Ways to move the ball in transition from defence to offence in Games

Moving the ball from point A to point B may look simple but it is actually quite a complex task.

If students don’t have possession of the ball, they should try to get near the ball carrier to provide support. If there are already 4 students near the ball carrier, it is best for students to move to the middle of the court. However, in situations where that area is overcrowded, the best option would be moving to the forward line to be ready to score.

It is extremely important to understand that most of the time when students watch sports games on TV the main focus is on the ball carrier. This is why it could confuse students to think that they don’t need to be near or overcrowding the ball.

The live broadcast does not show where the other players are due to them not being with or near the ball.

The concept of being away from the ball is a priority that can be difficult to teach. By setting up a rule that the scoring line is at end of the court and that the ball starts from there after the opposition scores teachers can help students understand the transition from defence to offence.

Implementation of the number 4 rule can provide some clarity or guidance to students on where to go and when. The teacher can slowly reduce the number of players supporting the ball carrier matching the class level from 4 to 3 to 2.

This technique is very important to implement in primary school sport games not only in physical education sessions.

Another idea is to divide the court into 3 zones and give students a number from one to three.

Player number 1 would have to play the role of introducing the ball into the game and moving it at least 3 meters forward.

Player number 2 has the role of being in front of player number 1 and asking for the ball to carry it forward over the half court line.

Then player number 2 will have to look for player number 3 waiting in the scoring area. Player number 2 will then pass the ball to player number 3 so that player number 3 may attempt to score.

These 2 examples help give structure to the transition process. From moving the ball forward using a defensive zone as a starting point, to passing the ball into zone 2 that will represent the midfield and then moving the ball into zone 3 that represents the forward zone or the scoring part of the court.

It’s as easy as 1,2,3!

For younger grades, it is advised to walk with the ball at least 3 steps and then to pass it forward. This method is achievable as students are simply combining 2 natural activities that are walking and throwing. (CATCHING its another story…)

Players moving forward with the ball and defenders should stay at least an arms length apart so that both players have enough space to move forward.

When scoring a goal or point in a game, the opposite team starts from their defence line and moves forward offensively (no need to start from the middle.)

The team that scored are now defending and have to go back to the starting point in their half of the court. This provides an opportunity for the opposition to attack. The next section of the game is dividing the court into 3 zones, establishing the rules of passing, catching and movement with the ball. Rotations between the zones provides a fair opportunity for all students. Rotating the students between the zones will allow them to explore different roles in the game.

Zoning reduces the fitness component of running and is great for building the stages of the real game as students learn about more complex tactics. As teachers, we would like to see more skill development and cooperation between team mates instead of just the winning and loosing outcomes.

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