Unit Plan – Team Handball
David C. Hills
Western Michigan University
A Paper submitted to Professor Debra Berkey
In partial fulfillment of the requirements for HPER 6400 - April, 2010
Team Handball – Unit Plan
Table of Contents
Topic:
Page #:
Introduction/Justification
3
Task Analysis
4
Assessment of Games (BAGS)
8
Instructional Objectives
24
Block Lesson Plans
26
Lesson Plans
32
Evaluation
47
Equipment List
55
References
56
2
Team Handball – Unit Plan
Justification
Introduction: The intention of this unit is to familiarize high school students with the
popular world sport of team handball. While it is often confused with the sport called
“handball,” which is a game similar to racket ball, team handball is a fast paced game
consisting of seven players on each team. 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.
Justification: Team handball is an invasion game, appropriate for high 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
(M.1.MS.5). Tactical elements such as moving with and without the ball, attacking an
opponents goal, maintaining possession, defending space and your goal, and being able to
start and restart the game during various situations will be stressed (M.1.IG.1 &
M.1.IG.2). Students will build upon prior knowledge of like games (floor hockey,
soccer, basketball, etc.) and utilize skills learned in these games to improve motor skills
and physical fitness in a dynamic and challenging setting (B.5.FB.1). As a team sport,
personal social skills and traits such as leadership, cooperation, teamwork, and
responsibility will be emphasized (B.5.PS.2). 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 high school
students.
3
Team Handball – Unit Plan
Task Analysis:
#1 Chest Pass: Student will perform a chest pass (utilizing form in TA) hitting a 3x3
target at a distance 15 feet on 4 out of 5 attempts.
Visual Description: Student will perform a chest pass of a team handball from a distance
of 15 feet hitting a target in a designated area.
Movement Sequence
Use an appropriate grip with two hands on
the ball just below chest height.
Stand relaxed with feet shoulder width
apart slightly staggered.
Step towards your target, eyes focused on
target area.
Extend arms out rotating thumbs inward.
Release the ball fully extend your arms
towards the target area.
Thumbs should be pointing at target.
Finish position with arms fully extended,
with thumbs and chest pointing at target.
Movement Cues
Seat the ball
Stand relaxed
Step towards your target
Extend
Full extension
Point at Target
Finish
Critical Points:
1. Grip
2. Balance
3. Step to target
4. Finish
Task Complexity Variables:
Learner – Beginning
Action – Chest pass performed with task analysis
Environment – Condition 1 = Hit a 3x3 target
Condition 2 = 15 foot distance
Skill – Criterion = 4 out of 5 attempts
Name
Cue 1
Cue 2
Cue 3
Cue 4
Grip
Balance
Step to
Target
Extension
“Extra
Cue”
Finish
4
Team Handball – Unit Plan
Task Analysis:
#2 Dribbling: Student will execute proper dribbling mechanics (TA form) as they run
through a course of cones set up over a distance of 50 feet on 3 of 4 attempts.
Visual Description: Participants will perform proper dribbling techniques of a team
handball as they navigate through a course of cones.
Movement Sequence
Start with feet staggered – dominant foot
back.
Head up and eyes focused ahead, slight bed
in knees.
Dribble ball with pads of fingers.
Bounce height of ball should be about
waist high.
Protect and guard ball with off arm, ball
should be in arm away from defender.
Should take two steps for every one
bounce.
Transfer ball to outside arm away from
defender.
Movement Cues
Stagger feet
Eyes up
Soft hands
Waist high
Guard ball
Two step
Ball away
Critical Points:
1. Use finger tips
2. Bounce height
3. Guard the ball
4. Eyes and head up
Task Complexity Variables:
Learner – Beginning
Action – Dribbling a team handball with task analysis
Environment – Condition 1 = Cone course
Condition #2 = 50 feet
Skill – Criterion = 3 out of 4 attempts
Name
Cue 1
Cue 2
Cue 3
Cue 4
Stance
Head - up
Soft Hands
Guard Ball
“Extra
Cue”
Two Step
5
Team Handball – Unit Plan
Task Analysis:
#3 Shooting: Student will perform an overhand shot (TA form) demonstrating the four
most critical points striking a target 5x5 feet from a distance of 10 yards during four of
five trials.
Visual Description: On the run, the student will reach out with the non-throwing hand
while reaching up and back with the throwing hand (ball in hand), and throw the ball with
an overhand motion towards the desired location.
Movement Sequence
Movement Cues
Use an appropriate grip with one hand on
Grip
the ball.
Raise the ball high above the head with
Ball up
elbow slightly above shoulder.
Reach out with non-throwing arm for
Open up
balance; staggered stance with nonthrowing foot in front.
Begin the throw by leading with elbow;
Lead with elbow
motioning towards the target, keeping ball
high.
Release ball at target with palm rotating
Palm down
toward the ground.
During throw, you should transfer weight
Transfer Weight
from your back to front foot.
Finish with the off arm in pocket area and
Finish Pose
throwing hand in line with target
Critical Points:
1. Grip
2. Ball High
3. Transfer Weight
4. Finish
Task Complexity Variables:
Learner – Beginning
Action – Overhand Shot performed with task analysis
Environment – Condition 1 = Hitting 5x5 target following 4 critical points
Condition 2 = 10 yard distance
Skill – Criterion = 4 out of 5 trials
Name
Cue 1
Cue 2
Cue 3
Cue 4
“Extra
Cue”
Grip
Ball High
Transfer
Finish
Elbow Lead
Weight
6
Team Handball – Unit Plan
Task Analysis:
#4 Catching: Students will catch a team handball (using form in TA) from a distance of
10 yards while moving sideways between a designated 10 x 10 foot area on 4 of 5 trials.
Visual Description: Students will shuffle inside a designated area and receive passes of a
team handball from a partner who is 10 yards away.
Movement Sequence
Stand using an athletic stance with feet
under armpits and legs slightly bent.
Arms out in front of chest with elbows
slightly bent.
Fingers should be spread with thumbs
touching thumbs and index fingers
touching index fingers – forming a
diamond.
As the ball makes contact with the fingers,
cushion the ball into the body by bending
the arms.
Secure the ball by wrapping fingers around
it, holding it close to your body.
Finish by pivoting away from the defender.
Movement Cues
Athletic stance
Arms in front
Diamond up
Arm shocks
Seat the ball
Pivot
Critical Points:
1. Athletic Stance
2. Arm out
3. Diamond up
4. Seat the ball
Task Complexity Variables:
Learner – Beginning
Action – Catching a team handball performed with task analysis
Environment – Condition 1 = Distance of 10 yards moving sideways
Condition 2 = 10 x 10 foot area
Skill – Criterion = 4 out of 5 trials
Name
Cue 1
Cue 2
Cue 3
Athletic
Stance
Arms out in Diamond up
front
“Extra
Cue”
Arm Shocks Seat the ball
Cue 4
7
Team Handball – Unit Plan
BAGS Analysis:
Type of Activity:
Lead-up
Fitness
Drill
Game
Score: 16 /20
Berkey’s
Assessment of Games
1. Name of the game: Dribble Tag
2. Source of the game: Internet (http://people.ehe.ohio-state.edu/coape/lesson-plans/)
3. Brief description of the game: An identified area in open space will be used for a
dribbling game. On the start command each student will begin dribbling their ball. They
will attempt to tag other students with their non-dribbling hand while maintaining control
of their own dribbling ball. Once tagged, students must exit the area. The objective of
the game is to be the last one in the designated area. The game is designed to help
develop ball control while keeping you eyes up.
Activity Analysis
1. Students can develop physical skills.
Low------------------------------High
1
2
3
4
5
State the skills:
Dribbling a handball
Keeping eyes up while dribbling
Running to avoid
Running to tag an opponent
Students can practice appropriately
Yes
No
Low------------------------------High
1
2
3
4
5
2. Participation level
Roles of the students:
All Students must work independently
Mass participation game
All students have their own ball and perform activity
Potential examples of waiting:
Once a player is tagged out the must wait for a game reset
8
3. Activity is developmentally appropriate
Stage/Age for which activity is appropriate:
Activity is appropriate for High School aged
Students
Justification for this population/group:
Advanced movements and skills
4. Cognitive, personal and social development
Low------------------------------High
1
2
3
4
5
Low------------------------------High
1
2
3
4
5
What personal social skills could be taught? (Action/Condition):
Honesty
Following Rules
Strategy
What cognitive skills could be taught? (Action/Condition):
Offensive/Defensive Strategy
Modifications for special needs students:
Create zones/movement areas for players to navigate for a set period of time.
9
Team Handball – Unit Plan
BAGS Analysis:
Type of Activity:
Lead-up
Fitness
Drill
Game
Score:16/20
Berkey’s
Assessment of Games
1. Name of the game: Score Ball
2. Source of the game: Internet (www.cwu.edu)
3. Brief description of the game: The object of the game is to use an overhand throw of a
handball at various sized targets marked on the wall with differing scores associated with
them. The boxes will collectively make up a Team Handball goal, with higher points
being awarded for the smaller boxes. Each student is given five throws for assigned
distances (progressively farther distances as the students gain experience), with points
being tallied at the end of each round.
Activity Analysis
1. Students can develop physical skills.
Low------------------------------High
1
2
3
4
5
State the skills:
Throwing a handball at a target
Overhand shot technique
Hitting a target
Students can practice appropriately
2. Participation level
Roles of the students:
Students work individually to hit a target
Multiple line and targets
Groups collectively keep track of scores
Yes
No
Low------------------------------High
1
2
3
4
5
Potential examples of waiting:
Players waiting for turns will be actively involved with scoring other participants
and passing balls back to the shooter.
10
3. Activity is developmentally appropriate
Stage/Age for which activity is appropriate:
Activity is appropriate for High School aged
Students
Justification for this population/group:
Advanced movements and techniques
4. Cognitive, personal and social development
Low------------------------------High
1
2
3
4
5
Low------------------------------High
1
2
3
4
5
What personal social skills could be taught?(Action/Condition):
Team work
Cooperation
Strategy
What cognitive skills could be taught? (Action/Condition):
Aiming, trajectory, and force of throw.
Modifications for special needs students:
Modify the distance of the shooter from the targets.
11
Team Handball – Unit Plan
BAGS Analysis:
Type of Activity:
Lead-up
Fitness
Drill
Game
Score:18/20
Berkey’s
Assessment of Games
1. Name of the game: Circle Tag
2. Source of the game: Internet (www.vancouverhandball.ca)
3. Brief description of the game: One player will attempt to tag one other specified
player passing through the 9’ meter line, but not the circle (goal area or 6’ meter line).
The tag player is being blocked (impeded) by other defenders who are attempting to
protect the player from getting tagged. The tag player has 45 seconds in which to make
the tag and then rotate through to new players.
Activity Analysis
1. Students can develop physical skills.
Low------------------------------High
1
2
3
4
5
State the skills:
Chasing to tag
Evading opponents
Spatial positioning
Running to avoid
Running for 45 seconds
Students can practice appropriately
Yes
No
Low------------------------------High
1
2
3
4
5
2. Participation level
Roles of the students:
Students are placed in groups and
All members of the groups participate
in every repetition as either a runner or blocker.
Potential examples of waiting:
All players’ participation for duration of game
12
3. Activity is developmentally appropriate
Stage/Age for which activity is appropriate:
Activity is appropriate for High School aged
Students
Justification for this population/group:
Advanced movements and strategies
4. Cognitive, personal and social development
Low------------------------------High
1
2
3
4
5
Low------------------------------High
1
2
3
4
5
What personal social skills could be taught?(Action/Condition):
Team work
Cooperation
Strategy
What cognitive skills could be taught? (Action/Condition):
Offensive/Defensive Strategy
Modifications for special needs students:
Restricted area with fewer participants.
13
Team Handball – Unit Plan
BAGS Analysis:
Type of Activity:
Lead-up
Fitness
Drill
Game
Score:18/20
Berkey’s
Assessment of Games
1. Name of the game: Piston Drill
2. Source of the game: Internet (http://people.ehe.ohio-state.edu/coape/lesson-plans/)
3. Brief description of the game: Game is designed to simulate game like situations of
the backcourt players. The backcourt forms two horizontal lines with players about 3
yards apart and 5 yards between lines. Play starts with a lateral pass to partner, who will
proceed to attack (dribbling) towards the opposing player as if they were a goalie. After
closing the distance, the player will then make a lateral pass back to their teammate. The
ball will then go to the opposing team and they will repeat the drill going back the other
way. As the drill progresses the goalie may defend either of the attacking players and the
offense must react to find the open person.
Activity Analysis
1. Students can develop physical skills.
Low------------------------------High
1
2
3
4
5
State the skills:
Passing
Catching a handball
Offensive spacing
Locating open teammates
Moving with and without ball
Students can practice appropriately
Yes
No
Low------------------------------High
1
2
3
4
5
2. Participation level
Roles of the students:
Students must work collectively with teammates to achieve objectives.
Students are placed in groups of four with all students participating
simultaneously.
Potential examples of waiting:
All players’ participation for duration of game
14
3. Activity is developmentally appropriate
Stage/Age for which activity is appropriate:
Activity is appropriate for High School aged
Students
Justification for this population/group:
Advanced movements and strategies
4. Cognitive, personal and social development
Low------------------------------High
1
2
3
4
5
Low------------------------------High
1
2
3
4
5
What personal social skills could be taught?(Action/Condition):
Team work
Cooperation
Strategy
What cognitive skills could be taught? (Action/Condition):
Offensive/Defensive Strategy
Modifications for special needs students:
Modify pace starting with walking drills.
15
Team Handball – Unit Plan
BAGS Analysis:
Type of Activity:
Lead-up
Fitness
Drill
Game
Score:18/20
Berkey’s
Assessment of Games
1. Name of the game: Shield Ball
2. Source of the game: Internet (www.vancouverhandball.ca)
3. Brief description of the game: Position seven students in a circle with a diameter of
approximately 9 meters. Take an eighth student and place them in the middle with a
blocking shield. The ball will be placed in the hands of one of the players in the outer
circle who will attempt to throw it and hit the shield. The objective of the shield holder is
to prevent the circle players from being able to hit the target shield. Players in the outer
shield must pass the ball around to get a good shot on the shield within the allotted
(varying) time.
Activity Analysis
1. Students can develop physical skills.
Low------------------------------High
1
2
3
4
5
State the skills:
Passing (various tech.) a handball
Catching a handball
Shooting a handball
Offensive movement
Defensive movement
Students can practice appropriately
2. Participation level
Roles of the students:
Students must work collectively with
Teammates to achieve objectives
All students in group are participants
Yes
No
Low------------------------------High
1
2
3
4
5
Potential examples of waiting:
All players’ participation for duration of game
16
3. Activity is developmentally appropriate
Stage/Age for which activity is appropriate:
Activity is appropriate for Middle
and High School aged Students
Low------------------------------High
1
2
3
4
5
Justification for this population/group:
Offensive strategies and concepts
4. Cognitive, personal and social development
Low------------------------------High
1
2
3
4
5
What personal social skills could be taught? (Action/Condition):
Team work
Cooperation
Strategy
What cognitive skills could be taught? (Action/Condition):
Offensive/Defensive Strategy
Modifications for special needs students:
Modify spacing.
17
Team Handball – Unit Plan
BAGS Analysis:
Type of Activity:
Lead-up
Fitness
Drill
Game
Score:17/20
Berkey’s
Assessment of Games
1. Name of the game: Target Relay
2. Source of the game: Internet (www.cwu.edu)
3. Brief description of the game: Students are divided into relay teams and each team is
given one ball. On the start signal, one player runs to the six meter line and shoots the
ball on a 3x3 target on the wall. The player must then retrieve the ball and pass it to the
next person in their line. The process is repeated until the allotted time is up. Teams
keep track of successful shots, and one point is awarded for every attempt that hits inside
the target area.
Activity Analysis
1. Students can develop physical skills.
Low------------------------------High
1
2
3
4
5
State the skills:
Throwing a handball at a target
Catching and controlling a handball
Passing the handball to a teammate
Running
Students can practice appropriately
Yes
No
Low------------------------------High
1
2
3
4
5
2. Participation level
Roles of the students:
Students must work collectively with
Teammates to achieve objectives
All students will have repetitions as the shooter.
Potential examples of waiting:
All players’ participation for duration of game
18
3. Activity is developmentally appropriate
Stage/Age for which activity is appropriate:
Activity is appropriate for Middle and
High School aged students.
Low------------------------------High
1
2
3
4
5
Justification for this population/group:
Advanced movements and strategies
4. Cognitive, personal and social development
Low------------------------------High
1
2
3
4
5
What personal social skills could be taught? (Action/Condition):
Team work
Cooperation
Strategy
What cognitive skills could be taught? (Action/Condition):
Offensive strategy
Shooting and passing techniques
Modifications for special needs students:
Create a larger target area and/or change the distance.
19
Team Handball – Unit Plan
BAGS Analysis:
Type of Activity:
Lead-up
Fitness
Drill
Game
Score:17/20
Berkey’s
Assessment of Games
1. Name of the game: Interval Handball
2. Source of the game: Internet (www.vancouverhandball.ca)
3. Brief description of the game: Students are divided into teams of four. Four benches
are set up in each corner (at an angle) of a designated square playing area. Teams are
sent to each bench and will face off against the team across from their position. Two
teams sit behind their benches while the other teams begin play per the rules of the game.
The object is to hit the opposing team’s bench with the ball. Once successful, the two
teams rush behind their respective benches and the other teams begin play.
Activity Analysis
1. Students can develop physical skills.
Low------------------------------High
1
2
3
4
5
State the skills:
Throwing a handball at a target
Offensive/Defensive movement
Catching and controlling a handball
Passing the handball to a teammate
Defending a goal
Students can practice appropriately
2. Participation level
Roles of the students:
Students most work collectively utilizing
offensive and defensive strategies .
Yes
No
Low------------------------------High
1
2
3
4
5
Potential examples of waiting:
When other teams are playing students are waiting for a turn.
20
3. Activity is developmentally appropriate
Stage/Age for which activity is appropriate:
Activity is appropriate for
High School aged students.
Low------------------------------High
1
2
3
4
5
Justification for this population/group:
Advanced movements and strategies
4. Cognitive, personal and social development
Low------------------------------High
1
2
3
4
5
What personal social skills could be taught?(Action/Condition):
Team work
Cooperation
Strategy
What cognitive skills could be taught? (Action/Condition):
Offensive and Defensive strategy
Communication with teammates
Shooting and passing techniques
Modifications for special needs students:
21
Team Handball – Unit Plan
BAGS Analysis:
Type of Activity:
Lead-up
Fitness
Drill
Game
Score:18/20
Berkey’s
Assessment of Games
1. Name of the game: Pass it
2. Source of the game: Internet (www.cwu.edu)
3. Brief description of the game: 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 or eight passes before being allowed to shoot. The offensive team
will earn a point for successfully completing four passes and three points for successfully
completing eight passes. Making a goal is worth two points. 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.
Activity Analysis
1. Students can develop physical skills.
Low------------------------------High
1
2
3
4
5
State the skills:
Offensive/Defensive movement
Throwing a handball at a target
Passing the handball to a teammate
Catching and controlling a handball
Defending a goal
Running/changing directions
Students can practice appropriately
2. Participation level
Roles of the students:
Students most work collectively utilizing
offensive and defensive strategies .
Yes
No
Low------------------------------High
1
2
3
4
5
Potential examples of waiting:
When other teams are playing students are waiting for a turn.
22
Low------------------------------High
1
2
3
4
5
3. Activity is developmentally appropriate
Stage/Age for which activity is appropriate:
Activity is appropriate for High School aged students.
Justification for this population/group:
Advanced concepts and strategies
4. Cognitive, personal and social development
Low------------------------------High
1
2
3
4
5
What personal social skills could be taught?(Action/Condition):
Team work
Cooperation
Strategy
What cognitive skills could be taught? (Action/Condition):
Offensive and Defensive strategy
Communication with teammates
Shooting and passing techniques
Modifications for special needs students:
Points for simply completing a pass and modify the target area.
23
Team Handball – Unit Plan
Instructional Objective
Psychomotor Objectives:
P-1
Student will perform a chest pass hitting a 3x3 target at a distance 15 feet on 4 out
of 5 attempts.
P-2
The student will be able to perform proper chest pass mechanics during a
simulated game on 9 out of 10 attempts
P-3
Student will execute proper dribbling mechanics as they run through a course of
cones set up over a distance of 50 feet on 3 of 4 attempts.
P-4
The student will be able to dribble a handball for 3 consecutive minutes during a
two of three class sessions.
P- 5
Student will perform an overhand shot demonstrating the four most critical points
striking a target 5x5 feet from a distance of 10 yards during four of five trials.
P-6
Students will be able to demonstrate proper shooting mechanics in game
situations on 4 out of 5 attempts.
P-7
Students will catch a team handball from a distance of 10 yards while moving
sideways between a designated 10 x 10 foot area on 4 of 5 trials.
P-8
The student will be able to keep eyes up and demonstrate proper catching
mechanics 9 out of 10 times during game simulations.
Cognitive Objectives:
C-1
Students will successfully identify both the offensive and defensive positions of
the handball team when asked by the instructor on 9 out of 10 questions.
C-2
Student will demonstrate knowledge of the offensive tactics through game
situations on two of three trials during three class sessions.
C-3
The student will be able to verbally recite the necessary mechanical details of the
overhand shoot when requested by the instructor on 3 of 4 trials.
C-4
The student will be able demonstrate they know how to use a defensive tactic
during game situations on two of three trials
24
Team Handball – Unit Plan
Instructional Objective
Personal Objectives:
PS-1
Students will demonstrate respect for authority by performing the teacher
requested tasks within ten seconds during four of five trials.
PS-2
Student will demonstrate cooperation by working with teammates to apply
offensive tactics by passing, catching and shooting the ball when appropriate on
four of five trials.
PS-3
Students will demonstrate social responsibility by dressing for class on 5 out 5
consecutive days.
25
Team Handball – Unit Plan
Block Plan
Time
Lesson #1
Task
Drills
10 min. Dynamic Warm-up
Knee-ups/kickup/lunge twist/ankle
ups/flamingos
15 min. Introduction to Team
handball – distinguish
between hand racket
ball and team
handball.
20 min. Moving the Ball:
Dribbling the ball
MDE:
MMC
Criteria
In Gymnasium
in lines of no
more than 5.
15 yard drill
area
In Gymnasium
in one group –
have handball
to pass around.
Technique
demonstration
Skill Game –
1. Dribble keep
away
2. Extreme
Dribbling
3. Dribble Tag
5 min.
Situation
In Gymnasium
Pairs for keep
away
Group for
extreme
dribbling
Mass
groupings for
dribble tag
Critical
Elements/Cues
Personal pace
Skills similar to
Basketball,
soccer, floor
hockey, etc.
Student will
execute proper
dribbling
mechanics (TA
form) as they
run through a
course of cones
set up over a
distance of 50
feet on 3 of 4
attempts.
Stagger feet
Eyes up
Soft hands
Waist high
Guard ball
Two step
Ball away
Review what have
learned
K.2.IG.1; K.2.PA.1;
K.2.SB.1; K.2.FE.1
26
Team Handball – Unit Plan
Block Plan
Time
Lesson #2
Task
Drills
10 min. Dynamic Warm-up
Knee-ups/kickup/lunge twist/ankle
ups/flamingos
5 min.
Technique
demonstration
Skill Games –
1. Bounce
catch
2. Catch relay
15 min. Passing:
Chest pass
Technique
demonstration
Skill Games –
1. Star drill
2. Assembly
line
5 min.
MDE:
MMC
Criteria
Critical
Elements/Cues
Personal pace
Students will
catch a team
handball (using
form in TA)
from a distance
of 10 yards
while moving
sideways
between a
designated 10 x
10 foot area on
4 of 5 trials.
Student will
perform a chest
pass (utilizing
form in TA)
hitting a 3x3
target at a
distance 15 feet
on 4 out of 5
attempts.
Athletic stance
Arms in front
Diamond up
Arm shocks
Seat the ball
Pivot
In Gymnasium
in lines of no
more than 5.
15 yard drill
area
In Gymnasium
in one ball per
student
Review Dribble
Technique
15 min. Catching:
Diamond
Situation
Seat the ball
Stand relaxed
Step towards your
target
Extend
Full extension
Point at Target
Finish
Review what have
learned
M.1.MS.4; M.1.MS.5;
B.6.RP.1; B.6.FE.1
27
Team Handball – Unit Plan
Block Plan
Time
Lesson #3
Task
Drills
10 min. Dynamic Warm-up
Knee-ups/kickup/lunge twist/ankle
ups/flamingos
5 min.
Technique
demonstration
Skill Games –
1. Catch n’ Shot
2. Overhand
shot
3.Target Relay
10 min. Putting it together:
Dribble/pass/catch/
shooting
Criteria
Critical
Elements/Cues
Personal pace
Student will
perform an
overhand shot
(TA form)
demonstrating
the four most
critical points
striking a target
5x5 feet from a
distance of 10
yards during
four of five
trials.
Grip
Ball up
Open up
Lead with elbow
Palm down
Transfer Weight
Finish Pose
In Gymnasium
in lines of no
more than 5.
15 yard drill
area
In Gymnasium
in pairs - one
ball per pair
Review
Catching/Passing
20 min. Shooting:
Situation
Technique
demonstration
Skill Games –
1. Score Ball
2. Keep Away
5 min.
MDE:
MMC
Review what have
learned
M.1.MS.4; M.1.MS.5;
B.6.RP.1; B.6.FE.1
28
Team Handball – Unit Plan
Block Plan
Time
Lesson #4
Task
Drills
10 min. Dynamic Warm-up
Knee-ups/kickup/lunge twist/ankle
ups/flamingos
5 min.
Review Shooting
Technique
demonstration
Skill Games –
1. Mirror drill
2. Circle Tag
3. Blocking
relay
10 min. Putting it together:
Dribble/pass/catch/
Shooting/defense
Skill Games –
1. Interval
Handball
MDE:
MMC
Criteria
Critical
Elements/Cues
Personal pace
Student will
demonstrate
proper
defensive
technique in
circle tag on 4
of 5 attempts.
Eyes up
Arms out
Palms up
Knees bent
Do not cross feet
In Gymnasium
in lines of no
more than 5.
15 yard drill
area
In Gymnasium
in pairs - one
ball per pair
20 min. Defensive Skills:
Body placement
Hand location
5 min.
Situation
Review what have
learned
M.1.IG.1; M.1.MS.4;
K.2.MS.1; K.2.IG.1
29
Team Handball – Unit Plan
Block Plan
Time
Lesson #5
Task
Drills
10 min. Dynamic Warm-up
Knee-ups/kickup/lunge twist/ankle
ups/flamingos
5 min.
Review Defensive
skills
Technique
demonstration
Skill Games –
1. Ball Tag
2. Pass/Catch
run around
3. Shield Ball
10 min. Putting it together:
Dribble/pass/catch/
Shooting/defense/
offense
Skill Games –
1. Fast Break
2. Interval
Handball
MDE:
MMC
Criteria
Critical
Elements/Cues
Personal pace
Student will
demonstrate
proper
Offensive
technique in
fast break drill
on 4 of 5
attempts
Eyes up
Spacing
Downhill
See you target
Find the hole
Be patient
In Gymnasium
in lines of no
more than 5.
15 yard drill
area
In Gymnasium
in pairs - one
ball per pair
20 min. Offensive Skills:
Moving with/out ball
Fast break
5 min.
Situation
Review what have
learned
K.2.IG.2; K.2.MS.2;
M.1.IG.2; M.1.IG.1
30
Team Handball – Unit Plan
Block Plan
Time
Lesson #6
Task
Drills
10 min. Dynamic Warm-up
Knee-ups/kickup/lunge twist/ankle
ups/flamingos
5 min.
Situation
Criteria
Critical
Elements/Cues
Personal pace
In Gymnasium
in lines of no
more than 5.
15 yard drill
area
In Gymnasium
in pairs - one
ball per pair
Review Offensive
skills
10 min. Gametime:
Review games in prep
for game
Technique
demonstration
Skill Games –
1. Shield Ball
2. Fast Break
3. Interval
Handball
Student will
demonstrate
proper
Offensive
technique in
fast break drill
on 4 of 5
attempts
Eyes up
Spacing
Downhill
See you target
Find the hole
Be patient
20 min. Putting it together:
Dribble/pass/catch/
Shooting/defense/
offense
Skill Games –
1. Simulated
game of
Handball
Student will
demonstrate
proper
Offensive
technique in
fast break drill
on 4 of 5
attempts
Eyes up
Spacing
Downhill
See you target
Find the hole
Be patient
5 min.
MDE:
MMC
Review what have
learned
K.2.IG.2; K.2.MS.2;
M.1.IG.2; M.1.IG.1
K.2.IG.1; K.2.PA.1;
K.2.SB.1; K.2.FE.1
M.1.MS.4; M.1.MS.5;
B.6.RP.1; B.6.FE.1
31
Team Handball – Unit Plan
LESSON PLAN #1 – Team Handball
Topic: Introduction to Team Handball and Moving the Ball
Subject: Physical Education – Team Handball
Duration: 60 minutes
Equipment: Team handballs, cones, scrimmage vests.
Anticipatory set (5 min.): Question – “Has anyone ever seen team handball played in the
Olympics?” Distinguish between hand racket ball and the team sport of handball briefly
explaining the positions and offensive/defensive objectives.
Transition: Everyone in lines of no more than five in your starting position
Warm up activity (10min): Dynamic Warm-up - Knee-ups/kick-up/lunge twist/ankle
ups/flamingos
Objective: To familiarize students with the sport of team handball. Students will learn to
dribble and move with the handball.
Critical points of dribbling: 1. Eyes up 2. Soft hands 3. Waist high control 4. Guard
ball.
Challenge: Who can maintain control while dribbling through their legs?
Question to Check: Who can tell me where your eyes should be while you are dribbling?
Transition: Gather everyone at center court
Method (40 min):
Teacher instructional and explanation at the center of the court, discussing the critical
points of dribbling.
1. Skill - Extreme Dribbling – Instructor will model different types/styles of dribbling
such as seated, kneeling, on one leg, through obstacles, under legs and off the wall.
Students will then be given 30 second bursts to try different techniques and become move
comfortable handling the ball.
Transition: Gather everyone at center court
2. Drill - Dribble Keep Away – After the instructor models the drill at center court,
students will be placed in pairs and assigned a defined area. On the start command, one
player will begin dribbling the ball while the other attempts to swat it away.
32
Team Handball – Unit Plan
LESSON PLAN #1 – Team Handball
Transition: Divide Class in to four groups at center court to observe demonstration; one
group will become chasers.
3. Game -Safety Ball – After demonstration by the instructor, all students will receive a
ball except 3-4 players. The players without the ball will attempt to tag everyone with a
ball. Those players with handballs will begin dribbling on the start command and must
maintain their dribbles unless tagged by a player without a ball. Once tagged, they are
frozen until another player with a ball dribbles it under the tagged players legs.
Transition: Stay where you are, pass out additional ball so all students have one.
4. Game - Dribble Tag - Each student will begin dribbling their ball on the start
command and attempt to tag other students with their non-dribbling hand while
maintaining control of their own dribbling ball. Once tagged, students must exit the area.
The objective of the game is to be the last one in the designated area. The game is
designed to help develop ball control and while keeping you eyes up.
Closure (5 min): All in at center court to review basics of the game of team handball and
review the critical points of dribbling.
33
Team Handball – Unit Plan
LESSON PLAN #2 – Team Handball
Topic: Catching and Passing
Subject: Physical Education – Team Handball
Duration: 60 minutes
Equipment: Team handballs, cones, dots, scrimmage vests.
Anticipatory set (5 min.): Review of dribbling technique from previous lesson –
Question “who can show me proper dribbling technique and describe the 4 critical
points?”
Transition: Everyone in lines of no more than five in your starting positions
Warm up activity (10 min): Dynamic Warm-up - Knee-ups/kick-up/lunge twist/ankle
ups/flamingos
Objective: Students will become aware of the basic body and hand positions for catching
and passing the ball.
Critical points of catching: 1. Athletic stance 2. Diamond shape with hands 3. Arms
extended 4. Cushion the ball - Arm shocks
Critical points of passing: 1. Relaxed stance 2. Step at your target 3. Extend your arms
4. Finish with thumbs pointing at target
Challenge: Everyone stand up and follow the steps without a ball
Question to Check: What shape should your hands make when you are ready to catch?
When making a chest pass, where should our thumbs be pointing after releasing the ball?
Transition: Gather everyone at center court
Method (40 min):
Teacher instructional explanation at center court of critical points of catching and passing
1. Drill - Bounce Catch – Instructor will model catching technique by bouncing the ball
first off the floor (should bounce above head) and then off the wall. Each student will
then get their own ball and on the start command begin with floor bounces and then
progress to wall bounces.
Transition: Divide the class into groups of four
2. Skill - Catch Relay – Teams of four will line up single file across from one another.
The object is to catch a pass from the player opposite you and pass it back to the next
34
Team Handball – Unit Plan
LESSON PLAN #2 – Team Handball
person in line. Once you have passed the ball you must run to the end of your line.
Players must use proper catching and passing technique
Transition: Divide into groups of five.
3. Drill - Star Drill – Groups of five students will align in a star pattern (marked by
cones) with one player holding a ball. The player with the ball will pass it to the person
opposite them; upon catching the ball the player will then pass it to the next person
opposite them and continue in a star pattern. Players will use proper catching and passing
techniques. As players progress they may change directions of the star and add
additional balls.
Transition: Stay in your groups and form a line
4. Drill - Assembly Line – Players will align in a straight line facing in the same direction
with about 10 feet separating them. The ball will start at the feet of the first person in line
and on the start command they will pick up the ball. After picking up the ball the starting
player will turn and pass it to the next person in line; they will catch the ball and turn and
pass it to the next person in line. This continues until the reach the end of the line.
Closure (5 min): All in at center court to review basics of catching and passing in the
game of team handball. Review the critical points of both catching and passing.
35
Team Handball – Unit Plan
LESSON PLAN #3 – Team Handball
Topic: Shooting the ball
Subject: Physical Education – Team Handball
Duration: 60 minutes
Equipment: Team handballs, marked target areas on wall, goals, cones, dots
Anticipatory set (5 min.): Review of catching and passing technique from previous lesson
– Question 1 “who can show me proper catching technique and describe the 4 critical
points?” Question 2 “who can show me proper passing technique and describe the 4
critical points?”
Transition: Everyone in lines of no more than five in your starting position
Warm up activity (10min): Dynamic Warm-up - Knee-ups/kick-up/lunge twist/ankle
ups/flamingos
Objective: Students with gain experience with the various techniques for properly
shooting a team handball at a target area.
Critical points of the overhand shot: 1. Grip 2. Ball up and open 3. Elbow lead 4. Palm
down 5. Transfer Weight
Challenge: How many people think the can hit the small square on in the target area
from the nine meter line?
Question to Check: Who can show me the proper grip?
Transition: Gather everyone at center court
Method (40 min): Teacher instructional explanation at center court of critical points of
the overhand shot followed by a demonstration of the technique
1.Skill - Fundamentals – Partner up and pass the ball back and forth using proper
shooting technique. Students will slowly widen the distance as they become comfortable.
Transition: Divide class in half
2. Drill - Catch n’ Shot - have students line up on the six meter line. The first person in
line will receive a pass and take three steps towards the goal and shot using an overhand
technique. As they become comfortable move the line back and from side to side.
36
Team Handball – Unit Plan
LESSON PLAN #3 – Team Handball
Transition: Stay in groups
3. Drill - Zig-Zag Shot – Students will dribble the ball through a course and conclude
with an overhand shot from the nine meter line. Teams can compete to see who can score
the most point in a given period of time.
4. Game – Score Ball The object of the game is to use an overhand throw of a handball
at various sized targets marked on the wall with differing scores associated with them.
The boxes will collectively make up a Team Handball goal, with higher points being
awarded for the smaller boxes. Each student is given five throws for assigned distances
(progressively farther distances as the students gain experience), with points being tallied
at the end of each round.
Closure (5 min): All in at center court to review the techniques of shooting the ball.
37
Team Handball – Unit Plan
LESSON PLAN #4 – Team Handball
Topic: Defensive Skills/Strategy
Subject: Physical Education – Team Handball
Duration: 60 minutes
Equipment: Team handballs, marked target areas on wall, goals, benches, scrimmage
vests
Anticipatory set (5 min.): Review of overhand shooting techniques. Everyone stand up
and review the critical points of an overhand through one step at a time, when instructed
b the teacher.
Transition: Everyone in lines of no more than five in your starting position
Warm up activity (10min): Dynamic Warm-up - Knee-ups/kick-up/lunge twist/ankle
ups/flamingos
Objective: Students will learn the basic defensive positions and the fundamental body
and hand techniques. Spacing and movement with regards to teammates will also be
covered.
Critical points of the defensive body position: 1. Eyes up 2. Arms out 3. Palms up 4.
Slight knee bend.
Dry Run: everyone stand up and get in the defensive position and mirror the teacher’s
movements.
Challenge: Can you stay mirror my movement all the way across the court?
Question to Check: Why do we have to have our arms out when we are playing defense?
Transition: Gather everyone at center court
Method (40 min): Teacher explanation at center court of critical points of the defensive
body position, and the basic defensive positions and responsibilities of the defensive
players.
Transition: Find a Partner
1.Skill - Fundamentals – Partner up down the line with about five feet of space around
you in all directions. Get into the basic defensive stance facing our partner and give each
other feed back.
Transition: Find a new Partner
2. Skill – Mirror Drill: Line up across from your partner and get into the defensive
position. The other student will act as an offensive player and move side to side. The
defensive player will mirror the sideways movement trying to keep the offensive player
38
Team Handball – Unit Plan
LESSON PLAN #4 – Team Handball
in front. After a ten second burst, players will switch roles. Progress in duration and
speed as students become proficient,
Transition: Divide class into groups of six
2. Drill – Circle Tag - One player will attempt to tag another player passing through the
9’ meter line, but not the circle (goal area or 6’ meter line). The tag player is being
blocked (impeded by other players) who are attempting to protect the player from getting
tagged. The tag player has 45 seconds in which to make the tag and then rotate through
to new players.
Transition: Divide class in half
3. Skill - Blocking Relay – Fist two people in each line will step out and defend their
teams cone. First person in the remaining line will, on start command, attempt to run
around the other teams cone and return to the line as quickly as possible. Defenders are
attempting to re-route and impede the path of the offensive player. First team to return
all of their players wins.
Transition: Have students organize into teams of four while setting up the playing areas
4. Game - Interval Handball - Students are divided into teams of four. Four benches are
set up in each corner (at an angle) of a designated square playing area. Teams are sent to
each bench and will face off against the team across from their position. Two teams sit
39
Team Handball – Unit Plan
LESSON PLAN #4 – Team Handball
behind their benches while the other teams begin play per the rules of the game. The
object is to hit the opposing team’s bench with the ball. Once successful, the two teams
rush behind their respective benches and the other teams begin play.
Closure (5 min): All in at center court to review the defensive positions. Student will
stand in a defensive position and demonstrate movement side to side with proper
technique.
40
Team Handball – Unit Plan
LESSON PLAN #5 – Team Handball
Topic: Offensive Skills
Subject: Physical Education – Team Handball
Duration: 60 minutes
Equipment: Team handballs, marked target areas on wall, goals, cones, dots, shield,
benches
Anticipatory set (5 min.): Review of defensive techniques; Question – “did anyone
discover movements that were particularly difficult to defend yesterday? How might we
use that information to our advantage?”
Transition: Everyone in lines of no more than five in your starting position
Warm up activity (10min): Dynamic Warm-up - Knee-ups/kick-up/lunge twist/ankle
ups/flamingos
Objective: Students will learn the basic defensive positions and the fundamental body and
hand techniques. Spacing and movement with regards to teammates will also be covered.
Critical points of an offensive play: 1.Eyes up 2. Spacing 3. See you target 4. Find the
holes
Challenge: What makes it difficult to defend two people with one defender?
Dry Run: Walk through why it is difficult and proper spacing.
Question to Check: Why is it critical that the offensive player has their eyes up?
Transition: Gather everyone at center court
Method (40 min): Teacher explanation at center court of critical points of the offensive
spacing and position, and the basic offensive positions and responsibilities of the
offensive players.
Transition: Divide class in half
1.Skill – Ball Tag – Whole class spreads out in the gym with one team designated offense
and the other defense. The offensive team is given a ball and on the start command will
attempt to tag members of the opposing team with the ball. Once tagged, the defensive
players exit the floor until all are out or time has expired; teams will then switch sides.
Transition: Divide have class get in one line
2. Drill – Pass/Catch - The first six players in th line spread out on the base line of the
floor, three on each side facing outward. The next person in line then passes the ball to
41
Team Handball – Unit Plan
LESSON PLAN #5 – Team Handball
the first outward facing student who catches and passes the ball back to the moving
player. The player then catches the ball dribbles to the next outward facing student who
repeats the drill. At the end of the drill the players rotate.
Transition: Have students get into groups of eight.
3. Skill – Shield Ball - Position seven students in a circle with a diameter of
approximately 9 meters. Take an eighth student and place them in the middle with a
blocking shield. The ball will be placed in the hands of one of the players in the outer
circle who will attempt to throw it and hit the shield. The objective of the shield holder is
to prevent them circle players from being able to hit the target shield. Players in the outer
shield must pass the ball around to get a good shot on the shield with in the allotting
(varying) time.
Transition: Have students get into 4 groups.
4. Game - Interval Handball - Students are divided into teams of four. Four benches are
set up in each corner (at an angle) of a designated square playing area. Teams are sent to
each bench and will face off against the team across from their position. Two teams sit
behind their benches while the other teams begin play per the rules of the game. The
42
Team Handball – Unit Plan
LESSON PLAN #5 – Team Handball
object is to hit the opposing team’s bench with the ball. Once successful, the two teams
rush behind their respective benches and the other teams begin play.
Closure (5 min): All in at center court to review the techniques of shooting the ball.
43
Team Handball – Unit Plan
LESSON PLAN #6 – Team Handball
Topic: Gametime – Team Handball
Subject: Physical Education – Team Handball
Duration: 60 minutes
Equipment: Team handballs, marked target areas on wall, goals, cones, dots, shield,
benches
Anticipatory set (5 min.): Review of offensive techniques; Question – “why is spacing so
important to the offense? How can the defense limit this advantage?”
Transition: Everyone in lines of no more than five in your starting position
Warm up activity (10min): Dynamic Warm-up - Knee-ups/kick-up/lunge twist/ankle
ups/flamingos
Objective: Students will apply the basic concepts and techniques from the previous
lessons on dribbling, catching, passing, shooting, defensive play and offensive play.
Challenge: who can answer the following questions: How many offensive players are
there? Can a defensive player shoot the ball?
Transition: Gather everyone at center court
Method (40 min): Teacher explanation at center court of critical points of the game
specifics and rules.
Transition: Have students get into groups of eight.
1. Skill – Shield Ball - Position seven students in a circle with a diameter of
approximately 9 meters. Take an eighth student and place them in the middle with a
blocking shield. The ball will be placed in the hands of one of the players in the outer
circle who will attempt to throw it and hit the shield. The objective of the shield holder is
to prevent them circle players from being able to hit the target shield. Players in the outer
shield must pass the ball around to get a good shot on the shield with in the allotting
(varying) time.
44
Team Handball – Unit Plan
LESSON PLAN #6 – Team Handball
Transition: Have students get into 4 groups.
2. Game - Interval Handball - Students are divided into teams of four. Four benches are
set up in each corner (at an angle) of a designated square playing area. Teams are sent to
each bench and will face off against the team across from their position. Two teams sit
behind their benches while the other teams begin play per the rules of the game. The
Transition: Have students get into two lines.
3. 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.
45
Team Handball – Unit Plan
LESSON PLAN #6 – Team Handball
Transition: Group students into four teams.
4. Game - Hit the Benches – On either side of the gym, have one team on offense and the
other on defense. Three players on each side, with the offensive team trying to hit the
benches behind the defenders.
Closure (5 min): All in at center court to review the techniques of game play. Question
“did anyone discover any secrets?”
46
Team Handball – Unit Plan
Evaluation
Type: Straight Point/Percentage System.
Weighting: Weighting is accounted for by total points assigned to each area.
Data Collection Forms: Task Cards to be used as progress and grade reports.
Justification: Students will be evaluated on the psychomotor skills outlined in the task
analysis of the critical skills. Each skill is graded on a rating scale of 1-3: 1 being “not
mastered,” 2 being “in progress,” and 3 being “mastered.” These points will be tallied for
each skill to formulate into a percentage score. All psychomotor skills will be combined
to account for 66% of the total points for the unit. Other points will come from cognitive
skills, 17%, and personal skills, 17%. Each scoring area will be recorded on a “Task
Card” which will be used to communicate with both students and parents as progress
reports. At the completion of the unit, the points from each “Task Card’ will be
combined and recorded on the “Final Unit Task Card” to indicate the final unit grade.
Ratings:
3 = Mastered
2 = In Progress
1 = Not Yet
Grading Scale:
100% - 94% = A
90% - 93%
= A87% - 89%
= B+
84% - 86%
=B
80% - 83%
77% - 79%
74% - 76%
70% - 73%
= B= C+
=C
= C-
67% - 69%
64% - 66%
60% - 63%
59% - below
= D+
=D
= D=F
47
Team Handball – Unit Plan
Evaluation
Ratings:
3 = Mastered
2 = In Progress
1 = Not Yet
Grading Scale:
100% - 94% = A
90% - 93%
= A87% - 89%
= B+
84% - 86%
=B
80% - 83%
77% - 79%
74% - 76%
70% - 73%
= B= C+
=C
= C-
67% - 69%
64% - 66%
60% - 63%
59% - below
Rating
Task Card: Chest Pass
Movement Sequence
Use an appropriate grip with two
hands on the ball at chest height.
Stand relaxed with feet shoulder width
apart slightly staggered.
Step towards your target, eyes focused
on target area.
Extend arms out rotating thumbs
inward.
Release the ball fully extend your arms
towards the target area.
Thumbs should be pointing at target.
Movement Cues
Seat the ball
Finish position with arms fully
extended, with thumbs and chest
pointing at target.
Chest Pass: Student will perform a
chest pass (utilizing form in TA)
hitting a 3x3 target at a distance 15
feet on 4 out of 5 attempts.
Finish
= D+
=D
= D=F
Comments
Stand relaxed
Step towards your
target
Extend
Full extension
Point at Target
TOTAL
48
Team Handball – Unit Plan
Evaluation
Ratings:
3 = Mastered
2 = In Progress
1 = Not Yet
Grading Scale:
100% - 94% = A
90% - 93%
= A87% - 89%
= B+
84% - 86%
=B
80% - 83%
77% - 79%
74% - 76%
70% - 73%
67% - 69%
64% - 66%
60% - 63%
59% - below
Rating
Task Card: Dribbling
Movement Sequence
Start with feet staggered – dominant
foot back.
Head up and eyes focused ahead,
slight bed in knees.
Dribble ball with pads of fingers.
Bounce height of ball should be
about waist high.
Protect and guard ball with off arm,
ball should be in arm away from
defender.
Should take two steps for every one
bounce.
Transfer ball to outside arm away
from defender.
Student will execute proper
dribbling mechanics (TA form) as
they run through a course of cones
set up over a distance of 50 feet on 3
of 4 attempts.
= B= C+
=C
= C-
= D+
=D
= D=F
Comments
Movement Cues
Stagger feet
Eyes up
Soft hands
Waist high
Guard ball
Two step
Ball away
TOTAL
49
Team Handball – Unit Plan
Evaluation
Ratings:
3 = Mastered
2 = In Progress
1 = Not Yet
Grading Scale:
100% - 94% = A
90% - 93%
= A87% - 89%
= B+
84% - 86%
=B
80% - 83%
77% - 79%
74% - 76%
70% - 73%
67% - 69%
64% - 66%
60% - 63%
59% - below
Rating
Task Card: Overhand Shot
Movement Sequence
Use an appropriate grip with one
hand on the ball.
Raise the ball high above the head
with elbow slightly above shoulder.
Reach out with non-throwing arm
for balance, stagger stance with
non-throwing foot in front.
Begin the throw by leading with
elbow motion towards the target,
keeping ball high.
Release ball at target with palm
facing toward the ground.
During throw you should transfer
weight from your back to front foot.
Finish with a off arm in pocket area
and throwing hand in line with
target
Student will perform an overhand
shot (TA form) demonstrating the
four most critical points striking a
target 5x5 feet from a distance of 10
yards during four of five trials.
= B= C+
=C
= C-
= D+
=D
= D=F
Comments
Movement Cues
Grip
Ball up
Open up
Lead with elbow
Palm down
Transfer Weight
Finish Pose
Total
50
Team Handball – Unit Plan
Evaluation
Ratings:
3 = Mastered
2 = In Progress
1 = Not Yet
Grading Scale:
100% - 94% = A
90% - 93%
= A87% - 89%
= B+
84% - 86%
=B
80% - 83%
77% - 79%
74% - 76%
70% - 73%
67% - 69%
64% - 66%
60% - 63%
59% - below
Rating
Task Card: Catching
Movement Sequence
Stand using an athletic stance with
feet under armpits and legs slightly
bent.
Arms out in front of chest with
elbows slightly bent.
Fingers should be spread with
thumbs touching thumbs and index
fingers touching index fingers –
forming a diamond.
As the ball makes contact with the
fingers, cushion the ball into the
body by bending the arms.
Secure the ball by wrapping
fingers around it, holding it close
to your body.
Finish by pivoting away from the
defender.
Students will catch a team
handball (using form in TA) from
a distance of 10 yards while
moving sideways between a
designated 10 x 10 foot area on 4
of 5 trials.
= B= C+
=C
= C-
= D+
=D
= D=F
Comments
Movement Cues
Athletic stance
Arms in front
Diamond up
Arm shocks
Seat the ball
Pivot
TOTAL
51
Team Handball – Unit Plan
Evaluation
Ratings:
3 = Mastered
2 = In Progress
1 = Not Yet
Grading Scale:
100% - 94% = A
90% - 93%
= A87% - 89%
= B+
84% - 86%
=B
80% - 83%
77% - 79%
74% - 76%
70% - 73%
= B= C+
=C
= C-
67% - 69%
64% - 66%
60% - 63%
59% - below
Rating
Task Card: Cognitive
Objectives
= D+
=D
= D=F
Comments
Students will successfully identify
both the offensive and defensive
positions of the handball team
when asked by the instructor on 9
out of 10 questions.
Student will demonstrate
knowledge of the offensive tactics
through game situations on two of
three trials during three class
sessions.
The student will be able to
verbally recite the necessary
mechanical details of the overhand
shoot when requested by the
instructor on 3 of 4 trials.
The student will be able
demonstrate they know how to use
a defensive tactic during game
situations on two of three trials
TOTAL
52
Team Handball – Unit Plan
Evaluation
Ratings:
3 = Mastered
2 = In Progress
1 = Not Yet
Grading Scale:
100% - 94% = A
90% - 93%
= A87% - 89%
= B+
84% - 86%
=B
80% - 83%
77% - 79%
74% - 76%
70% - 73%
= B= C+
=C
= C-
67% - 69%
64% - 66%
60% - 63%
59% - below
Rating
Task Card: Personal
Objectives
= D+
=D
= D=F
Comments
Students will demonstrate respect
for authority by performing the
teacher requested tasks within ten
seconds during four of five trials.
Student will demonstrate
cooperation by working with
teammates to apply offensive
tactics by passing, catching and
shooting the ball when appropriate
on four of five trials.
Students will demonstrate social
responsibility by dressing for class
on 5 out 5 consecutive days.
TOTAL
53
Team Handball – Unit Plan
Evaluation
Ratings:
3 = Mastered
2 = In Progress
1 = Not Yet
Grading Scale:
100% - 94% = A
90% - 93%
= A87% - 89%
= B+
84% - 86%
=B
80% - 83%
77% - 79%
74% - 76%
70% - 73%
= B= C+
=C
= C-
67% - 69%
64% - 66%
60% - 63%
59% - below
Rating
Final Unit Task Card
Chest Pass
Total Final Rating
Dribbling
Total Final Rating
Shooting
Total Final Rating
Catching
Total Final Rating
Cognitive Objectives
Total Final Rating
Personal Objectives
Total Final Ratings
= D+
=D
= D=F
Comments
TOTAL
Comments:
54
Team Handball – Unit Plan
Equipment List
Prices from: www.usgames.com
25 Team Handballs
Total = $350
2 Nets
Total = $130
2 Sets of Vests
Total = $126
Voit® Tuff Coated Foam Handball
IN STOCK
$13.94 EA
Lil' Shooter Goal 5'H x 10'W
IN STOCK
$64.79 EA
Lightweight Numberd Scrimmage Vest-Adult
IN STOCK
$62.99 DZN
One set of cones
Prism Pack Low Profile Cones - Dozen
IN STOCK
$12.59 DZN
Total = $13
All Equipment Total = $619
55
Team Handball – Unit Plan
References
1. Jefferies, Stephen C. (2002). Retrieved from http://www.cwu.edu/~jefferis/
2. The Ohio State University College of Education and Human Ecology. (2010).
Retrieved from: http://people.ehe.ohio-state.edu/coape/lesson-plans/
3. Summers, David. (2007). The Sports Book – The Games, The Rules, The Tactics, The
Techniques. New York, New York. DK Publishing.
4. Vancouver Team Handball Association. (2004). Retrieved from
http://www.vancouverhandball.ca/
5. Wartalowicz, Mariusz. (2008). Middle School PE Lesson Ideas. Retrived from:
http://www.pecentral.org
56