S5: Physical Education Sports

7.1. Key unit competence:
Perform different Goalball tactics

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

7.3. Cross-cutting issues to be addressed

Gender

In teaching and learning process of goal ball, 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 must consider different special education needs and
select goal ball activities to adapt his teaching approaches to 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 of
goal ball 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 sport at school 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 goal ball. 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 use in sports
activities.

Peace and values education
The teacher helps students to develop fair play and social values by avoiding
violence and conflict in the goal ball 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 goal ball activities and sets instructions that prevent sexual
harassment, any kind of gender-based violence like sexual abuse and physical
contacts oriented to the sexuality intention.

Genocide studies
While conducting goal ball 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.

7.4. 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 Goalball in order to help them to predict what to
be learned in the whole unit.

7.5. List of lessons/sub-heading

Lesson 1: Offensive tactics in Goalball
a. Learning objective
Perform tactical exercises of handling and throwing the ball in different positions.

b. Teaching resources
– Goalball playground.
– Bell balls / Any other objects of varying size which make sound.
– Stopwatch/Watch.
– First Aid kits.
– Knee and Elbow Pads.
– Whistle.
– Eyeshades/Blindfolds.

c. Prerequisites/Revision/Introduction
Students of senior five will learn better the offensive tactics in goalball If they can
execute basic physical exercises and perform basic goalball techniques learned in
year one.

d. Learning activities

Opening discussions (in a semi-circle formation)
Check the students’ readiness. In pairs students brainstorm about different goalball
techniques learned in senior four. Let some groups present their findings. Assist them
to clarify their findings. Introduce defensive and offensive goalball techniques learnt
in senior four. Ask students to choose assistants and determine the limits of the
game playing area and to enforce respect of the rules. Invite them to start warm up
exercises and stretching

Warm up exercises
– Let the students perform warming up exercises. They should jog around,
    stretch and strengthen their muscles systematically.
– One students can lead warm up and stretching exercises.
– Guide students while performing warm up and stretching exercises (let them
   perform warm up without using eyeshade).

e. Lesson body
Tactical exercises of handling and throwing the ball in different positions
– Explain to the students tactics of throwing the ball in goalball.
– Demonstrate how to handle and throw the ball tactically.
– Let students apply it individually on the goalball court.

• For handling the ball
During the process of setting up a throw to face the opponent team, a thrower
should do the following:
– To walk backwards onto the goal bar so that the bar is felt equally across the
    back.
– To use the court orientation lines (forward direction).
– After those, grip the ball with one hand if not use two hands, place part of the
    fingers in one of eight holes, and get ready to throw the ball

• While throwing the ball

Remind students that:

– Throwing the ball in goalball is a skill that generally considered as one-
   handed roll.
– While throwing the ball try to focus on speed and accuracy by using frontal,
   spin or between legs throw.
– In official goalball match, attacking take into account the attack phases
   (preparation and throwing), player position (centres and wings) and different
    styles to be used while throwing the ball in goalball such as rolling forward,
    between legs throwing, ten-pin bowling, side throw, discuss throw and silent
    throw.

Tell the students to respect steps while throwing the ball by using one- handed
delivery and a simple three-step approach:
– First step (left) short and quick, while other two steps should have a longer
   stride (First step is when students swing the ball back (always supporting it
    with the other hand from underneath).
– On the second step, bring ball forward and lower body close to the floor.
– On the third step, student slides on the left foot and body should be low.
   Request students to throw the ball in less than 10 seconds.

TASK / ACTIVITY
Step 1
In pairs, request one student to hold the ball in one hand with the fingers spread and
supporting the ball with the other hand. Ask him/her to draw the ball backward by
releasing supporting hand and extend the arm to a distance that maintains control
of the ball. Ask him/her to step forward with the opposite leg to his/her throwing arm
and keep both feet pointing in the direction of the throw.

Step 2
Student swings the ball forwards very quickly and release the ball close to the floor
so that it makes very little sound. Let all students perform this exercise.

Points to consider
– Ensure the other arm is extended outwards to help balance.
– To follow though the following arm in the direction that he/she wishes the ball
    to travel.
– Keep the knees bent.
    Students sit in a five-point star shaped formation without wearing eyeshades. One
    student is given the Goalball or any other objects of varying size, which make sound
    to begin the game.

One student throws the ball to another student across the star. Before the throw is
made the student, who is going to receive the ball must use verbal sign to indicate
where he/she is located.

Modifications/Variations:
– All students use eyeshades.
– Instead of verbal sign, students knock on the floor to signal the thrower

Cool down
– Let students practise cool down exercises and light stretching by focusing the
   most used muscles.
– Guide them how they can stretch their muscles accordingly.
– Help them/demonstrate/correct where is necessary.

Closing discussion
• Reflect
– Which challenges/ advantages did you face during performing tactical
    exercises of handling and throwing the ball in different positions in Goalball?

• Connect
– What are conditions do you need in order to perform tactical exercises of
    handling and throwing the ball in Goalball?
– What kinds of sports do you think people who are blind play?

• Apply
– What is the usefulness of applying tactics in Goalball?
– What are some of the criteria to become an elite Goalball player?

Lesson 2: Defensive tactics in Goalball

a. Learning objective:
Perform tactical exercises of blocking and catching the ball in lying, knees, crouching
and diving position.

b. Teaching resources
– Goalball playground.
– Bell balls / Any other objects of varying size which make sound.
– Stopwatch/Watch.
– First Aid kits.
– Knee and Elbow Pads.
– Whistle.
– Eyeshades/Blindfolds.

c. Prerequisites/Revision/Introduction
Students of senior five will learn better the defensive tactics in Goalball If they can
execute basic motor control and movement exercises and perform basic Goalball
techniques learned in senior four.

d. Learning activities
Opening discussions (in a semicircle formation)
– Check the students’ readiness.
– In pairs students brainstorm about different goalball techniques learned in
   senior four.
– Let some groups present their findings.
– Assist them to clarify their findings.
– Recall defensive and offensive goalball techniques learnt in senior four.
– Invite them to start warm up exercises and stretching.

Warm up exercises
– Let the students perform warming up exercises. They should jog around,
    stretch and strengthen their muscles systematically.
– One student can lead warm up and stretching exercises.
– Guide them while performing warm up and stretching exercises.

e. Lesson body

A. Players positioning

• STANDARD V
Explain students that standard V is a good position for beginners, particularly as the
head and feet of each player should not contact with another player.

Description of standard V position on the goalball court
– The wingers mark off with the side orientation markers, and the center player
    marks off the forward center marker.
– The ball should be connected with the center player (position B) it may be
   thrown towards the wingers (A or C) and if not grabbed by a winger, should
    go off court rather than into the goals (good defense).

In group of three students let them practices standard V position as shown on the
image below.

• REVERSE V
Description of reserved V position on the court
– - The center player marks off the center rear line marker, with the wingers
       playing forward of the center player.
– - An incoming ball may then be channeled towards the center player.
– - The playing position is susceptible to cross-court balls and does not leave
       much room for error because it is quite close to the goals.

In group of three students let them practices reverse V position as shown on the
image below.

• STRAIGHT ACROSS
Description of straight across position on the court
– Players can play across the front line, across the back line, or in a line across
   the court anywhere in between.
– A team must practice this move, as poor positioning will result in feet and
   heads coming together.

In groups of three students let them practices straight across position as shown on
the image below.

• OVERLAP
Description of overlap position on the court
– In this move, one winger goes forward of the center player while the other
   winger goes back.
– This move requires coordination between all members to be effective.

In groups of three students let them practices overlap position as shown on the
image below.

Body position while defending
With nine meters of goal and three members on a team, each member needs to
lay down and stretch out to cover three meters each to make an impregnable line.

Defensive movements
Explain students that all defensive techniques rely on a players’ abilityto orientate on
the court. Good knowledge of player orientation lines and gooduse of communication
is necessary and helpful.

Request students to:
– Place their fingers upon a player orientation marker, and squats down.
– Keep shoulders square to the front, with the knee of one leg on the floor and
    the other leg stretched outright towards the side of the court to allow quick
    movement to either lie down or move further around the court.
– Keep the fingers on the orientation marker to help a player quickly return
– to the squatting position after lying down.
– Stand up to deliver the ball before quickly returning to the squat and the
   orientation marker.

B. Blocking and catching the ball.
To block and catch the ball, the following actions should be done.
– Start with feet shoulder width apart, knees slightly bent, arms forward with
   elbows slightly bent.
– Listen to the direction of the ball if the ball is going to the right, then carefully
    the students should lower themselves to floor and then quickly lower knees
    and hips on right side of body; make themselves as long as they can by
    stretching out arms and legs.

– Arms should be brought in front of the face to protect their face from being hit
   and head should tilt back slightly.
– Block the ball from a horizontal lying position with arms and legs fully extended
   (The fully extended body should be tilted slightly forward (top hip toward
    opposing side), so that the ball deflects down to the floor when it makes
   contact with the player. If the top hip is tilted away from the opposing side,
   the students’ body will act like a ramp, deflecting the ball up and into the net).

– Catch the firmly in order to launch your throwing towards the opponent team.

In pairs let students perform blocking the ball on the goalball court.

Remind students that diving should be also used while blocking the ball.

APPLICATION ACTIVITY

In pairs, one student try to score by hitting the wall behind the opposite defending
students.

Variation
– Let students practice the same exercises in team of 2 vs 2, 3vs 3.
– Let students play a normal game by using teams of three persons.

Cool down
– Let students practise cool down exercises and light stretching by focusing to
    the most used muscles.
– Guide students how they can stretch their muscles accordingly.

Closing discussion
• Reflect
– Which challenges/advantages did you face during performing tactical
exercises of blocking and catching the ball in different positions in Goalball?

• Connect
– What are conditions do you need in order to perform tactical exercises of
blocking and catching the ball in Goalball?

• Apply
– What is the usefulness of applying tactics in Goalball?
– What are some of the criteria to become an elite Goalball player?

Lesson 3: Applying learning tactics in Goalball game situation

a. Learning objective
Play a short Goalball game to apply the learnt techniques and tactics.

b. Teaching resources
– Goalball playground.
– Bell balls / Any other objects of varying size which make sound.
– Stopwatch/Watch.
– First Aid kits.
– Knee and Elbow Pads.
– Whistle.
– Eyeshades/Blindfolds.

c. Prerequisites/Revision/Introduction
Students of senior five will apply better the learned goalball techniques and tactics
in game situation if they are able to apply different Goalball offensive and defensive
techniques and strategies learned in senior four and in the previous lessons of senior
five.

d. Learning activities
Opening discussions (in a semicircle formation)
– Check the students’ readiness.
– In pairs, students brainstorm about different goalball offensive and defensive
   tactics learned in the previous lessons.
– Let some groups present their findings.
– Assist them to clarify their findings.
– Describe the game situation you are going to use.
– Invite them to start warm up exercises and stretching.

Warm up exercises
– Let students perform warming up exercises. They should jog around,
   stretch and strengthen their muscles systematically.
– One students can lead warm up and stretching exercises.
– Guide them while performing warm up and stretching exercises.

e. Lesson body

GAME SITUATION

Prepare the court and materials to be used while playing Goalball. Divide students
into groups of three. Choose three officials to lead the game including a referee,
timekeeper and a scorekeeper and set duration of the game. Each half has five
minutes.
– Determine which team starts with the ball by using coin tossing.
– Request teams to line up beside their goal where the referee will check their
   eyeshades.
– Referee request players to move onto court with their eyeshades on and
– find their player orientation marks.

Opening the game
– Let students play the first two minutes without eyeshades, but there after, in
   three minutes’ eyeshades should be worn.
– Request students not throw the ball so hard towards their teammate.

Procedures
– The referee, after consulting the table officials who do the scoring and timing,
    will call ‘Centre’ followed by throwing the ball towards the person in the center
    of the team taking possession of the ball for the first throw.
– As soon as the player touches the ball, the whistle is blown three times,
    followed by the call ‘Play’.
– The team now has ten seconds in which to throw the ball towards the other
    goal, and the game is started.
– If the ball goes over the edge, it will be called ‘out’, dropped back to the
    nearest player, called ‘play’ and off it goes again. A whistle will indicate if the
     ball goes out more than 1.5 meters from the side, and a goal judge will retrieve
     the ball. Usually following the standard phrase of ‘Quiet Please’, there will be
     a whistle, and called ‘play’ and the game continues.

During the play time-outs, team time-out, substitutions will be made. Remind
students not to remove their eyeshades unless permitted by a referee. Where an
official time-out is called, the ball will be taken from a player, and then dropped back
in from the sideline.

Half time
– The referee will whistle the end of the half, followed by ‘Half time’. Once a
    player walks off the edge of court, eyeshades may be removed.
– Within the half time period, the team will swap ends and team bench areas,
   get some water, substitute some players, and be ready to go back on court.
– The referee will recheck the eyeshades; players enter the court and get ready
   for the second half. The referee will call ‘Centre’, whistle three times, and call
    ‘Play’ and the game is back on!

Finishing the game
– After the second, half of ten minutes has expired, the referee will whistle and
    call ‘Game’ (If the score is tied, there will be a three-minute break and then
    overtime of two three-minute halves).
– At the conclusion of the game, players may remove their eyeshades and then
    walk to the center of the court or towards the score table.
– The teams then shake the hands of the opposing team in a show of good
    sportsmanship and fellowship.

The winner is the team with the highest score.

Cool down
– Let students practise cool down exercises and light stretching by focusing the
    most used muscles.
– Guide them how they can stretch their muscles accordingly.
– Help them/demonstrate/correct where is necessary.

Closing discussion
• Reflect
– How do you feel playing Goalball?
– Which challenges/advantages did you face during performing different
– games and developmental activities to apply tactics in Goalball?

• Connect
– Do you think Goalball is real sport? Should it be played during theParalympic
   Games?
– What are conditions do you need to perform different games and
– developmental activities to apply tactics in Goalball?

• Apply
– Do you think it is easy to become an elite Goalball player?
– What is the usefulness of applying tactics in Goalball?
– What are some of the criteria to become an elite Goalball player?

7.6. Summary of the unit
Strategies are needed in goalball game in order to improve performance and win
the match. Those strategies are related to offensive and defensive.

Offence strategies:

To score, a player must roll or bounce the ball down the length of the court, pass the
opposing defenders, and into the opponents’ goal. Typically, the player with the ball
will stand; orient themselves using the tactile lines, sounds from teammates, and/or
the crossbar of their own goal. The player will then stride forward, lean low, and roll
or side arm the ball down the court.

The ball must hit in the player’s own landing zone, and anywhere in the neutral
zone. So long as it hits each zone, the style of throw is entirely up to the player in
question.

Many players will take several strides and release the ball as close to their own
high ball line as possible; leaning low to ensure a legal throw. Some players will
throw after spinning; transferring the momentum of the spin into additional velocity.
Others are able to throw the ball so that it will bounce just once in each of the required
zones.

Defensive strategies:
The defending players stay within the team area, generally in somewhat staggered
positions to avoid collisions. When they hear the other team throw the ball, they ‘lay
out’, that is slide on their hips and stretch their arms above their heads and extend
their legs in order to cover as much distance as possible. The objective is simply
to keep the ball from getting past with whatever part of the body the player can get
in front of it.

To help students for mastering the above offensive and defensive strategies, they
are proposed games and developmental activities and methodological process of
teaching suggested to guide and facilitate the students improve their performance
and win the match.

Goalball strategies for beginners
– After blocking a shot, back up to the net so you can line yourself up with the
    direction you want to throw the ball.
– Tactile markings made with a line of string and tape on the floor of help to
    orient players on the court. Feel around on the floor to avoid getting lost.
– Getting into a low lunge position when you release the ball will help prevent
    throwing a high ball.
– When blocking a shot, make sure tuck your face under your upper arm to
    prevent the ball from hitting your face.
– Tapping your hand on the floor or snapping your fingers will let your teammates
   know where you are and can avoid a collision.
– When passing the ball, communication with your teammate is key! Call their
    name and wait for their sound indication before firmly bouncing the ball on the
    floor so they can hear where it is coming from.
– You only have 10 seconds from the time the ball hits a player on your team
    until the moment the ball crosses half-court. Take your time to get oriented,
    but do not be too slow on your return.
– Making sounds can be effective for communication amongst teammates or
   used as a distraction for the other team, but when the ball is released from
   the hand of your team, the noises must be finished. Otherwise, your team will
   receive a noise penalty.
– When gripping the ball, extend your fingers as wide as they will go and
   grasp the ball in the crease of your wrist.

– In the blocking position, tilting your extended body slightly forward will deflect
   the ball down to the floor after making contact with the player. If the top hip is
   tilted backwards towards the net, your body will act like a ramp, deflecting the
   ball up and into the net.

    Personal equipment
 As with any sport, some equipment is required to play the game. For goalball, this
 includes:
– Clothing: A t-shirt or jersey will be enough for the upper body, with track
   pants and joggers for the lower body. The track pants assist when scrumming
   on the floor.
– Eyeshades (obligatory): Regardless of a player’s degree of sight, all players
    are blindfolded. Ski goggles or motocross motorcycle goggles should be
    used, but inside should be black and should not show any pinholes of light.

• Padding (optional): There are several types of padding:
– Elbows: to protect elbow. Volleyball elbow pads should be used effectively
     when diving or defending across the team area.
– Knees: As per elbow pads;

– Hips: Squares of foam (larger than an A4 page) can be tucked down the
    inside of the track pants. With a little protruding above the track pants tie-lace,
    the padding will be held in place.

– Body: As a matter of personal comfort, players may wish to place some
    padding along the front of the legs or across the chest. Some players use
    shin guards;

– Gloves (optional): Some players may use fingerless gloves to aid gripof the
   ball, to keep the fingers warm on a cold morning and as a little reinforcement
   to the fingers should a quick ball hit them.

– Mouth guard (optional): The dental requirements of a sport should not be
    overlooked.
– Groin protector (optional): For male players, the cricket box provides a little
    protection to the pelvic organ area, thereby reducing immense pain.

– Chest protectors (optional): For female players, the hard upper body-
shaped plastic breast protectors may be a little uncomfortable to begin with,
but reduces possible pain from a chest hit by a ball.

Remember that equipment is designed for playing the game, and protecting the
player from injury. The comfort of the player is also important. Remind to request
students to search and use protective materials during playing goalball.

How to lay down (correct body position) in a way to protect the body and
prevent injury in goalball game?

– Ensure protective equipment is being worn.
– Lie down onto one side, into a straight line.
– The knees may need to be bowed a little to stop rolling forward or backwards,
   stretch the feet out, pointing the toes.
– Place the ankle of the upper leg slightly forward of the lower ankle, the ball
   should hit the legs, it should stop rather than using the feet as a ramp into the
   goals.
– Stretch the arms out, maintaining the straight line from the toes past the body
   to the fingertips.
– The fingers should be straight out with fingers together to prevent the fingers
    being bent back if struck by the ball.
– The fingers of one hand should be placed behind the fingers of the other
    hand.
– Thumbs should be out to the side of the hand and locked across towards the
    other hand. Keep the hands stretched out and not bowed out at the elbows.
– Keep the head tilted back behind the upper arms.

Styles used to throw the ball in goalball game
– Rolling forward: Face the opponent team, attacking players stand with feel
   shoulder width apart. Player’s place the ball forward of the feet, then bend
   down and push it forward to roll towards the opponent team. It may be done
   when sitting on the court.
– Between the legs: Instead of facing forward, turn around to face the goals
   and throw the ball between the legs towards the opponent team. Push the ball
    along the ground instead of throwing it up the area that may result in a highball
   penalty. This allow the ball to be quickly and accurately got rid of possibly to
   prevent a ten-second penalty.
– Ten-pin bowling: the ball is initially held in both hands (one on top, one
   below). While turning slightly to one side, the top hand is released and the ball
   is swept through with the other hand. One of the feet is usually swept up as a
   counter-balance. Do not collide with another player, as the loss of balance will
   usually cause the player to fail over.
– Underarm throwing: The ball is thrown downwards and forward and may or
   may not involve a slight turn of the body. There is no leg sweep.
– Side throw: this can be done while standing on the sideline or with one foot
    on a player orientation line. The body is turned at right angles to the opponent
    team. Feet are placed shoulder width apart. With the ball held either side,
    the arms are swung back and forth. On the forward swing, the forward hand is
    released and the rear hand pushes the ball onwards.
– Discus throw: this throw is done as the discus thrower on a sports field. The
    ball is held firmly, the body is bunched and then spun on the feet and flinging
    the ball forward. Players are requested a lot of practice; the ball may not
    bounce before the highball line or will go past the end of the court.

Passing the ball
A ball may be passed to another player to prevent committing a third throw penalty,
because the player is not in a position to quickly throw the ball, or to set up an
offensive play strategy.

7.8. End unit assessment

GAME SITUATION

Organize a completion where students are divided into groups of six players
(randomly). Two groups play a normal game using offensive and defensive
techniques and tactics. Let all groups meet play and count number of goals scored
by each team.

Points to consider
– Duration period for confrontation of two teams is 3min.
– Team members must wear eyeshades.
– Teams that are not in a play provide officials to lead the game.
– Only one substitute is accepted for each team during one match.
– The winner is the team finishes with high goals.

7.9. Additional activities

7.9.1. Remedial activities

In pairs students (the thrower with no eyeshades the blocker with eyeshades)
perform exercises of throwing and blocking the ball. One throws the ball another
tries to block the ball. After ten throws for each one count number of ball blocked.
The student who blocked the highest number of ball will be the winner.

7.9.2. Consolidation activities
Two partners start on the ground, sitting feet-to feet and practice rolling the ball
to each other (keep the distance short at the beginning and then the distance can
be increased, as the student are more comfortable with the activity). The goal is
to make accurate passes. The student can call their partner’s name to help with
direction of the passes. This can also be done from a sitting position.

Variations
– Introduce partner number three and let them play normal game.
– Request them to use offensive and defensive tactics learned.
– Use 10 minutes of playing.

7.9.2. Extended activities
Encourage students to make a team, do trainings and participate in different goalball
competitions at School level, Sector level, District level or National level.