S5: Physical Education Sports

5.1. Key unit competence:
Perform different tactics needed to play handball.

5.2. Prerequisite (knowledge, skills, attitudes and values)
Students of senior five will learn better basic tactics of playing handball if they can
perform basic techniques of handball as they learned in senior four andhave developed
basic motor control and movement exercises.

5.3. Cross-cutting issues to be addressed
Gender
In teaching and learning process of handball, the teacher must prepare and provide
physical activities that engage both girls and boys equally to exploit their full potential
and talents without any discrimination or prejudice.

Inclusive education
The teacher as a facilitator he/she must consider different special education needs
and select handball activities to adapt his teaching approaches to those students.
This creates a positive attitude and helps all students to participate actively and
develop their competence levels.

Financial education
The teacher should integrate financial education into his/her teaching/learning
activities by providing the local and no cost teaching and learning material where
is possible. He/she must encourage students to make their own materials that can
help them to develop competences not only in handball game but also in their life.

Standardization culture
The teacher must choose and select the standardized materials to use in his/
her teaching/learning process of handball. It is necessary to provide appropriate
materials required to the levels of students and help them to develop culture of
checking and using the quality of sport materials for the competitions before using
them in order to prevent injuries and other accident.

Environment and sustainability
The teacher should provide materials and deliver the lesson with encouraging
students to protect the environment and well use of materials. The teacher helps
them to develop the spirit of keeping safe the environment they usein sports activities.

Peace and values education
The teacher helps students to develop fair play and social values by avoiding
violence and conflict in the handball game and by setting clear and relevant
instructions. He/she should provide the activities that help students to develop their
competence peacefully.

Comprehensive sexuality education
A teacher provides handball activities and sets instructions that prevent sexual
harassment or any kind of gender-based violence like sexual abuse and physical
contacts oriented to the sexuality intention.

Genocide studies
While conducting handball exercises a teacher should take a time to explain student
show sports should be used to fight against Genocide ideology and how to prevent
it. For example, to organize Genocide memorial tournaments at school and give the
message related to the Genocide.

5.4. Guidance on introductory activity
Before introducing the lesson one of this unit, you must introduce the whole unit.
The teacher as a guide, facilitator and expert, ask questions or give activity related
to different tactics needed to play handball in order to help them to predict what to
be learned in the whole unit.

5.5. List of lessons/sub-heading

Lesson 1: Offensive positions and offensive tactics
a. Learning objective
By the end of the lesson, students will be able to:
– Take different defensive positions used in handball game on the field of play.
– Apply different offensive tactics.

b. Teaching resources
– Handball playground
– Balls
– Stopwatch/Watch
– First aid kits
– Whistles
– Cones
– Chasubles
– Goal posts

c. Prerequisites/Revision/Introduction
Students of senior five will learn better offensive positions and offensive tactics if
they can execute basic motor control and movement exercises and perform basic
handball techniques learned in senior four.

d. Learning activities
Opening discussions
– In group activities students discuss about different basic handball
– techniques learned in senior four.
– Let some groups present their findings.
– Help them to clarify their findings.
– Introduce different offensive positions and offensive tactics in handball.
– Then invite the students to start warm up and stretching exercises.

Warm up exercises
– Let students perform general warm up exercises and specific warm up
   exercises based on body’s parts to be used more while performing offensive
   positions and offensive pay and let students stretch their muscles properly.
– Guide students while performing warm up and stretching.

e. Lesson body
Tell students that regarding the position of players’ in-group tactical attack we call
them centre players, wing players and pivot players. Each player in his particular
position should learn various ways of moving, which are essential for his/her
particular position.

Offensive positions
– Explain to the students that in handball players are typically referred to by the
    positions they are playing.
– Tell students that positions are always denoted from the viewof the respective
goalkeeper, so that a defender on the right opposes an attacker on the left.
However, not all of the following positions may be occupied depending on the
formation or potential suspensions.

Describe positions used in handball with the role of each one as follow:

• Left and right wing players (LW and RW)
These fast players excel at ball control and wide jumps from the outside of the goal
perimeter in order to get into a better shooting angle at the goal. Teams usually try
to occupy the left position with a right-handed player and vice versa.

• Left and right backcourt players (LB and RB)
Goal attempts by these players are typically made by jumping high and shooting over
the defenders. Thus, it is usually advantageous to have tall players with a powerful
shot for these positions.

• Centre backcourt (CB)
A player with experience is preferred on a position who acts as playmaker and the
handball equivalent of a basketball point guard.

• Circle runner or pivot (CR)
This player tends to intermingle with the defence, setting picks and attempting to
disrupt the defence’s formation. This position requires the least jumping skills; but
ball control and physical strength are an advantage.
Show students different offensive positions on the handball court and let them be
placed on those offensive positions.

ACTIVITY 1
By using two halve court of handball game, students in groups of 3 and 4 for each
half, perform the following exercise:
– Students in-group of four must have a goalkeeper and be defenders.
– Those who are in group of three be attackers.
Each student who is in attacking group plays a certain attacking role. Students in
group, which is defending, their role is to prevent attackers to score a goal. Let them
play it in 3 minutes. In case there are many teams change them after 3minutes

Offensive tactics
Explain to the students the different waves (offensive tactics) as they are applied in
handball game situation:

• First wave
Tell the students that the target of the first wave attack is to get to a shooting
position before the opponent manages to return. The first wave includes the players
who rush forth from the defensive position now of the shot or when their team
intercepts the ball. The fast attack is initiated most frequently by the goalkeeper
or occasionally by one of the field players. He/ she passes to the attacker who is
not guarded and is closest to the opponent’s goal. The first wave attackers free
themselves as quickly as possible, carefully watching the ball and if the opponent
gains the ball, they immediately return to a defensive position to initiate the second
wave.

Remind students to apply the following principles for movement and passing while
performing the first wave:
– Move into free space as fast as possible and fake the shortest route. If a
   defender guards them, try to get rid of him.
– Keep enough distance between themselves and a fellow player, so that they
    can safely pass to each other but that a defender cannot guard both of them.
– Use crossing only in the situations 2 against 2 or 3 against 3. It is not suitable
    in the situations 2 against 1, 3 against 2 or 3 against 1.
– Free themselves if they are not guarded and you are the nearest player to the
    opponent’s goal or if you cannot pass.
– Pass if your fellow-player is in a better position than you are.
– Catch the ball before the free throw line and shoot after 2 or 3 steps,
    preferably by jumping, if you get into the shooting area.

• Second wave
Tell students that if the first wave is not successful, then second wave comes into
play. As more defenders get back into position, offense initiates quick passes to
outnumber the local defenders and score. In case the goal is not scored, third wave
is initiated.

Remind the students about the tasks of the second wave:
– After losing the ball, secure the area in front of your own goal.
– Be ready to catch the pass from the goalkeeper if he/she is not able to pass
    a further distance or to the first wave players.
– Finish the fast attack with a shot if the first wave does not succeed.

• Third wave
Tell students that in the third wave, the attackers use patterns involving crossing and
passing between backcourt players, getting the ball to their pivot,taking a jump shot,
or attracting the defense away from a wingman.

ACTIVITY 2
Students form two teams; each team consist of seven players. Assign position to
each student and let them play a normal handball game.

Description of the activity
The ball should start from the goalkeeper to the back centre and continue to be
played toward the opponent court. If the ball has been recuperated by the opponent
team, the lost team will come back to defend. If there are many teams, change
teams after five minutes.

Points to consider
The students to play on their respective posts and accomplish the roles assigned to
while playing as a team.
The winner is the team that scores many goals.

Variation
The ball starts with throw-off and respect the rules of starting with throw-off after
the goal has been scored.

APPLICATION ACTIVITY 1
Description of the activity
– Let the students perform simple fast break drill with two lines of students (one
   on each side) and Teacher standing in the middle.
– The player at the front of the line passes the ball to the teacher in the middle
     and then sprints towards the goal.
– The teacher returns the ball, passing the ball in front of the runner, for them to
   run onto and shoot with a quick centre shot.
– The attackers should go all the way to the goal line.
– Request students to use low shots.

Teaching point to consider while performing this activity
Always keep the students on running “false foot should be in front when throwing the
ball.

Variation
– A defender may follow the attacker from behind or from the side to make the
   shot a bit more difficult.
– Divide students into two groups and let them play a normal game in 5minutes.

APPLICATION ACTIVITY 2
Put students into groups of four. Put Team A, B, C in group 1 and D, E, F in
group 2. By using two halve court of handball game, students in groups A with a
goalkeeper play against team B (in one half) team D with a goalkeeper play against
team E (in another half court).

Description of the activity
B and E in group start their attacks from the center line against A and D. After
attempting to shoot into the goal (with or without the goal), A and D leave the
court and C and F get in the court to attack B and E. continue in this way during 6
minutes.

Variation
By respecting their halves, organize a kind of competition in group (Avs B, B vs C,
C vs A) and 2 (D vs E, D vs F, F vs E) and see the winner.
Each match consists of 2 minutes.

Cool down exercises
– Let students do light exercises and stretch their group of muscles by insisting
   on most used parts.
– Guide students while stretching their muscles systematically.

Closing discussion
• Reflect
– Describe different positions occupied in handball playground.
– Which challenges/advantages did you face when occupying different
   offensive positions in handball playground?
– Which are strengths and weaknesses for each system.

• Connect
– Give one example of attacking position similar in handball and basketball.

• Apply
– How will apply different attacking waves in handball game situation?

Lesson 2: Defending positions and defensive tactics
a. Learning objective
By the end of the lesson, students will be able to take different defensive positions
used in handball game on the field of play and perform defensive tactics perfectly.

b. Teaching resources
– Handball playground
– Balls
– Stopwatch/Watch
– First aid kits
– Whistles
– Cones
– Chasuble
– Goal posts

c. Prerequisites/Revision/Introduction
Students of senior five will learn better defensive positions and defensive play if they
can perform basic handball techniques and able to take different offensive positions
in handball learned in lesson one.

d. Learning activities
Opening discussions
– In group activities students discuss about different offensive positions learned
    in lesson one.
– Let some groups present their findings.
– Help them to clarify their findings.
– Introduce the new lesson “defensive positions and defensive tactics”.
– Then invite l students to start warm up and stretching exercises.

Warm up exercises
– Let students perform general warm up exercises and specific warm up
    exercises based on body’s parts to be used more while performing offensive
    positions and offensive pay and let students stretch their muscles properly.
– Request students to use warm up with the ball.
– Guide students while performing warm up and stretching.

e. Lesson body Defending positions
Explain to students that those players in handball are typically referred to by the
positions they are playing.
Describe defending positions in handball are as the follow:
• Far left (FL) and far right (FR): The opponents of the wingmen.
• Half-left (HL) and half right (HR): The opponents of the left and right
   backcourts.
• Back centre (left and right): Opponent of the pivot.
• Front centre: Opponent of the centre backcourt may also be set against
  another specific backcourt player.

A. Defensive sytems
Man to man defence
As a teacher, give a clear explanation to the learners students that Man-to-man
defence can be played throughout the field, in the own defensive half of the field or
only in front of the own goal area.

Remind students that:
Man-to-man defence throughout the field demands that each player guards the
closest opponent immediately after the loss of the ball. Disturbing an opponent’s
attack from the very beginning is an advantage.

• Advantages of man to man defence
Man-to-man defence is advantageous in the match against a weaker opponent or
in that part of the match, when we want to surprise the opponent or to reverse an
unfavorable development of the match.

• Disadvantages of man to man defence
The disadvantage is the possibility that weaker defenders must cover stronger
attackers and vice versa. If this occurs, it is necessary to make a “redistribution of
attackers” during the next break in the game. If each attacker is to be guarded by the
same defender all the time, then all defenders must return towards their goal. In a
chosen area, for example at the middle line or at the free throw line they expect the
opponents and guard them. These systems do not demand so much cooperation
as the systems of zone defence.

B. Zone defence
Explain to the students that the defensive systems are named according to the basic
positions of defenders.

• 6-0 zone defence (Flat defence)
– Tell students that within this zone defence all 6 players line up between the
    6-metre and 9-metre lines to form a wall.
– Explain students advantages and disadvantages of 6-0 zone defence.

• Advantages of 6-0
The advantage of the system 6:0 is that it is relatively easy to practice (the positions
of all players in one line facilitates cooperation) and protects the space in front of
the goal area. The system is useful against a team with weaker shooters from the
backcourt players’ area or when the wings and pivot are strong players.

Disadvantages of 6-0
The disadvantage is the lack of possibilities to disturb preparatory combinations and
the lack of possibilities to closely guard the attackers shooting from a long distance.