Lesson Content: Chest Pass and...

Table of Contents

Instructional Unit Objectives 2-5

Unit Overview - Instructional Block Plan Grid 6-11

Ten Detailed Lesson Plans 12-54

Unit Assessments 55-60

SPA’s Activity descriptions 61-73

References 74

2

Team Handball

8th grade #weeks: 2 #days per week: 5 days #minutes per day: 45

Content Standards:

Standard 1:

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2:

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 4:

Achieves and maintains a health-enhancing level of physical fitness.

Standard 5:

Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6:

Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Rationale:

Team handball is an invasion game, appropriate for middle school aged students and listed as a sample activity under the Michigan Merit Curriculum Expectations. Students will be expected to demonstrate the required skills of the game such as hand dribbling, the chest pass, overhead pass, and shooting in dynamic settings. Tactical elements such as moving with and without the ball, attacking an opponent’s goal, maintaining possession, defending space and your goal, and being able to start and restart the game during various situations will be stressed.

3

Students will build upon prior knowledge of like games and utilize skills learned in these games to improve motor skills and physical fitness in a dynamic and challenging setting. As a team sport, personal social skills and traits such as leadership, cooperation, teamwork, and responsibility will be emphasized. As this game is largely unfamiliar to the general student population, it should create an exciting and relevant experience that meets the requirements set by the Michigan Merit Curriculum Expectations for middle school students.

Unit Goal:

The intention of this unit is to familiarize middle school students with the popular world sport of team handball. Team handball players must work together to attack an opponent’s goal, while also defending their own. Students will gain insight into the playing area, rules of the game, specific game skills, and strategies employed both offensively and defensively. The unit will require a variety of skills common too many sports taught prior to this class. The ultimate objective is to have students experience the game through playing in modified settings.

Unit Lesson Objectives:

Psychomotor:

1. During a partner practice task, the student will demonstrate the chest pass by: Feet shoulder width apart, ball just below chest height. “seat ball” Step, eyes on target, extend arms, rotate thumbs inward. “Extend” Release ball, fully extend arms. “Release” Thumbs pointing at target, arms fully extended. “Finish”

Students will demonstrate the critical steps 3 out of 5 times.

2. During partner practice, the student will demonstrate catching by:

Athletic stance, knees bent, chest out, arms out in front with bent elbows. “Athlete” Hands ready, form a diamond shape. ”Hands” Cushion the blow of the ball, grasp with fingertips. “Catch” Bring ball into your body. “Secure”Students will demonstrate the critical steps 3 out of 5 times.

3. During a partner practice, students will demonstrate dribbling by:

• Athletic stance, knees bent, dominant foot back. “Stagger feet”• Eyes up, dribble with pads of fingers. “feel”• Bounce ball waist high, protect with off arm. “Bounce”• Take two steps for every one bounce. “Two step”


4

4. During game play, student will demonstrate shooting a handball by:

Comfortable grip, raise ball above the shoulder, keeping elbow at 90*.“Grip” Reach out with non-throwing arm, staggered stance.“Stance” Lead elbow first, keep ball high, release ball at target, transfer weight.“Throw” Finish with throwing arm in pocket area of non-throwing side. “Follow through”


5. During drills and practice, student will demonstrate defending the goal by:

Eyes on ball, athletic position, feet shoulder width. “Focus” Hold hands up at shoulder height, quick lateral steps. “React” Extend arms or feet in path of ball “Protect”


6. TSW be able to successfully demonstrate the pick and roll by: cutter waits for pick screener sets pick cutter drives off pick During group practice.

Student will demonstrate the critical steps 3 out of 5 times.

7. During game play, students will demonstrate their knowledge of man defense by:

Comfortable athletic position, shoulders over top of toes, arms loose. “Stance” Place yourself between your man and the ball, eyes on man. “Check” Eye check for ball recognition. “Seek” Takes nearest and most aggressive path to the ball. “Attack”


Cognitive:

1. On a written quiz, the student will demonstrate their knowledge of defense by correctly identifying elements of defending a player during team handball game 80% of the time.

2. On a written quiz, the student will demonstrate their knowledge of creating space and defending space by correctly answering questions about formations in the game of team handball 80% of the time.

5

3. On a peer feedback rubric form, students will demonstrate their knowledge of team handball skills by correctly identifying the critical elements of the skill performed by a peer.

Affective:

1. In a journal entry, student will apply prior internal knowledge with external peer feedback to improve a team handball skill.

2. Student will demonstrate participation in challenging activities by reaching their target heart rate goal once, during instructed pulse checks periodically during activity.

6

Team Handball Unit Block Plan

Day 1 Day 2 Day 3

Lesson Focus:Chest Pass

Catching

Dribbling Shooting

Fitness Concept:(attach activity description)

Muscular Strength and Endurance

Flexibility Muscular Strength and Endurance

Objectives: Psychomotor1. During a partner practice task, the student will demonstrate the chest pass by: (Critical elements] see SPA)Students will demonstrate the critical steps 3 out of 5 times.

2. During partner practice, the student will demonstrate catching by:(Critical elements] see SPA)Students will demonstrate the critical steps 3 out of 5 times.

Psychomotor1. During a partner practice, students will demonstrate dribbling by:(Critical elements] see SPA)


Psychomotor. During game play, student will demonstrate shooting a handball by:

(Critical elements] see SPA)


Cognitive:On a peer feedback rubric form, students will demonstrate their knowledge of team handball skills by correctly identifying the critical elements of the skill performed by a peer.

National Standard and GLCEs Addressed:

NASPE 1

GLCE’sM.IG.08.02demonstrate on-the-ball tactical movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating and using space), preventing

NASPE 1


NASPE 1, 2


7

scoring (e.g., defending space, defending goal, winning the object), and starting/restarting game play (e.g., to initiate play or from sideline) during modified invasion games (e.g., small-sided games, such as 4 vs. 4).

scoring (e.g., defending space, defending goal, winning the object), and starting/restarting game play (e.g., to initiate play or from sideline) during modified invasion games (e.g., small-sided games, such as 4 vs. 4).

scoring (e.g., defending space, defending goal, winning the object), and starting/restarting game play (e.g., to initiate play or from sideline) during modified invasion games (e.g., small-sided games, such as 4 vs. 4).K.IG.08.02distinguish among selected elements of tactical problems, including on-the-ball movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating and using space), preventing scoring (e.g., defending space, defending goal, winning the object), starting/restarting game play (e.g., to initiate play or from sideline) during modified invasion games (e.g., small-sided games, such as 4 vs. 4).

Assessment: Skill performance checklist

Skill performance checklist

Peer Rubric assessment

Day 4 Day 5 Day 6

Lesson Focus:Defense

Man to manDefending

GoalFast Break


Flexibility Body Composition Muscular strength and endurance

Objectives: Psychomotor:

During game play, students will demonstrate their knowledge of defense

Psychomotor:

During drills and practice, student will demonstrate defending

Cognitive:On a written quiz, the student will demonstrate their knowledge of creating space and

8

by:



Cognitive:

On a written quiz, the student will demonstrate their knowledge of defense by correctly identifying elements of defending a player during team handball game 80% of the time.Affective:

In a journal entry, student will apply prior internal knowledge with external peer feedback to improve a team handball skill.

the goal by:



defending space by correctly answering questions about formations in the game of team handball 80% of the time.Affective:Student will demonstrate participation in challenging activities by reaching their target heart rate goal once, during instructed pulse checks periodically during activity.


NASPE 1,2,6

GLCE’sM.IG.08.01demonstrate off-the-ball tactical movements (e.g., maintaining possession, attacking goal, creating space, using space in attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting play during modified invasion games (e.g., small-sided games, such as 4 vs. 4).

NASPE 1

GLCE’sM.IG.08.02demonstrate on-the-ball tactical movements of scoring (e.g., passing, receiving, shooting, attacking the goal, creating and using space), preventing scoring (e.g., defending space, defending goal, winning the object), and starting/restarting game play (e.g., to initiate play or from sideline) during modified invasion games

NASPE 2,5

GLCE’sK.IG.08.01distinguish among all elements of tactical problems, including off-the-ball movements (e.g., maintaining possession, attacking goal, creating space, using space in attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting play during modified invasion games (e.g.,

9

K.IG.08.01distinguish among all elements of tactical problems, including off-the-ball movements (e.g., maintaining possession, attacking goal, creating space, using space in attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting play during modified invasion games (e.g., small-sided games, such as 4 vs. 4).

B.FB.08.01apply, independently, internal (prior knowledge) and external feedback to improve motor skills and movement patterns, fitness, and physical activities in dynamic settings.

(e.g., small-sided games, such as 4 vs. 4).

small-sided games, such as 4 vs. 4).B.RP.08.01choose to participate, independently, in activities that are personally challenging in dynamic settings.

Assessment: Journal entry Skill performance checklist

Future Quiz

Day 7 Day 8 Day 9

Lesson Focus:Zone Defense Pick n Roll Creating Space


Flexibility Muscular strength and endurance

Flexibility

Objectives: Cognitive:

On a written quiz, the student will demonstrate

Psychomotor:

TSW be able to successfully demonstrate

Cognitive:On a written quiz, the student will demonstrate their knowledge of creating

10

their knowledge of creating space and defending space by correctly answering questions about formations in the game of team handball 80% of the time.

the pick and roll by:



space and defending space by correctly answering questions about formations in the game of team handball 80% of the time.


NASPE 2

GLCE’sK.IG.08.01distinguish among all elements of tactical problems, including off-the-ball movements (e.g., maintaining possession, attacking goal, creating space, using space in attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting play during modified invasion games (e.g., small-sided games, such as 4 vs. 4).

NASPE 1

GLCE’sM.IG.08.01demonstrate off-the-ball tactical movements (e.g., maintaining possession, attacking goal, creating space, using space in attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting play during modified invasion games (e.g., small-sided games, such as 4 vs. 4).

NASPE 2

GLCE’sK.IG.08.01distinguish among all elements of tactical problems, including off-the-ball movements (e.g., maintaining possession, attacking goal, creating space, using space in attack), preventing scoring (e.g., defending space, defending goal), and starting/restarting play during modified invasion games (e.g., small-sided games, such as 4 vs. 4).

Assessment: Future Written Quiz Skill performance checklist

Unit Written Quiz

Day 10

Lesson Focus: Team Handball


Body Composition

11

Objectives: Affective:

Student will demonstrate participation in challenging activities by reaching their target heart rate goal once, during instructed pulse checks periodically during activity.

National Standard and GLCEs Addressed: NASPE 4,

GLCE’sB.PS.08.02apply, independently, appropriate behaviors which exemplify each of the personal/social character traits of constructive competition, initiative, and leadership in dynamic settings.

Assessment:

12

Lesson Content: Chest Pass and Catching

Grade Level: 8th grade

Safety Issues: During the applied activity make sure students are not getting to physical while going up

for a catch. Remind students during partner practice to make sure their partner is looking at them

before they begin their chest pass.

Adaptations:

- Just focus on the upper body movement

Extensions:- Passing on the run - Passing to a partner moving- Catching on the run

Standards:

Standard 1:Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Lesson Objectives Psychomotor:

1. During a partner practice task, the student will demonstrate the chest pass by:

Feet shoulder width apart, ball just below chest height. “seat ball” Step, eyes on target, extend arms, rotate thumbs inward. “Extend” Release ball, fully extend arms. “Release” Thumbs pointing at target, arms fully extended. “Finish”


2. During partner practice, the student will demonstrate catching by:

Athletic stance, knees bent, chest out, arms out in front with bent elbows. “Athlete” Hands ready, form a diamond shape. ”Hands” Cushion the blow of the ball, grasp with fingertips. “Catch” Bring ball into your body. “Secure”


13

Instructional PlanTime

NeededTeaching and Learning Dialogue Diagrams and Notes

1 min Welcome, Roll call:Today we are going to begin our team handball unit. Lets make sure we have a good fitness activity and get ready to learn.

5 min Fitness Activity:Continuous Relay -There will be four partners in each group. One partner will run between cones, one partner will do line jumps, one partner will do push-ups, and one partner will jump-rope. Students will each pick a station to begin at. Once the student has run back and forth to a cone four times, they will tag partner #2, who will tag partner #3, who will tag partner #4. All stations must be completed by all partners.

When before where

2 min Anticipatory Set:Today we are going to be learning how to perform the Chest pass and catching, as they relate to the game of team handball. In the game of team handball it is very important that you can do these two types of skills in order for your team to have success with bringing the ball down the field.

- Gather students around the instructor.

3 min Demonstration: The instructor will demonstrate the two

skills in front of the class using the cue words.

Chest pass is the first skill we will be learning. Here is how the chest pass is to be performed.

Critical steps:

1. Feet shoulder width apart, ball just below chest

Cue Words:

14

height.

2. Step, eyes on target, extend arms, rotate thumbs inward.

3. Release ball, fully extend arms.

4. Thumbs pointing at target, arms fully extended.

This skill can be used once you have taken all three steps or see an open teammate, you will use the chest pass.

The second skill, catching, is important to use when receiving a chest pass from a teammate. Here are the critical steps to catching.

1. Athletic stance, knees bent, chest out, arms out in front with bent elbows.

2. Hands ready, form a diamond shape.

3. Cushion the blow of the ball, grasp with fingertips.

4. Bring ball into your body.

These two skills will be used throughout the entire game play and are some of the most important skills to learn for your success.

Seat ball

Extend

Release

Finish

Cue Words:

Athlete

Hands

Catch

Secure

2 min Whole Group guided practice:

Now as a class we are going to review by demonstrating these two skills. I want all the students to stand up and slowly perform the critical steps of the chest pass while saying the cue words out loud.

Now as a class we are going to review skill of catching. I want all of you to stand up and with me perform the critical steps to catching, while saying the cue words out loud.

- When I say “Go” I want everyone to perform the critical steps to the chest pass without a ball. I want you to repeat five times. “Go”

- When I say “Go” I want all of the students to perform the critical steps to catching without a ball. I want you to repeat five times. “Go”

15

10 min Drills and Practice: I want everyone to get toe to toe with the

person nearest you. I want one partner to raise their hand and when I say “Go” I want that partner to go grab a handball ball, and then I want you and your partner to line up on the goal line and the other on the ten yard line. Once you get over there you can begin practicing the critical steps to the chest pass and catch. “Go”

“Whistle” Now I want the partner on the ten yard line to back up five yards and continue practicing the two skills.

20 min Applied Activity: We are going to play a modified game of

team handball. The rules are as follows: The game will be played using the width

of the football field. Using the sidelines as endzones, and the goal line and thirty yard line as out of bounds lines.

The object is to get the ball from your goal line to the other with out letting the ball hit the ground, intercepted, or knocked down.

You are allowed three steps after each catch. No more!

You cannot use another skill to move the ball down the field. Like dribbling.

Once the ball is dropped or intercepted from your opponent, the possession immediately switches over and that team starts their possession.

The defense cannot touch you during this game unless there is some bumping with opponents as they go up for the ball.

We will play a game up to 10 points counting each touchdown as one point.

- When I say “go” I want partner on the goal line to go and grab a blue jersey and the partner on the fifteen yard line to grab a red jersey. Then meet me in the middle of the field. “go”

- Everyone get toe to toe with someone with the same color jersey as you. One partner raise their hand. I want everyone who raised their hand to go to field and everyone who didn’t to go to field two.

16

2 min Closure: What was the hardest part of today’s lesson?

Can anyone tell me the cues to either skill today?

Bring everyone up to the middle.

Teaching Segment Lesson Plan Form

Lesson Content: Team Handball Unit

Lesson:2 of 10

Grade Level:8th Grade

Safety Issues: During the applied activity make sure students are not getting to physical while going up

for a catch. Remind students during partner practice to make sure their partner is looking at them

before they begin their chest pass.

Adaptations:- Allow student to look at the ball when dribbling.

Extensions:- Attempt to make a move when dribbling.- Dribble between your legs - Dribble around your back

Standards:


Lesson Objectives (1 in each domain required)Psychomotor:

During a partner practice, students will demonstrate dribbling by:

• Athletic stance, knees bent, dominant foot back. “Stagger feet”

17

• Eyes up, dribble with pads of fingers. “feel”• Bounce ball waist high, protect with off arm. “Bounce”• Take two steps for every one bounce. “Two step”




8 min Fitness Activity:Yoga – Down dog, plank, down dog, leg high, bend kneeKnee circles, knee to nose, leg high, down dog, plankCobra, plank, down dog, forward fold, halfway lift, forward fold

Begin class right away with getting into our fitness activity.

2 min Anticipatory Set: Today we are going to be learning how to

dribble in the game of handball. In the game of handball dribbling is the only skill you are allowed to use unlimitedly. So learning how and becoming comfortable with dribbling is important to becoming a successful player in handball.

What is going to make it difficult to dribble on this turf surface?

Circle students up for instruction.

4 min Demonstration of Skill: Students will first observe the instructor

performing the skill. Instructor will first go over the critical

steps, then perform the skill in real time just using the cue words.

Students will then all stand up and perform the skill in their own personal space while saying the cue words, without a ball.

Students will then repeat this 5 times.

- When I say “Go” I want all of the students to stand up and perform the dribbling skill without a ball, while saying the cue words.

18

Critical Steps:

1. Athletic stance, knees bent, dominant foot back.

2. Eyes up, dribble with pads of fingers.

3. Bounce ball waist high, protect with off arm

4. Take two steps for every one bounce.

Cue Words:

“Stagger feet”

“feel”

“bounce”

“two step”

3 min Whole group practice:

Students will then practice dribbling with a ball. In their own space.

Each pair of students will get one ball to share with each other. Each student will get one minute to practice their dribbling skills.

- When I say “go” I want everyone to get toe to toe with the nearest person. “go”.

- Tallest partner go and grab a ball. “go”

- The partner with the ball will begin dribbling in their own space on the whistle. After a minute you will hear a second whistle, give the ball to your partner to practice for a minute. “whistle”

7 min Drills:

In two groups, students will dribble down the hash marks, around the cone at the 30 yard line and then back. The next person in line cannot start their dribble until they slap hands with the individual going.

Use right hand the first round, then the left on the second round. For the third time, students must make some kind of juke move while dribbling down to the cone and on their way back.

- When I say “go” I want everyone to get toe to toe with a partner and I want one partner to raise their hand. I want that partner to go to the second cone and make a single file line facing the field. “go”

20 min Applied Activity:

Students will play a game of modified - Two teams are already separated from the drills.

19

team handball again. It is going to be the same game that they played the day before but with additional rules.

Rules review: The game will be played using the width


The object is to get the ball from your goal line to the other with out letting the ball hit the ground, intercepted, or knocked down.

You are allowed three steps after each catch. No more!


The defense cannot touch you during this game unless there is some bumping with opponents as they go up for the ball.

We will play a game up to 10 points counting each touchdown as one point.

Additional rules:

Students can now dribble the ball three times before they have to give up the ball.

Students can either use their three dribbles first or their three steps first and the other second.

When I say “go” I want one team to grab the blue jerseys and the other to grab the red jerseys. Then, get toe to toe with someone with the same jersey color. “go”. One partner raises their hand. That’s team one, and will play team one of the opposite color.

- split into two games.

- Play for half the time and then switch the teams up and continue playing.

1 min Lesson Closure:

- What was your favorite part of the lesson today?

- Can anyone tell me the cue words to dribbling?

Circle up students for closure

20

Lesson Content: Team handball unit

Lesson 3 of 10

Grade Level:8th grade

Safety Issues:- When practicing shooting skills, make sure students are not aiming directly at a peer, but

trying to score by throwing away from the goalie.

Adaptations:

- Work on just the upper body movement of the shot.Extensions:

- Get a running start and take a jump shot.- Work on aiming at different corners of the net.

Standards:


Standard 2:Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.


1. Psychomotor objective:

During game play, student will demonstrate shooting a handball by:

Comfortable grip, raise ball above the shoulder, keeping elbow at 90*.“Grip” Reach out with non-throwing arm, staggered stance.“Stance” Lead elbow first, keep ball high, release ball at target, transfer weight.“Throw” Finish with throwing arm in pocket area of non-throwing side. “Follow through”

Cognitive:

On a peer feedback rubric form, students will demonstrate their knowledge of team handball skills by correctly identifying the critical elements of the skill performed by a peer.

21



1 min Warm up:

Jump ropes 1 min

Students grab jump ropes and begin on their own

4 min Fitness Activity:Muscular strength and enduranceCurl ups, push ups, and triceps dips. Students will complete two sets of 30 second intervals of each exercise. Use the bleachers to do triceps dips.

Split class up, using toe to toe

2 min Anticipatory Set:

“Today we are going to be learning the skill of shooting as it relates to the game of handball. Shooting is important, because it’s the only way to score points. Having a good shooting technique gives you greatest tool to impact a game.”

Circle up for instruction

3 min Demonstration of Skill:

Instructor will demonstrate the proper form of shooting. They will first go through all of the critical steps to shooting and then demonstrate at full speed the shooting technique.

Critical Steps: 1. Comfortable grip, raise ball above the shoulder, keeping elbow at 90*.

2. Reach out with non-throwing arm, staggered

“When I say “go” I want everyone to stand with their toes on the ten yard line facing the goal. “Go”

22

stance.

3. Lead elbow first, keep ball high, release ball at target, transfer weight.

4. Finish with throwing arm in pocket area of non-throwing side.

2 min Group guided practice:

Perform the cues to shooting without a ball, while reciting the cue words out loud.

Instruct students to perform five throws, while saying the cue words out loud.

- Keep students on the ten yard line. Make sure they spread out when performing the skill.

8 min Drills:

Students will pair up, with one ball. Students will start by throwing back and forth to each other using the cues of shooting.

Start students ten yards apart and periodically move them back by five yards at a time.

Students who have mastered the steps to shooting the ball, can move back to twenty five yards and work on jump shooting from the twenty yard line.

“When I say “go” I want everyone to get toe to toe with the person nearest you. “go”. Shortest person out of the pair go and grab a ball and line up with one partner on the goal line and the other on the ten yard line.”

24 min Activity:

Students will play a modified game of team handball, incorporating the shooting aspect.

Review rules: The game will be played using the width


Students can take three steps and three dribbles before giving it up to a teammate.

- “Whistle”(separate half the class). I want you and your partner to go and grab the same colored jersey and gather around the instructor for instruction of activity.

- when I say “go” I want everyone to get toe to toe with a person with the same color jersey on as you and one of

23


New Rules:

We are adding goals and goal zones. Players on offense cannot step into the opposing teams goal zone and take a shot on goal. There is going to be a cone set up in each goal which, if knock down on the impact of the ball will count as two points. All other shots that go into the goal but don’t make contact with the cone are worth one point.

Neither team gets a goalie. Students can now try to steal the ball from

a player dribbling the ball, but cannot make and body contact.

you raise your hand. “go”.

- Separate into four teams and play two games at the same time.

- Switch the same colored teams up half way through and start new games.


What was your favorite part of the lesson today?

Can anyone tell me the cues to shooting?

Circle up

Lesson Content: Team handball Unit

Lesson 4 of 10

Grade Level:

8th Grade

Safety Issues: During guided practice make sure you emphasis awareness for other people while trying

to defend a player. Offensive players should not try to purposely run defenders into other

24

people. During applied activity, students need to be aware of their surroundings, make sure you

are constantly looking for other students to avoid collisions.

Adaptations:- Pair partners with similar athletic ability.- Pair people up with similar heights

Extensions:- Add another offensive player to the drill. 2v1-

Standards:



Standard 6:Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.


7. During game play, students will demonstrate their knowledge of man defense by:

Comfortable athletic position, shoulders over top of toes, arms loose. “Stance” Place yourself between your man and the ball, eyes on man. “Check” Eye check for ball recognition. “Seek” Takes nearest and most aggressive path to the ball. “Attack”


Cognitive:

On a written quiz, the student will demonstrate their knowledge of defense by correctly identifying elements of defending a player during team handball game 80% of the time.

Affective:

In a journal entry, student will apply prior internal knowledge with external peer

25

feedback to improve a team handball skill.



10 min Fitness Activity:Students will PNF stretch with a partner. Stretching triceps and shoulders, students should stretch the wrist on their own.

Start with fitness activity first


Today we are going to be learning about the defensive side of team handball. I don’t have to explain how important defense is to handball, like the old saying defense wins championships is no different in the game of handball. Today we are going to be learning about the most exciting defense, man to man.

- “Whistle” Gather students around instructor for anticipatory set.

5 min Information and Input:

“Who here has played some sort of man to man defense in a prior class or sport?”

Use two students that have ran a man to man defense before to help demonstrate. Use one student as the offensive player with the ball who will just stand stationary the whole time, and use the other student as the player you are defending.

Using critical steps to defending a player, demonstrate and explain the cue words to the class.

Have the student you are defending go half speed and demonstrate the defensive technique live.

- The instructor is going to use three students to help with the demonstration.

- Inform students to make sure they can hear and see the instructor during the demonstration.


26

Students will partner up. Students will take turns defending the other.

Pairs will designate who is on offense and who is on defense.

On the “whistle” the offensive player is going to act like the instructor (who is in the middle of all the students) has the ball and run around at 50% of their full speed. Students should try to juke out the defender and loose them.

Defender must use the cues that we just talked about and defend for 30 seconds strait.

Switch after every thirty seconds.

Safety!

Inform offensive students that they do not purposefully try and run their defender into another student.

Defenders should defend their man but also keep a look out for their surroundings.

- Toe to toe to find partner. Spread yourselves out.

- One student raise their hand, you are the defender first.

- When you hear the “whistle” you may begin, the second “whistle” you stop and switch rolls.

10 min Drills and Practice:

Students will be split into groups of three. In the group of three, there will be one offensive receiver, one defender, and one passer. The goal is to give the defender a real in game situation that they will face during a game. The drill will be set up with cones in a square shape, the offensive receiver will be at the opposite corner of the passer and the defender starts in the middle of the square. The drill begins with a whistle, and the receiver has 10 seconds to get open without touching the defender. The defender has to defend for the entire 10 seconds. The instructor will blow the whistle once ten seconds are up, if the passer has not passed the ball by then they

- Toe to toe with two other students.

- begin on the first whistle and stop on the second whistle.

- Rotate after each 10 second period, defender to offense, offense to passer.

27

must make an attempt at that point.

Modify the drill by replacing the ball with a frisbee. This gives the defender a greater chance at success, Frisbees take longer to travel.

12 min Activity:

Applied activity, ultimate Frisbee.

Rules:

Goal of ultimate Frisbee is to use your teammates to work your way down the field and cross the end line by only passing. You cannot run with the Frisbee, once caught you are allowed one pivot foot to rotate your body to pass. Defender is not allowed to touch offensive players and if the player you are guarding is in possessing of the Frisbee, you must give that player a five foot cushion.

Everyone must run the man to man defensive scheme.

Safety:“Be mindful of your surroundings during the game, do not try to purposely run a defender into another person. When on defense, make sure you are constantly looking for players around you.


- What was the most difficult part about todays lesson?

- What were the cues to man to man defense?

- “Whistle” Gather students


Lesson 5 of 10

Grade Level:

28

8th grade Safety Issues:

During whole group practice, make sure students are not throwing directly at the goalie. Or throwing the ball with intent to hurt them.

Team Handball:Safety:

To endanger an opponent with the ball. To pull, hit or punch the ball out of the hands of an opponent.

To contact the ball below the knee.

To dive on the floor for a rolling or stationary ball.

Adaptations:- Move the partner back during practice to make an easier reaction time needed by the

goalie.

Extensions:- Move the partner closer if the drill is too easy.- Move from underhand throws to blocking overhand throws.

Standards:



1. Psychomotor Objective:

During drills and practice, student will demonstrate defending the goal by:

1. Eyes on ball, athletic position, feet shoulder width. “Focus”

2. Hold hands up at shoulder height, quick lateral steps. “React”

3. Extend arms or feet in path of ball “Protect”

29



2 min Warm up:

1 min jump ropes

Students grab a jump rope and start right away.

7 min Fitness Activity:- Teacher will form groups of students. One

group member will draw a food card from the bucket that has a name of a food and the amount of fat grams in it. All group members will then use that number to do that many repetitions for a selected exercise.

1. pacer sprints (net to baseline)2. curl ups3. squats

- Start all the students on the baseline.

- Split into three groups


“Today we are going to be learning the proper technique to defending the goal in the game of team handball. Playing goalie is the hardest position to play on the field/court. You must play with a high amount of confidence to be successful at goalie, you cannot be afraid of the ball. Playing goalie is unlike playing any other position, you are the last line of defense and can have a huge impact on a game.

- transition: Whistle! Line all of the students to stand on the three point line of the gymnasium and facing the hoop.

- Demonstrate using the pad on the wall behind the hoop as the goal.

2 min Demonstration:

Instructor will go through each of critical steps goaltending emphasizing the cue words. Demonstrate without anyone actually shooting at you.

- Transition: keep students on the three point line.

30

Critical Steps:

1. Eyes on ball, athletic position, feet shoulder width.

2. Hold hands up at shoulder height, quick lateral steps.

3. Extend arms or feet in path of ball

Cue words:

“Focus”

“React”

“Protect”

3 min Whole group practice:

Students will get into pairs, each getting one soccer ball. They are to find an open space on the wall of the gym.

Instruct students to have one partner back against the wall and the other on the outline of the basketball court, with the soccer ball.

Using the goalie skills they just learned. The partner with the soccer ball is going to underhand toss the ball either low enough that the goalie must kick it, or high enough they must deflect it with their hands. They are not to directly throw the ball at the goalie! Nor do we want them to make it to challenging.

Emphasis that we are trying to work on deflecting the ball.

Each goalie gets five attempts and then switches with their partner.

Safety: Students that are tossing the ball to the goalie must use an appropriate speed on the ball. Do not aim for the goalie and make sure to toss the ball underhand.

- “When I say “go” I want everyone to get toe to toe with the person nearest you. Grab one of the soccer balls and find an open space on the wall of the gym. Make sure you have ten feet between you and the group next to you. “go”


For this drill, students are going to stay in their pairs and do the same drill as the group guided practice but with a twist.

- Students stay with the same partner.

31

The goalie has to turn around and face the wall until their partner yells, shot! The goalie will quickly jump and turn and find the ball to block the shot. The partner taking the shot can move to the right or left to give the goalie a different angle of shot. Again the shot should either be high or low, but not directly at the goalie.

Each partner gets five chances at working on deflecting the ball and then switches with their partner.

20 min Activity/Drill:

Indoor Team Handball:Team handball is played by two teams of 7 players each (1 goalkeeper and 6 court players). The object of the game is to throw the ball past a goalkeeper into the opponent's goal. Players advance the ball down the court by throwing the ball. They are allowed to, run with the ball for up to three steps and hold the ball without moving for three seconds (five seconds in Special Olympics games). Players are not allowed to pull, hit, or punch the ball out of the opponent's hands, endanger an opponent with the ball, or contact the ball below the knees. Free throws are awarded to the opponent in the event of minor fouls or violations a penalty shot is awarded to the opponent when major violations are committed.

Starting The Game Play is initiated by a JUMP BALL at mid court. After each score, the opposing teams goalie will throw the ball back into into play without stopping the game.

Playing the Ball A player is allowed to run three steps with the ball, or hold it for three seconds, and the ball must touch three players from the same team before they can attempt a throw at the goal. A player is not allowed to play the ball with their

- Transition: Split the class in half after drill, “When I say “go” I want this half of the gym to put your soccer ball away and the grab the red jerseys and then get back with your partner in the middle of the court “go”. - send the second half to grab blue jersey’s.

“I want one partner to raise their hand. The partner with their hand raised will line up against the south wall with their team. “go”

- The two teams on the court will play first. Those to teams will play for a max of 5 min. Then the other two teams will be rushed in when there is a stoppage of play.

- Spend no time transitioning from game to game. Start as soon you blow the “whistle”

32

legs below the knee. A player may not pass the ball in the air with the intention of catching it him or herself. This is an air dribble. Players are not permitted to dive on the floor to play the ball.

Defending The Opponent Defensive players are allowed to use their body to obstruct an opponent either with or without the ball. Using the arms or legs to push, hold, trip or hit, however, is a violation. Offensive players are not allowed to charge into player, or a free throw is awarded.

CourtThe basketball court boundaries will be the lines used for this version of team handball. The three point line will be the shot line and the goal is the pad on the wall behind the baseline. The Goalie is not allowed to cross the baseline to pass the ball back out.

Safety: To endanger an opponent with the ball. To pull, hit or punch the ball out of the

hands of an opponent.



Important:

One whistle means foul or instruction, stop playing immediately and don’t move.

Two whistles means rotate the teams, two teams sitting out are in. Quickly!


What was the most difficult part of the lesson?

Can anyone tell me the cues to goaltending?

33


Lesson 6 of 10

Grade Level:

8th gradeSafety Issues:Safety:

Do not aim directly at the goalie. Stop action if there is a loose ball rolling through the drill. Defense can try to steal, but don’t make contact with the offensive player.

Adaptations:-

Extensions:

Standards:Standard 2:Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 5:Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Lesson Objectives

Cognitive:

On a written quiz, the student will demonstrate their knowledge of creating space and

34

defending space by correctly answering questions about formations in the game of team handball 80% of the time.

Affective:

Student will demonstrate participation in challenging activities by reaching their target heart rate goal once, during instructed pulse checks periodically during activity.



1 min Warm up:1 min jump ropes

5 min Fitness Activity:

5 sets of 15 second burpee’s.

2 min Anticipatory Set:“Now that we have the basic understanding of how team handball works and have acquired the skills to play, we are going to finish the unit off by enhancing the cognitive part of the game. Today we are going to work on fast break skills. Teams that can move the ball up the court the quickest and easiest usually get more opportunities to score, which usually means more points scored.

Transition: Get all of the students to gather around the white board and sit down.

2 min Information, Input:

Instructor will explain the fast break by using the white board to draw out what the students will be doing for the whole group practice.

Fast Break –The first pair of players will, on the start command, begin by passing the ball to a goalie (instructor) who will return the pass, to start a narrow fast break. The two players will dribble and pass the ball to the opposite end of the court and shoot. A goalie in that net will

35

pass the ball back out and the players will start a wide fast break back towards the starting goal (at the same time a second group is starting its narrow fast break) and shoot on the goal.

10 min Whole Group Practice:

Skills – Fast Break –The first pair of players will, on the start command, begin by passing the ball to a goalie (instructor) who will return the pass, to start a narrow fast break. The two players will dribble and pass the ball to the opposite end of the court and shoot. A goalie in that net will pass the ball back out and the players will start a wide fast break back towards the starting goal (at the same time a second group is starting its narrow fast break) and shoot on the goal.


2 on 3 fast break:

Students will get into groups of six, there are three people on offense and two on defense with a goalie. The offense starts at one end of the court and attempts to get down the length of the court as fast as possible and taking one shot on goal. Offensive players are only allowed three dribbles and must make at least three passes. Once shot is taken, quickly get off the court and walk back down to the end of the court you started on. Offense goes to defense and goalie, defense goes to offense. Groups waiting in line, wait for the group ahead of you to cross the half court line and then you can start.

Safety: Do not aim directly at the goalie. Stop action if there is a loose ball rolling

through the drill. Defense can try to steal, but don’t make

contact with the offensive player.

36

14 min Activity:

Indoor Team Handball:

Team handball is played by two teams of 7 players each (1 goalkeeper and 6 court players). The object of the game is to throw the ball past a goalkeeper into the opponent's goal. Players advance the ball down the court by throwing the ball. They are allowed to, run with the ball for up to three steps and hold the ball without moving for three seconds (five seconds in Special Olympics games). Players are not allowed to pull, hit, or punch the ball out of the opponent's hands, endanger an opponent with the ball, or contact the ball below the knees. Free throws are awarded to the opponent in the event of minor fouls or violations a penalty shot is awarded to the opponent when major violations are committed.

Starting The Game Play is initiated by a JUMP BALL at mid court. After each score, the opposing teams goalie will throw the ball back into into play without stopping the game.

Playing the Ball A player is allowed to run three steps with the ball, or hold it for three seconds, and the ball must touch three players from the same team before they can attempt a throw at the goal. A player is not allowed to play the ball with their legs below the knee. A player may not pass the ball in the air with the intention of catching it him or herself. This is an air dribble. Players are not permitted to dive on the floor to play the ball.

Defending The Opponent Defensive players are allowed to use their body to obstruct an opponent either with or without the ball. Using the arms or legs to push, hold, trip or hit, however, is a violation. Offensive players are

37

not allowed to charge into player, or a free throw is awarded.

CourtThe basketball court boundaries will be the lines used for this version of team handball. The three point line will be the shot line and the goal is the pad on the wall behind the baseline. The Goalie is not allowed to cross the baseline to pass the ball back out.





Important:

One whistle means foul or instruction, stop playing immediately and don’t move.

Two whistles means rotate the teams, two teams sitting out are in. Quickly!

1 min Lesson Closure:What was the most difficult part of today lesson?

What was the most exciting part of todays lesson?


Lesson 7 of 10

38

Grade Level:

8th grade

Safety Issues:

Safety: Outdoor team handball To endanger an opponent with the ball. To pull, hit or punch the ball out of the hands of an opponent.


To dive on the ground for a rolling or stationary ball.

Adaptations: Adjust distances according to skill/size of defender to ensure defender has a realistic chance to

intercept the ball.

Extensions:- Pair students up based on their athletic ability to create a more challenging environment.

Standards:


Lesson Objectives

Cognitive:

On a written quiz, the student will demonstrate their knowledge of creating space and defending space by correctly answering questions about formations in the game of team handball 80% of the time.


NeededTeaching and Learning Dialogue Diagrams and

Notes10 min Fitness Activity:

39

Flexibility- Students will PNF stretch with a partner. Stretching

calves, quadriceps, hamstring, groin, triceps, shoulders.


“Now that we have started to become familiar with the skills needed to score points, which is evident in the past couple of games played. One way to slow down an offense is to switch up the defensive strategy. Going from a man to man where there is a higher risk of being scored on, but higher reward of turnovers for your defense. The zone defense is a more conservative strategy, this requires more teamwork but can be very effective at frustrating offenses.”

5 min Information Input: Instruct will play youtube video of the two different

types of zone defenses. http://www.youtube.com/watch?v=lOAyafmHJdg


Triangle drill

Requirements: 4 players, one ballPlace 3 players in a triangle 3-4m apart, one with the ball (thrower). 4th player (defender) stands opposite thrower, between and a little in front of the other two players (receivers). Thrower then makes chest pass to either receiver, defender must try to intercept. After five clean interceptions, players rotate.

Adjust distances according to skill/size of defender to ensure defender has a realistic chance to intercept the ball.

Ensure good fast chest passes only, no overheads.

Defender should react to ball, not thrower's eyes

Defender should use correct technique to come around

http://www.youtube.com/watch?v=lOAyafmHJdg

40

defender (outside arm)

Ensure defender does not "creep up" on thrower.

Progression:

Make defender stand back on or behind the line between the receivers.

Widen gap between receivers

http://www.ucl.ac.uk/~uczcw11/drills/defense.htm#triangle


Balance of defence

PURPOSE: To introduce players to the concept and skills required for area (zone) defence.

ORGANISATION: Group of nine: five attackers, four defenders as shown in the diagram. Defenders each have their own area. Attackers move through from one area to the next in a given direction, retaining balanced spacing. On a signal change direction and positions. Attacker (BT) in the middle passes to any attacker and receives a return pass. Defenders move to intercept.


41

PROGRESSIONS: Nine defenders, in groups of three, each in one third of the court. Several groups of three attackers stand outside a goal line with a ball. Each group of attackers moves the ball through the whole court Defenders look to intercept passes. When any group of attackers has completed their court run or the ball has been intercepted, they become the next group of defenders.

14 min Activity:

Outdoor Team Handball:Team handball is played by two teams of 11 players each (1 goalkeeper and 10 field players). The object of the game is to throw the ball past a goalkeeper into the opponent's goal. Players advance the ball down the court by throwing the ball. They are allowed to, run with the ball for up to three steps and hold the ball without moving for five seconds. Players are not allowed to pull, hit, or punch the ball out of the opponent's hands, endanger an opponent with the ball, or contact the ball below the knees. Fouls or violations a penalty shot is awarded to the opponent when violations are committed.

Starting The Game Play is initiated by a JUMP BALL at mid field. After each score, the opposing teams goalie will throw the ball back into into play without stopping the game.

Playing the Ball A player is allowed to run three steps with the ball, or hold it for five seconds, and the ball must touch three players from the same team before they can attempt a throw at the goal. A player is not allowed to play the ball with their legs below the knee. A player may not pass the ball in the air with the intention of catching it him or herself. This is an air dribble. Players are not permitted to dive on the field to play the ball.

Defending The Opponent Defensive players are allowed to use their body to obstruct an opponent either with or without the ball. Using the arms

42

or legs to push, hold, trip or hit, however, is a violation. Offensive players are not allowed to charge into player, or a free throw is awarded.

FieldThe football field will be divided into two different fields, boundaries will be the goal lines and the thirty yard line as the out of bounds lines. The sidelines of the football field will be the out of bounds lines behind the goals. There will be a line made with polly spots that will be the shot line. The Goalie is not allowed to cross the shot line to pass the ball back out.

Safety: To endanger an opponent with the ball. To pull, hit or punch the ball out of the hands of an

opponent.



1 min Lesson Closure:- What was best part of this lesson?- What was the worst part of this lesson?

Unit: Team Handball

Lesson Topic: Offensive strategies

43

Grade: Middle School

Time required: 45 min

Day: 8 of 10

National Standards:

Standard 1:

Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2:

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 5:

Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Objectives:

Cognitive: TSW successfully be able to demonstrate to the teacher that they know the

strategy of crossing by:

1. Keep ball moving from side to side.2. All players pass and go behind the player who receives the ball. During group practice

TSW successfully be able to demonstrate the concept of the pick and roll by using the technique when the defense is playing man to man during applied activity.

Psychomotor:

TSW be able to successfully demonstrate the pick and roll by:

44

1. cutter waits for pick2. screener sets pick3. cutter drives off pickDuring group practice.

Pre-requisite:

Demonstrate the proper technique to dribble Demonstrate the proper technique to the chest pass Demonstrate the proper technique to catching

Equipment Needed:

Ten handballs Poly spots 4 Cones

Facility set-up:

See diagram

Management Issues: There is a lot of instruction in this lesson so making sure to use “when before where” and

“toe to toe” will save time.

Safety:

Remind students to make sure that they are keeping an eye out for their surroundings as they play the applied activity so that there are no collisions.

Remind students who the person is they are setting picks on and make sure to protect yourself against injury while setting the screen.

Instructional Plan

Time Needed

Teaching and Learning Dialogue Diagrams and Notes

1 min Anticipatory Set: Greet the students

45

Today is day 8 of 10 of our team handball unit. Today we are going to be learning a couple of offensive strategies that we can use to beat the opposing defense. These strategies are going to enhance your offense and will result in scoring more points.

as they enter and have them gather around you for instruction.

3 min Introductory Activity: With a partner I want everyone to jog one lap around

the field while dribbling and using the chest pass to pass to your partner about every ten yards.

“When before where” when giving instruction.

4 min Fitness Activity: Dribble relay: split the class into two teams. The

object is to run down the field while dribbling, go around a cone and come back but stopping ten yards from the next teammate in line and chest pass them the ball. First team to get through their entire team wins.

Use toe to toe to separate the class into two teams.

3 min Anticipatory Set: “Today we are going to learn how to use the pick and

roll and crossing pattern that will be used during a game of handball.”

“Can anyone tell me why would we want to learn these two strategies?”

- To help free up our teammates who are controlling the ball and give them space. “Can anyone tell me against what type of defense

these two strategies would work against and why? Man vs. man or zone defense”

Bring students close to you so that they can hear.

2 min Information and Demonstration: The first strategy we are going to learn is the crossing

strategy. I will demonstrate with two other students how to properly perform the crossing strategy. The concept is to make a weaving pattern by passing the ball from side to side, and once you have passed the ball you go behind the teammate that you passed the ball to. That teammate will then dribble to the middle and pass the ball to the third teammate and go behind him. This continues until you make it down the field.

“Remember to follow behind the teammate that you passed the ball to.”

If there is an uneven amount, you can join a group of two to help them. If there is just one extra student, have them jog down and then switch with one other student.

46

4 min Group Practice:

“Can I get everyone to get into groups of three and line up on the designated lines five yards apart. I want each group to perform the crossing strategy and make it all the way down the field and wait for all of the other groups to make it down there before you can come back.”

“make sure you are still only taking a max of three steps before you must start dribbling again.”

Instruct everyone to split the class evenly into three lines and line up on the poly spots.

If there is an uneven amount, you can join a group of two to help them. If there is just one extra student, have them jog down and then switch with one other student.

Remind them to follow behind the person they pass the ball too.

Students can stay in their lines but make sure everyone can see you demonstrating the pick.

2 min Information and Demonstration:

The second strategy we are going to be learning is the pick and roll.

“When the opportunity comes to set a screen for a teammate, you are going to first pick a side of the defender to screen, set the pick, the teammate will then drive off the pick, sealing the defender. The screener will then roll of the defender sealing them behind them open to receive the pass if needed.”


Staying in your same lines I want the three students to perform the weave that we just did, but I want the first person to pass the ball to a teammate and then set a screen (against air) for that teammate to drive

Remind the students to wait for the picker to set the screen before they go.

Still use only three steps without

47

off of. Who will then pass to the third teammate and do the same.

“Make sure once you have caught the pass to allow your teammate time to set the pick. This will take more time to make it all the way down the field.”

“Go down the field wait, and then back.”

dribble.

18 min Applied Activity:

Possession Game: The object of the game is to make it from one end of the field to the opposite end line without losing possession. After each turnover, the team with the ball wait five seconds for everyone to set back up, and then start their turn. The defense will play man to man defense, so the offense should use some the strategies we learned today to help move the ball down the field. Once a point is scored the opposing team will start five yards outside their own end line.

Make sure they are only using three steps before they pass or start dribbling.

Make sure defense is working hard to challenge the offense.

If there is an odd amount of players have one team substitute after each and every point.


What were the two different types of offensive strategies used today?

Why are these strategies so important to the game of handball?

Ask every student to grab at least one piece of equipment and put them away.

Meet me in the middle for closure.

Lesson Content: TeamHandball Unit

Lesson 9 of 10

Grade Level:

8th grade

48

Safety Issues:

Safety: Team Handball: To endanger an opponent with the ball. To pull, hit or punch the ball out of the hands of an opponent.



Adaptations:

Extensions:

Standards:


Lesson Objectives

Cognitive:On a written quiz, the student will demonstrate their knowledge of creating space and defending space by correctly answering questions about formations in the game of team handball 80% of the time.




Yoga Down dog, plank, down dog, leg high, bend kneeKnee circles, knee to nose, leg high, down dog, plankCobra, plank, down dog, forward fold, halfway lift, forward fold

1 min Anticipatory Set: “Whistle” bring everyone in

49

“We are getting very close to the end of our team handball unit. We should be utilizing the skills that we have learned so far and implement them into our activity. Now that we have moved our game back outside, the concept of space is important for team success. Creating space between your teammates and yourself is a very important when you are talking about trying to move the ball up the field. Moving to open space while help you get open and create openings for other teammates as well.”

for instruction.

4 min Whole group Practice:

Fast Break –The first pair of players will, on the start command, begin by passing the ball to a goalie (instructor) who will return the pass, to start a narrow fast break. The two players will dribble and pass the ball to the opposite end of the court and shoot. A goalie in that net will pass the ball back out and the players will start a wide fast break back towards the starting goal (at the same time a second group is starting its narrow fast break) and shoot on the goal.

“toe to toe” to split into pairs


Pass it:

Students will line up in positions of a basic offensive and defensive alignment. The offensive team will be given the ball and they must complete either four passes before being allowed to shoot. The offensive team will earn two points for successfully completing eight passes. Making a goal is worth one point. The defense will attempt to intercept, disrupt the play or block the shot, earning two points for each. Teams are given three possessions before switching sides.

Source of the game: Internet (www.cwu.edu)

“Toe to toe” to split into teams

25 min Activity/Drill:

Outdoor Team Handball:

http://www.cwu.edu/

50

Team handball is played by two teams of 11 players each (1 goalkeeper and 10 field players). The object of the game is to throw the ball past a goalkeeper into the opponent's goal. Players advance the ball down the court by throwing the ball. They are allowed to, run with the ball for up to three steps and hold the ball without moving for five seconds. Players are not allowed to pull, hit, or punch the ball out of the opponent's hands, endanger an opponent with the ball, or contact the ball below the knees. Fouls or violations a penalty shot is awarded to the opponent when violations are committed.




FieldThe football field will be divided into two different fields, boundaries will be the goal lines and the thirty yard line as the out of bounds lines.

51

The sidelines of the football field will be the out of bounds lines behind the goals. There will be a line made with polly spots that will be the shot line. The Goalie is not allowed to cross the shot line to pass the ball back out.





1 min Lesson Closure: “whistle” bring them all in.


Lesson: 10 of 10

Grade Level:

8th grade

Safety Issues:

Safety: Team Handball: To endanger an opponent with the ball. To pull, hit or punch the ball out of the hands of an opponent.


To dive on the ground for a rolling or stationary ballAdaptations:

- Make a rule that a female must touch the ball once for every three males that touch the ball.

-Extensions:

52

-Standards:

Standard 4:Achieves and maintains a health-enhancing level of physical fitness.

Lesson Objectives

Affective:3. Student will demonstrate participation in challenging activities by reaching their target

heart rate goal once, during instructed pulse checks periodically during activity.




activity circuit Station 1: jump rope for 2 min as fast as you canStation 2: curl-ups for two minutesStation 3: pacer run for 5 minutes, from the net to the baseline.


“Today is our last day of the team handball unit. We are going to play a round robin tournament of four teams for today’s lesson. I want everyone to remember the skills, concepts, and strategies that we learned throughout the unit and implement them into your game-play today.

“Whistle” circle students up in the middle

33 min Activity:

Outdoor Team Handball:Team handball is played by two teams of 11 players each (1 goalkeeper and 10 field players). The object of the game is to throw the ball past a goalkeeper into the opponent's goal. Players advance the ball down the court by throwing the

53

ball. They are allowed to, run with the ball for up to three steps and hold the ball without moving for five seconds. Players are not allowed to pull, hit, or punch the ball out of the opponent's hands, endanger an opponent with the ball, or contact the ball below the knees. Fouls or violations a penalty shot is awarded to the opponent when violations are committed.




FieldThe football field will be divided into two different fields, boundaries will be the goal lines and the thirty yard line as the out of bounds lines. The sidelines of the football field will be the out of bounds lines behind the goals. There will be a line made with polly spots that will be the shot line. The Goalie is not allowed to cross the shot line to pass the ball back out.

54






What was your favorite part of this unit?

“Whistle” bring everyone in

Skill Assessment: Catching

Objective:

During partner practice, the student will demonstrate catching by:


55

Criteria:Place a check mark in the box every time you see a student perform the specific components of the catch.

Name: Athlete Hands Catch Secure

Billy

Holly

Joe

Jessica

Rationale:

This type of assessment tool is called a checklist. I chose this particular type of assessment because of its simplicity. As a physical education teacher you only have a small amount of time to assess your students, with a checklist its quick and easy to remember the criteria and record the information. The checklist measures each student’s ability to demonstrate the skill they just learned.

Peer Performance Rubric Assessment

Objective: Cognitive

On a peer feedback rubric form, students will demonstrate their knowledge of team handball skills by correctly identifying the critical elements of the skill performed by a peer.

Criteria:

Comfortable grip, raise ball above the shoulder, keeping elbow at 90*.“Grip”

56

Reach out with non-throwing arm, staggered stance.“Stance” Lead elbow first, keep ball high, release ball at target, transfer weight.“Throw” Finish with throwing arm in pocket area of non-throwing side. “Follow through”

You are to observe your partner during the applied activity today, on their shooting form. You are going to give your partner a score of 1-3 below each cue word based on what you observed. You will then answer the questions below the chart on what critical elements you thought he/she did well and what they should work on. You will be graded on your ability to correctly identify the proper criteria, and your thoroughness on your feedback.

1 – 2 out of 4 critical elements



Your Name:

Performer:

Grip Stance Throw Follow Through

Grip

Positives:

Negatives:

Stance

Positive:

Negative:

Throw

Positive:

Negative:

Follow Through

Positive:

57

Negative:

Rationale:

This particular assessment is a rubric assessment, but we are assessing the student that is observing the performer. We want to make sure that the students understand cognitively what a skill looks like and make the student evaluate a peer. Students must know exactly what the skill must look like in order to properly give feedback. This type of tool inspires kids to try harder because they know that their peer is going to see this and read your comments. This assessment will be used on the third day of the unit and will be assessing the proper form to shooting in team handball.

Journal Assessment

Objective:

In a journal entry, student will apply prior internal knowledge with external peer feedback to improve a team handball skill.

58

Assignment:

To write a journal entry that applies prior knowledge with the knowledge you received from your peer and combine them. You should write about what you thought about when you first read the feedback you received from your peer? Was the feedback surprising? If so, what parts? How will you apply the feedback you received from your peer as you continue through this unit? Your response should be at least a paragraph long and answer all the questions thoroughly.

Rationale:

This type of assessment is an alternative assessment. Journal writing is a great way to help students reflect on what they have learned and how they can apply feedback from either a peer or an instructor to their performance. This type of learning students go through is the affective domain, or personal-social skills. We want students to be able to assess themselves not only physically but mentally. This assessment is given out to the students at the end of lesson four and they will have the night to complete the assignment and turn it in the next day.

Quiz Assessment

Cognitive Objective:

4. On a written quiz, the student will demonstrate their knowledge of defense by correctly identifying elements of defending a player during team handball game: 80% of the time.

5. On a written quiz, the student will demonstrate their knowledge of creating space and defending space by correctly answering questions about formations in the game of team handball: 80% of the time.

59

Team Handball Quiz

Answer each question to the best of your ability, make sure it is a thorough explanation.

Name:

Hour:

1. What are the two defensive strategies used to prevent a team from scoring?__________ Define:

__________Define:

2. What was one offensive strategy used to create open space on offense?

3. What was one defensive alignment?

4. How many people can be in the goalie box at one time?

5. It is best to be between the man you are guarding and the ball? True or False

Rationale: This assessment is considered a traditional assessment. The objective of this assessment is for students to cognitively think about the strategies, tactics, and skills used in the game of team handball. This assessment will be taken on the last day of the unit plan.

60

SPACatching

Part 1.

1. Get into a comfortable athletic stance with knees bent chest out.2. Arms out in front with bent elbows.3. Hands ready with index and pinky fingers touching each other forming a diamond shape.4. Contact with ball.5. Cushion the blow of the ball by eccentrically bending elbows.6. Grasp ball with fingertips.7. Secure ball by bringing ball into the body.

61

Part 2.

Critical Steps: Cue Words:1. Athletic stance, knees bent, chest out, arms out in front with bent elbows. Athlete2. Hands ready, form a diamond shape. Hands3. Cushion the blow of the ball, grasp with fingertips. Catch4. Bring ball into your body. Secure

Part 3.

Psychomotor Objective:

During partner practice, the student will demonstrate catching by:


Part 4.

Assessment:1. Learner- Beginning 2. Achiever- 3 out of 5 attempts3. Environment- used during game play

Students will be assessed on the critical steps to catching and will be given a score from 1 to 3.

Name: “Athlete” “Hands” “Catch” “Secure”

Part 5.

62

Errors:1. Does not secure the ball after the catch is initially made.2.

Correction:1. During partner practice students must bring the ball into their body to complete the catch.2.

SPA Chest Pass

Part 1.

1. Use an appropriate grip with two hands on the ball just below chest height.2. Stand relaxed with feet shoulder width apart slightly staggered.3. Step towards your target, eyes focused on target area.4. Extend arms out rotating thumbs inward.5. Release the ball fully extend your arms towards the target area.6. Thumbs should be pointing at target.7. Finish position with arms fully extended, with thumbs and chest pointing at target.

63

Part 2.

Critical steps: Cue Words:1. Feet shoulder width apart, ball just below chest height. Seat ball2. Step, eyes on target, extend arms, rotate thumbs inward. Extend3. Release ball, fully extend arms. Release4. Thumbs pointing at target, arms fully extended. Finish

Part. 3

Psychomotor objective:During a partner practice task, the student will demonstrate the chest pass by:

Feet shoulder width apart, ball just below chest height. “seat ball” Step, eyes on target, extend arms, rotate thumbs inward. “Extend” Release ball, fully extend arms. “Release” Thumbs pointing at target, arms fully extended. “Finish”


Part. 4

Criteria:

Name: Seat Ball Extend Release Finish

Part 5.

Errors:1. Passing the ball without taking a step.

Correction:

64

1. During partner practice, separate the partners further away so that the students must use more than just their arms to get more distance.

SPA Defending Goal

Step 1. 1. Eyes on ball 2. Athletic position3. Feet shoulder width apart4. Hold hands up at shoulder height 5. Quick lateral steps 6. Extend arms or feet in path of ball

Step 2.

Critical Steps: Cue Words:

65

1. Eyes on ball, athletic position, feet shoulder width. “Focus”2. Hold hands up at shoulder height, quick lateral steps. “React”3. Extend arms or feet in path of ball “Protect”

Step 3.

Psychomotor Objective:

During drills and practice, student will demonstrate defending the goal by:

1. Eyes on ball, athletic position, feet shoulder width. “Focus”2. Hold hands up at shoulder height, quick lateral steps. “React”3. Extend arms or feet in path of ball “Protect”

Step 4.

SPADribbling

Part 1.

1. Athletic stance with feet shoulder width apart and knees bent.2. Dominant foot back.3. Eyes up focused on the feel.4. Dribble with pads of your finger tips.5. Bounce height should be about waist high.6. Protect ball with off arm.7. Take two steps for every one bounce.

Part 2.

66

Critical Steps: Cue Words:1. Athletic stance, knees bent, dominant foot back “Stagger feet”2. Eyes up, dribble with pads of fingers. “feel”3. Bounce ball waist high, protect with off arm “bounce”4. Take two steps for every one bounce. “two step”

Part 3.

Psychomotor Objective:During a partner practice, students will demonstrate dribbling by:

Athletic stance, knees bent, dominant foot back. “Stagger feet” Eyes up, dribble with pads of fingers. “feel” Bounce ball waist high, protect with off arm. “Bounce” Take two steps for every one bounce. “Two step”

Part 4.


Students will be assessed on the critical steps to catching and will be given a score from 1 to 3.

Name: Stagger Feet Feel Bounce Two Step

Part 5.

Errors:

1. looking down at the ball when dribbling2.

67

Correction:

1. Instruct students that they must keep eye contact with an object while dribbling.2.

SPAShooting

Step 1.

1. Use a comfortable grip on the ball.2. Raise ball above the shoulder, keeping elbow at 90 degree angle.3. Reach out with non-throwing arm for balance; staggered stance with non-throwing foot in

front.4. Begin the throw by leading with elbow; motioning towards the target, keeping ball high.5. Release ball at target with palm rotating toward the ground.6. During throw, you should transfer weight from your back to front foot.7. Finish with the off arm in pocket area and throwing hand in line with target.

Step 2.

68

Critical Steps: Cue Words:

1. Comfortable grip, raise ball above the shoulder, keeping elbow at 90*. “Grip”2. Reach out with non-throwing arm, staggered stance. “Stance”3. Lead elbow first, keep ball high, release ball at target, transfer weight. “Throw”4. Finish with throwing arm in pocket area of non-throwing side. “Follow through”

Step 3.

Psychomotor objective:

During game play, student will demonstrate shooting a handball by: Comfortable grip, raise ball above the shoulder, keeping elbow at 90*.“Grip” Reach out with non-throwing arm, staggered stance.“Stance” Lead elbow first, keep ball high, release ball at target, transfer weight.“Throw” Finish with throwing arm in pocket area of non-throwing side. “Follow through”

Step 4.


Students will be assessed on the critical steps to shooting and will be given a score from 1 to 3.

Name: “Grip” “Stance” “Throw” “Follow through”

Step 5.

Errors:1. Students do not bring the ball above their shoulder, or don’t have a 90 degree angle in

their elbow. 2. The student is very inaccurate and has no power.

69

Corrections:1. Instruct students to bring the ball above their shoulder and freeze. Look at their ball

height and elbow angle. Fix the height or angle and Then continue the throwing motion. 2. Make sure students are following through. Instruct students to finish the follow through

by lightly slapping their opposite thigh of throwing shoulder.

Man to Man Defense SPAPart 1.

1. Comfortable athletic position.2. Shoulders over top of your toes.3. Arms should be loose.4. Eyes should be on offensive man.5. Should be between the man your guarding and player possessing the ball.6. Eye check the offensive player with possession of the ball.7. Recognize the ball coming to the player your guarding. 8. Take the nearest path to the ball.

Part 2.

Critical steps: Cue Word:

70

1. Comfortable athletic position, shoulders over top of toes, arms loose. “Stance”2. Place yourself between your man and the ball, eyes on man. “Check”3. Eye check for ball recognition. “Seek”4. Takes nearest and most aggressive path to the ball. “Attack”

Part 3.

Cognitive Objective:

During game play, students will demonstrate their knowledge of defense by:

5. Comfortable athletic position, shoulders over top of toes, arms loose. “Stance”6. Place yourself between your man and the ball, eyes on man. “Check”7. Eye check for ball recognition. “Seek”8. Takes nearest and most aggressive path to the ball. “Attack”

Triangle drill

Requirements: 4 players, one ballPlace 3 players in a triangle 3-4m apart, one with the ball (thrower). 4th player (defender) stands opposite thrower, between and a little in front of the other two players (receivers). Thrower then makes chest pass to either receiver, defender must try to intercept. After five clean interceptions, players rotate.

Coaching points:

Adjust distances according to skill/size of defender to ensure defender has a realistic chance to intercept the ball.

Ensure good fast chest passes only, no overheads.

71

Defender should react to ball, not thrower's eyes

Defender should use correct technique to come around defender (outside arm)

Ensure defender does not "creep up" on thrower.

Progression: Make defender stand back on or behind the line between the receivers. Widen gap between receivers


Middle school Fitness activities

Day 1Muscular strength and EnduranceContinuous Relay -There will be four partners in each group. One partner will run between cones, one partner will do line jumps, one partner will do push-ups, and one partner will jump-rope. Students will each pick a station to begin at. Once the student has run back and forth to a cone four times, they will tag partner #2, who will tag partner #3, who will tag partner #4. All stations must be completed by all partners. Assessment: students will record in their journal, the amount of reps completed for the exercise.

Day 2


72

FlexibilityYoga – 8 minutes Down dog, plank, down dog, leg high, bend kneeKnee circles, knee to nose, leg high, down dog, plankCobra, plank, down dog, forward fold, halfway lift, forward foldAssessment: students will reflect in their journal about the improvements they are noticing completing the activity.

Day 3Muscular strength and enduranceCurl ups, push ups, and triceps dips. Students will complete two sets of 30 second intervals of each exercise. Use the bleachers by the tennis courts to do triceps dips. Assessment: students will record in their journal, the amount of reps completed for the exercises.

Day 4Flexibility

- Students will PNF stretch with a partner. Stretching triceps and shoulders, students should stretch the wrist on their own.

Assessment: students will reflect in their journal about the improvements they are noticing completing the activity.

Day 5Body composition

- Teacher will form groups of students. One group member will draw a food card from the bucket that has a name of a food and the amount of fat grams in it. All group members will then use that number to do that many repetitions for a selected exercise.

4. pacer sprints (net to baseline)5. curl ups6. squats

Assessment: students will record in their journal, the amount of reps completed for the exercises.

Day 6Muscular strength and endurance

- 5 sets of 15 second burpee’s.

Day 7Flexibility

- Students will PNF stretch with a partner. Stretching calves, quadriceps, hamstring, groin, triceps, shoulders, and wrists.

73

Day 8Muscular strength and enduranceCircuit trainingStation 1: tennis ball squeezeStation 2: plyometric spot jumpStation 3: push upsStation 4: curl-ups with medicine ballStation 5: bicep curl with resistance bands Students will spend one minute at each station

Day 9FlexibilityYoga – 8 minutes Down dog, plank, down dog, leg high, bend kneeKnee circles, knee to nose, leg high, down dog, plankCobra, plank, down dog, forward fold, halfway lift, forward fold

Day 10Body composition – activity circuit Station 1: jump rope for 2 min as fast as you canStation 2: curl-ups for two minutesStation 3: pacer run for 5 minutes, from the net to the baseline.

Works Cited

"Health & Physical Education - Teachnet.com." Teachnetcom RSS. N.p., n.d. Web. 24 Apr.

2013.

"Lesson Plans for Physical Education Teachers/PE Central." Lesson Plans for Physical

Education Teachers/PE Central. N.p., n.d. Web. 24 Apr. 2013.

74

"MDE - Approved Physical Education Grade Level Content Expectations (GLCE), Companion

Documents, and PowerPoints." MDE - Approved Physical Education Grade Level

Content Expectations (GLCE), Companion Documents, and PowerPoints. N.p., n.d. Web.

24 Apr. 2013.

"NASPE National Standards for Physical Education." NASPE National Standards for Physical

Education. N.p., n.d. Web. 24 Apr. 2013.

"National Association for Sport and Physical Education." National Association for Sport and

Physical Education. N.p., n.d. Web. 24 Apr. 2013.

"Physical Education." PE For Diverse Learners RSS. N.p., n.d. Web. 24 Apr. 2013.

"TES the Largest Network of Teachers in the World." Physical Education Resources, PE Lesson

Plans, PE Activities, TES Resources. N.p., n.d. Web. 24 Apr. 2013.

Lesson Content: Chest Pass and...

Documents

Transcript of Lesson Content: Chest Pass and...