Understanding by Design

Title of Lesson European Handball Year 8

Curriculum Area Physical Education Time Frame 11:25-12:55 (90 minutes)
Developed By Miss Hannah Setter

Identify Desired Results (Stage 1)

Content Descriptions
Use feedback to improve body control and coordination when performing specialised movement skills in a variety of
situations (ACPMP080)

Practice, apply and transfer movement concepts and strategies with and without equipment (ACPMP082)

Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement
sequences (ACPMP084)

Evaluate and justify reasons for decisions and choices of action when solving movement challenges (ACPMP087)

Understandings Essential Questions

Overarching Understanding Topical

Understand similarities of Handball to other invasion games • Where is the best place to move to? Why? How can this
including basketball. benefit your next move?
• How can I move effectively and efficiently in order to
improve my skill levels?
Related Misconceptions
N/A

Knowledge Skills
Students will know… Students will be able to…

 Team Handballs specific skills: o Passing, Dribbling, Implement a variety of invasion game strategies/ concepts
Shooting, Rule of 3’s to handball.

Assessment Evidence (Stage 2)

Other Evidence/ Resources
Handballs
Soccer Goals
Bibs
Whistle
Score Board

Learning Plan (Stage 3)

Students to meet in the gym, role call to be complete and students
Possible Behavioral Strategies
*Verbal Positive
Reinforcement to students
doing the right thing and who
are completing the task to a
good standard
Student Jack S: Jack may show
signs of boredom and
disinterest if the task at hand
becomes too easy for him. If I
see this happening I will
attempt to change/ add
constraints to the task.
(DIFFERENTIATE) This may be
reducing the size of the playing
area to make it more
challenging. This will aid in
supporting Jack’s participation
and learning of students with
disability and address relevant
policy and legislative
requirements.
If behaviour is an issue during
this lesson I will first have a
private verbal discussion
outside of the game. If this
behaviour continues in his
team I will remind him again of
his actions to the whole group.
Introduction (5-7 minutes)
Ball Handling Activities (10
minutes)
Differentiation:
Students choose speed of
dribbling
Game 1: (Gradual release of
handball rules) (10 minutes)
Possible Questioning:
What direction should you
be moving with the
ball? Elaborate.
When you don't have the
ball (playing defence), what
can you do to increase your
chances of getting it?
What would you do to
support the player in your
team who has the ball?
to be chosen to help carry soccer goals and handballs outside to
the courts. Remind students that we will be on the courts for the
next two weeks.
Line chasing to get warmed up
Students to partner up and line up along the white lines on the
courts.
In pairs: Passing and Catching (chest pass, bounce pass, overhead
pass, shoulder pass) (Short & Long)
How many passes can you and your partner make in 30 seconds?
Pass and Cut (to emphasise running into space)
Dribbling around the court
1. Touch the ball with your fingertips, not your palm
2. Bend your knees and get in a low stance
3. Keep head up
In pairs: Defend your ball while dribbling. One person dribbles
while the other acts as a semi-active defender (may move and
deflect ball, but may not steal it). Dribble for 30 seconds, trying to
maintain possession. Switch roles.
Overall Tactical Focus of Activity: Moving into open space to
receive a pass or make a pass.
European Handball (Possession Ball) 4v4 full court games.
- 8 consecutive passes= 1 point.
- Students to use the chest pass, side pass, shoulder pass,
bounce pass (long and short)
- Reduce playing area for students who need a challenge
(when necessary)
- 3 step rule
- 3 second rule
- No contact or kicking
Pre made groups (reducing behavioral issues)
1. Jayden, Braiden, Zac, Jack L
2. Lucas, Oliver, Max, Korbyn
3. Jack S, Ben, Kyan, Kieran
4. Kyle, Tyler, Tobias, Wade
* These groups can be mixed and matched when
necessary*
Redirecting the students who
seem bored/uninterested or
even disruptive may be a
solution to these behaviour
issues.
Depending on behaviour issues
during the lesson, students will
sit out for 5-10 minutes for
disruptive and disrespectful
behaviour.
Student Kieran:
Handballs will be left in the
sports bag until the warm up is
introduced. This will minimize
the distraction prior to the
lesson starting. (REDUCING
DISTRACTION)
Jack and Kieran to be put in
different groups if possible.
 Using positive
language to reinforce
those positive
relationships with the
students.
* Reinforce on task behaviour
Progression 2: End Zone (15 minutes)
Possible Questioning for End Teams will now receive points for passing the ball to a player in a
Zone: scoring zone. 5 consecutive passes then a pass in the end zone= 1
point. This will give each team a direction in which they should be
-What are some advantages moving the ball towards.
of using short passes to
advance the ball to your
scoring end zone? Why?
-What are some
disadvantages? Elaborate.
-What are some advantages
of using long passes to
advance the ball to your
scoring end zone?
What are some
disadvantages?
When playing defence, is
‘zone’ coverage or a 'man-
on' coverage more effective?
What would you recommend
after playing that game?
Using soccer goals-
Introduction to Shooting in Shooting is performed similarly to passing, but with a stronger
goals (10 minutes) action of the trunk and upper limbs. The shot power is conditioned
by the distance and hand action time on a ball.
1. Drive Shot to be introduced
(Depending on student readiness introduce the jump shot)
2. Students will have time to break into smaller groups and
practice a three-step run up and attempt at goals.
Stand back and watch progression of the students.
*For students who need a challenge add in a goalie for the practice
task
8v8 full 3-court game.
Put skills learnt from todays • 1 Goal Keeper in each goal.
lesson into a game (15 • 3 step rule
minutes) • 3 second rule
• No contact Rule
Possible Questioning:
Pre made groups:
 Where should I go to receive 1. Lucas, Oliver, Max, Korbyn , Jack S, Ben, Braiden, Kieran
a pass? Based on your
knowledge from that game, 2. Kyle, Tyler, Tobias, Wade, Jayden, Kyan, Zac, Jack L
after receiving a pass with
interceptors between you,
what could the passer do to
support you with the ball?

In that game, what were you

doing as a team to defend
the ball from going in the
goals?

Conclude/ check for understanding.

Conclusion (5 minutes)
Pick on students to summarise the game to the class.
Refer to essential questioning.

Students to help put away equipment

Students not in uniform to be packing away equipment and picking

up rubbish.

Tactical Problems Off-the-ball movements On-the-ball skills

Offense

Maintaining possession of the ball Open support position Accurate overarm and chest passing and
receiving

Creating space in attack Quick pass

Attacking the goal Shoot downwards

Fake shot

Defense

Defending space Maintaining goal-side position while Closing down the space in front of the ball
guarding carrier
Staggered stance
Post Lesson Reflection
Good
• Possession Ball- students were
engaged
• Reduce playing area for the more
advanced group
• Pre-planned groups (Worked well
for the most part)
• Intentional Ignoring of Wade when
he shared his thoughts on the game
at hand.
• Half court game- students were
engaged and active
• Full court game- students were
engaged and active
Improvements
Get the year 8’s into lots of game play=
best engagement
Bad
• Passing in pairs on the line ‘drill’.
Students were unengaged and
disruptive.
• Pass and cut activity (needed
improvement/ removed all together.
• Shooting Activity (Lost engagement
& not explained well) = Students not
sure of the task and expectations.
• Kyan behind the goals (behaviour
management slip ups)
• Kyan sat out because he didn’t want
to do it. Need to think of how to get
him engaged
• Pass and cut could be made into a
3v2 activity.
• 3v2 small sided game- Could ask
students who got more touches –
the group with 3 or 2? Why etc.
• Behaviour Management could have
been improved. (Jack & Korbyn) at
the start of the lesson with a near
fight). Perhaps I should have
followed up with that?
• Need to incorporate more teachable
moments throughout the lesson i.e.
(blue and yellow bibs were very
huddled around the ball where as
the red and non bibs team were
really spread out). This could have
been a moment to stop them and
get them to watch the other team
 and ask questions regarding what
they are doing effectively.
• Shooting activity could have been
made into a game or competition of
some sort: Blocking team and
attacking team?
• Questioning: I needed to have more
of a focus/ direction to what
specifically I wanted the students to
know. I jumped around from finding
space to defending.
• 3 Man Weave
• Give Jack a challenge and an aim
• Give reason to the bigger picture of
the game
• Rotational system