and across body.
Lesson Objectives
•• Catch a ball thrown by a partner
•• Extend to catch and curl to protect a caught ball
•• Pass a ball with reasonable accuracy to a partner
Safety Concern
Ensure that spacing is adequate for throwing and catching.
Materials and Equipment
•• Playground or youth-size basketballs, one per student
•• Variety of balls and objects for throwing, such as youth-size footballs, flying discs, hand-sized
balls, 6- to 7-inch (15 to 18 cm) foam balls
•• They continue practice of catching at high level, emphasizing pulling the ball in and curling body
to protect the ball.
Students travel in general space, toss high, extend, catch, and pull it in.
Cue: Curl and protect.
Receiver points in the direction of travel and takes two or three steps to the right; the pass is made
in front of receiver.
•• Review of leading the receiver as practiced in previous lessons. The target is now the space in
front of the receiver. Allow several minutes of practice because timing when to release the throw
is difficult.
•• Receiver reaches, pulls it in, and then prepares to become the thrower. (It is best to use a “break”
signal to help with timing of when to move.) Remind students that only the receiver is moving;
the passer is stationary.
•• Receiver repeats to the left, traveling two to three steps.
•• Receiver increases speed of going both right and left, each time providing a target.
•• Students explore different types of balls and a flying disc.
(Receiver is traveling only two or three steps. Emphasis is on throwing a lead pass and being accu-
rate for ease of catching.)
•• After the reception, the receiver jogs back to the thrower and they change roles.
Catching over the shoulder with a twisted body shape. Repeat the preceding except this time the
receiver jogs slowly away from the passer traveling in a straight pathway. When ready, the receiver
twists the body and provides a two-hand target over one shoulder. The passer attempts to pass to
the receiver’s target hands.
•• Students practice at a short distance and increase distance only with success. (Remind students
that accuracy, not distance, is the key to success.)
Assessment
Journal entry: Why do you need to alter the force based on distance? Why might you alter the force
with some partners or teammates?
Closure
•• Why is it important in some situations to curl around the ball after pulling it in?
•• What did you do differently in your throw when you were close to someone compared with when
you increased the distance?
•• What situation or object required you to face your partner when you were throwing? What situ-
ation or object required side to target?
Reflection
•• Are the students extending to make catches?
•• Do they pull it in and curl around it?
•• Are the students throwing with at least 80 percent accuracy?
•• Do they appear to have a functional understanding of how much force is needed in varying situ-
ations?
•• Are fifth-grade students leading the receiver and timing their throws?