UNIT 6: HANDBALL
Key unit competence: Apply handball rules of the game
6.1. Prerequisite (Knowledge, skills, attitudes and values)
Students of senior six will learn better handball rules of the game if they have mastered
handball basic techniques learned in senior five.
6.2. 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 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
material where is possible. He/she must encourage students to make their
own materials that can help them to develop competences not only in sports at
school but also in their daily 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
accidents
Environment and sustainability: The teacher should provide materials and
delivers the lesson by encouraging students to protect the environment and the
well use of materials. The teacher helps them to develop the spirit of keeping
safe environment they use in physical education and sports activities.
Peace and values education: The teacher helps students to develop fair play
and social values by avoiding violence and conflict in their handball games and
by setting clear and relevant instructions. He/she should provide the activities
that help students to develop their competence peacefully.
Comprehensive sexuality education: The teacher provides handball 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 handball exercises, the teacher should
take a time to explain students how 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.
6.3. 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 technical skills used in handball in order to help them to predict whatto be learned in the whole unit.
6.4 List of lessons/sub-heading
Lesson 1: Recall handball techniques and tactics in the game
situation
a) Learning objective
Identify handball techniques and tactics in the game situation.
b) Teaching resources
Balls, Stopwatch/watch, Playground, Cones, Whistle and Chasubles.
c) Prerequisites/Revision/Introduction
Students of senior six will learn better recall on handball techniques and tactics
in the game situation if they have developed techniques and tactics exercises
learnt in year five.
d) Learning activities
Opening discussions
– Ask questions about handball techniques and tactics learnt in year five.
– Let students present their findings and introduce the prepared lesson.
– Invite students to start warm up exercises.
Warm up exercises and stretching exercises
– Let students perform general warm up exercises and specific warm up
based on the most body’s parts to be used while performing techniques
and tactics and stretch their muscles properly.
– One student leads warm up and stretching exercises.
– Guide them while performing warm up and stretching exercises.
– Help them/demonstrate/correct where is necessary.
e) Lesson body
Activity 6.1
Students play a handball game in 15 minutes. They make teams of six players
with on goal keeper and every one occupies responsibilities of his/her position on
the playground accordingly. They pass and receive the ball. They apply attackingtechniques of dribbling and shooting in the goals. They perform defending tactic.
Activity 6.2
Make teams of 3 vs 3, 4 vs 4, 5vs 5, and 6 vs 6 students with a goal keeper. Let
students play handball adhering to rules of the game on the appropriate court in
limited period of ten minutes. The winner is the team which scores more goalsthan the other.
Activity 6.3
Let students play handball match, the outside teams lead the match as referees,
after a limited period of time teams change roles.
Application Activity 6.1
Distribute balls to students for regular familiarization by playing and request
them to choose their own officials for leading their game plays. After a giventime, the teams change the roles.
Cool down exercises
– Let students do right cool down exercises and stretch their group of
muscles by insisting on most used parts
– Randomly, one of students leads cool down exercises.
– Guide them while stretching their muscles systematically.
– Help them/demonstrate/correct where is necessary.
Closing discussions (RCA)
Reflect
– Which challenges/advantages did you face during the execution of passing,
receiving, dribbling, shooting and blocking exercises in handball game?Why?
Connect
– What are necessary conditions for a handball player to apply techniques
and tactics?
Apply
– What will you do to perform handball techniques and tactics after this
session to become a good player?
Lesson 2: Playing court, Playing time, final signal and time-out,
goalkeeper, the goal area in handball
a) Learning objective
Discuss playing court, playing time, final signal and time-out, goalkeeper, the
goal area in handball.
b) Teaching resources
Balls, Stopwatch/watch, Playground, Cones, Whistle, Chasubles and Handball
rule books.
c) Prerequisites/Revision/Introduction
Students of Senior six will learn better playing court, playing time, final signal
and time-out, goalkeeper, the goal area in handball if they have developed
handball rules learnt in senior five and in the previous lesson
a) Learning activities
Opening discussions
– Ask questions about handball rules learnt in senior five.
– Let students present their findings and introduce the prepared lesson.
– Invite students to start warm up exercises.
Warm up exercises and stretching exercises
– Let students perform general warm up exercises and specific warm up
based on the most body’s parts to be used while performing handball game
and stretch their muscles properly.
– One student leads warm up and stretching exercises.
– Guide them while performing warm up and stretching exercises.
– Help them/demonstrate/correct where is necessary.
d) Lesson body
Activity 6.4
– In groups of six, students discuss on the given elements of handball
rules. Each group has one rule to be discussed and findings are in the
distributed rules document as resource.
– Pass though groups and help them where is necessary. Request students
to choose a secretary to record findings and group representative who will
present their findings.
– Request group representative to present their findings and group members
may support where is necessary.– After presentation of all groups, use a projector to recap presentations.
Activity 6.5
Make teams of 3 vs 3 or 4 vs 4 students with a goal keeper. Let students play
handball adhering to rules of the game on the appropriate court in limited
period of ten minutes. One of the outside teams leads the match as referees
following the handball rules. The winner is the team which scores moregoals or lead the match perfectly than others.
Activity 6.6
Make teams of 5vs 5, and 6 vs 6 students with a goal keeper. Let students play
handball adhering to rules of the game on the appropriate court in limited period
of ten minutes. One of the outside teams leads the match as referees following
the handball rules. The winner is the team which scores more goals or lead thematch perfectly than others.
Application Activity 6.2
Make teams of 6 vs 6 students with a goal keeper. Let students play handball adhering to
rules of the game on the appropriate court in limited period of ten minutes.
One of the outside teams leads the match as referees following the handball
rules. The winner is the team which scores more goals or lead the match perfectly
than others.
Cool down exercises
– Let students do right cool down exercises and stretch their group of
muscles by insisting on most used parts.
– Randomly, one of students leads cool down exercises.
– Guide them while stretching their muscles systematically.
– Help them/demonstrate/correct where is necessary.
Closing discussions (RCA)
Reflect
– Which challenges/advantages did you face during playing and leading the
handball match? Why?
Connect
– What are necessary conditions do you need to apply handball rules?
Apply
– What will you do to apply handball rules in the game perfectly?
Lesson 3: The ball, the team, substitutions, equipment, player
injuries in handball
a) Learning objective
Describe the ball, the team, substitutions, equipment, player injuries in handball.
b) Teaching resources
Balls, Stopwatch/watch, Playground, Cones, Whistle, Chasubles, Handball rule
books
c) Prerequisites/Revision/Introduction
Students of senior six will learn better the description of the ball, the team,
substitutions, equipment, player injuries in handball if they have developed
handball rules learnt in senior five and in the previous lessons.
d) Learning activities
Opening discussions
– Ask questions about handball rules learnt in year five.
– Let students present their findings and introduce the prepared lesson.
– Invite students to start warm up exercises.
Warm up exercises and stretching exercises
– Let students perform general warm up exercises and specific warm up
based on the most body’s parts to be used while performing handball game
and stretch their muscles properly.
– One student leads warm up and stretching exercises.
– Guide them while performing warm up and stretching exercises.
– Help them/demonstrate/correct where is necessary.
e) Lesson body
Activity 6.7
– In groups of five, students describe the given elements of handball rules.
Each group has one element of rules to be described. The resources are
distributed (handball rule books).
– Pass though groups and help them where is necessary. Request students
to choose a secretary to record findings and group representative who will
present their findings.
– Request group representative to present their findings and group members may support where is necessary.– After presentation of all groups, use a projector to recap presentations
Activity 6.8
Make teams of 3 vs 3, 4 vs 4 and 5vs 5 students with a goal keeper. Let students
play handball adhering to rules of the game on the appropriate court in limited
period of ten minutes. One of the outside teams leads the match as referees
following the handball rules. The winner is the team which scores more goals or
lead the match perfectly than others.
Activity 6.9
Make teams of 5vs 5 or 6 vs 6 students with a goal keeper. Let students play
handball adhering to rules of the game on the appropriate court in limited period
of ten minutes. One of the outside teams leads the match as referees following
the handball rules. The winner is the team which scores more goals or lead the
match perfectly than others.
Application activity
Application Activity 6.2
Make teams of 6 vs 6 students with a goal keeper. Let students play handball
adhering to rules of the game on the appropriate court in limited period of ten
minutes. One of the outside teams leads the match as referees following the
handball rules. The winner is the team which scores more goals or lead the matchperfectly than others.
Cool down exercises
– Let students do right cool down exercises and stretch their group of
muscles by insisting on most used parts.
– Randomly, one of students leads cool down exercises.
– Guide them while stretching their muscles systematically.
– Help them/demonstrate/correct where is necessary.
Closing discussions (RCA)
Reflect
– Which challenges/advantages did you face during playing and leading the
handball match? Why?
Connect
– What are necessary conditions do you need to apply handball rules?
Apply
– What will you do to apply handball rules in the game perfectly?
Lesson 4: Playing the ball, passive play and scoring in handball
a) Learning objective
Discuss playing the ball, passive play and scoring in handball.
b) Teaching resources
Balls, Stopwatch/watch, Playground, Cones, Whistle, Chasubles and Handball
rule books
c) Prerequisites/Revision/Introduction
previous lessons.
d) Learning activities
Students of Senior six will learn better playing the ball, passive play and scoring
in handball if they have developed handball rules learnt in senior five and in the
Opening discussions
– Ask questions about handball rules learnt in senior five and in the last
lesson.
– Let students present their findings and introduce the prepared lesson.
– Invite students to start warm up exercises.
e) Lesson body
Warm up exercises and stretching exercises
– Let students perform general warm up exercises and specific warm up
based on the most body’s parts to be used while performing handball game
and stretch their muscles properly.
– One student leads warm up and stretching exercises.
– Guide them while performing warm up and stretching exercises.
– Help them/demonstrate/correct where is necessary.
Activity 6.10
In groups of three, students describe the given elements of handball rules.
Each group has one element of rules to be described. The resources are
distributed (handball rule books). Pass though groups and help them where
is necessary. Request students to choose a secretary to record findings and group
representative who will present their findings. Request group representative
to present their findings and group members may support where is necessary.After presentation of all groups, use a projector to recap presentations.
Activity 6.11
Make teams of 3 vs 3, 4 vs 4, 5vs 5, and 6 vs 6 students with a goal keeper. Let
students play handball adhering to rules of the game on the appropriate court
in limited period of ten minutes. One of the outside teams leads the match as
referees following the handball rules. The winner is the team which scores more
goals or lead the match perfectly than others.
Activity 6.12
Make teams of 3 vs 3, 4 vs 4, 5vs 5 students with a goal keeper. Let students play
handball adhering to rules of the game on the appropriate court in limited period
of ten minutes. One of the outside teams leads the match as referees following
the handball rules. The winner is the team which scores more goals or lead thematch perfectly than others.
Application Activity 6.3
Make teams of 6 vs 6 students with a goal keeper. Let students play handball
adhering to rules of the game on the appropriate court in limited period of
ten minutes. One of the outside teams leads the match as referees following
the handball rules. The winner is the team which scores more goals or leadthe match perfectly than others.
Cool down exercises
– Let students do right cool down exercises and stretch their group of
muscles by insisting on most used parts.
– Randomly, one of students leads cool down exercises.
– Guide them while stretching their muscles systematically.– Help them/demonstrate/correct where is neces
Closing discussions (RCA)
Reflect
– Which challenges/advantages did you face during playing and leading the
handball match? Why?
Connect
– What are necessary conditions do you need to apply handball rules?
Apply
– What will you do to apply handball rules in the game perfectly?
a) Learning objective
Lesson 5: Fouls and unsportsmanlike conduct, Throws and general
instructions on the execution of the throws in handball
Differentiate fouls and unsportsmanlike conduct, throws and general
instructions on the execution of the throws in handball.
b) Teaching resources
Balls, Stopwatch/watch, Playground, Cones, Whistle, Chasubles, Posts, Videos
related to handball rules of the game and Handball rule books.
c) Prerequisites/Revision/Introduction
Students of Senior six will learn better fouls and unsportsmanlike conduct,
throws and general instructions on the execution of the throws if they have
developed handball rules learnt in senior five and in the previous lessons.
d) Learning activities
Opening discussions
– Ask questions about handball rules learnt in senior five and in last lesson.
– Let students present their findings and introduce the prepared lesson.
– Invite students to start warm up exercises.
Warm up exercises and stretching exercises
– Let students perform general warm up exercises and specific warm up
based on the most body’s parts to be used while performing handball game
and stretch their muscles properly.
– One student leads warm up and stretching exercises.
– Guide them while performing warm up and stretching exercises.
– Help them/demonstrate/correct where is necessary.
e) Lesson body
Activity 6.13
– In groups of three, students describe the given elements of handball
rules. Each group has one element of rules to be described. The resources
are distributed (rulebooks.
– Pass though groups and help them where is necessary. Request students
to choose a secretary to record findings and group representative who will
present their findings.
– Request group representative to present their findings and group members
may support where is necessary. After presentation of all groups, use aprojector to recap presentations.
Activity 6.14
– Make teams of 3 vs 3, 4 vs 4, 5vs 5, and 6 vs 6 students with a goal keeper.
– The students play handball adhering to rules of the game on the appropriate
court in limited period of ten minutes. One of the outside teams leads the
match as referees following the handball rules.
– The winner is the team which scores more goals, made less fouls and
misconduct or lead the match perfectly than others.
Activity 6.15
– Make teams of 5vs 5 students with a goal keeper
– The students play handball adhering to rules of the game on the
appropriate court in limited period of ten minutes. One of the outside
teams leads the match as referees following the handball rules.
– The winner is the team which scores more goals, made less fouls andmisconduct or lead the match perfectly than others
Application Activity 6.3
– Make teams of 6 vs 6 students with a goal keeper. The students play
handball adhering to rules of the game on the appropriate court in
limited period of ten minutes. One of the outside teams leads the match
as referees following the handball rules.
– The winner is the team which scores more goals, made less fouls andmisconduct or lead the match perfectly than others.
Cool down exercises
– Let students do right cool down exercises and stretch their group of
muscles by insisting on most used parts.
– Randomly, one of students leads cool down exercises.
– Guide them while stretching their muscles systematically.
– Help them/demonstrate/correct where is necessary.
Closing discussions (RCA)
Reflect
– Which challenges/advantages did you face during playing and leading the
handball match? Why?
Connect
– What are necessary conditions do you need to apply handball rules?
Apply
– What will you do to apply handball rules in the game perfectly?
Lesson 6: Officials in handball game
a) Learning objective
Distinguish the officials of handball and their roles in the game situation.
b) Teaching resources
Balls, Stopwatch/watch, Playground, Cones, Whistle, Chasubles, Posts, Videos
related to handball rules of the game and Handball rule books.
c) Prerequisites/Revision/Introduction
Students of Senior six will learn better officials in handball game if they have
developed handball rules learnt in senior five and in the previous lessons
d) Learning activities
Opening discussions
– Ask questions about handball rules learnt in senior five and in last lesson.
– Let students present their findings and introduce the prepared lesson.
– Invite students to start warm up exercises.
Warm up exercises and stretching exercises
– Let students perform general warm up exercises and specific warm up
based on the most body’s parts to be used while performing handball game
and stretch their muscles properly.
– One student leads warm up and stretching exercises.
– Guide them while performing warm up and stretching exercises.
– Help them/demonstrate/correct where is necessary.
e) Lesson body
Activity 6.16
– In groups students recall handball officials and their responsibilities.
They discuss also on assistants and their responsibilities before, during
and at the end of the match.
– Pass though groups and help them where is necessary. Request students
to choose a secretary to record findings and group representative who willpresent their findings.
Activity 6.17
– Make teams of 3 vs 3 students with a goal keeper.
– The students play handball adhering to rules of the game on the appropriate
court in a limited period of ten minutes. The outside teams play the roles of
officials and their assistants.
– The winner is the team which scores more goals, made less fouls and
misconduct or lead the match efficiently than others.
Activity 6.18- - -
Make teams of 5vs 5 students with a goal keeper.
The students play handball adhering to rules of the game on the appro
priate court in a limited period of ten minutes. The outside teams play the
roles of officials and their assistants.
The winner is the team which scores more goals, made less fouls and
misconduct or lead the match efficiently than others.
Application Activity 6.4
– Make teams of 6 vs 6 students with a goal keeper. Let students play
handball adhering to rules of the game on the appropriate court in
limited period of ten minutes. One of the outside teams leads the match
as referees following the handball rules.
– The winner is the team which scores more goals or lead the matchperfectly than others.
Cool down exercises
– Let students do right cool down exercises and stretch their group of
muscles by insisting on most used parts.
– Randomly, one of students leads cool down exercises.
– Guide them while stretching their muscles systematically.
– Help them/demonstrate/correct where is necessary.
Closing discussions (RCA)
Reflect
– Which challenges/advantages did you face during playing and leading the
handball match? Why?
Connect
– What are necessary conditions do you need officials in hand ball?
Apply
– What will you do to become handball officials?
Lesson 7: Officiate a handball game
a) Learning objective
Apply and interpret rules of handball in the game situation.
b) Teaching resources
Balls, Stopwatch/watch, Playground, Cones, Whistle, Chasubles, Posts, Videos
related to handball rules of the game, Handball rule books, Projector/computer,
Smart classroom, Hard/soft copy of handball rules and Cards.
c) Prerequisites/Revision/Introduction
Students of Senior six will learn better officiate a handball game if they have
developed handball rules learnt in senior five and in the previous lessons.
d) Learning activities
Opening discussions
– Ask questions about handball rules learnt in senior five and in last lesson.
– Let students present their findings and introduce the prepared lesson.
– Invite students to start warm up exercises.
Warm up exercises and stretching exercises
– Let students perform general warm up exercises and specific warm up
based on the most body’s parts to be used while performing handball game
and stretch their muscles properly.
– One student leads warm up and stretching exercises.
– Guide them while performing warm up and stretching exercises.
– Help them/demonstrate/correct where is necessary.
e) Lesson body
Activity 6.19
Game situation
Make teams of three players: A, B and C and organize a competition:
The first match: A vs B while C will act as officials by providing two officials,
the timekeeper and the scorekeeper. The remaining players will record fouls
and misconduct happened and how officials have been reacted.
The second match: B vs C while A will act as officials by providing two
officials, the timekeeper and the scorekeeper. The remaining players will
record fouls and misconduct happened and how officials have been reacted.
The third match: A vs C while B will act as officials by providing two officials,
the timekeeper and the scorekeeper. The remaining players will record fouls
and misconduct happened and how officials have been reacted. The playing
time is 5minutes.
The winner is the team which gains more points than others. After the
competition, each team shares with others what they have recorded: On
rules of the games, decisions taken by officials, effectiveness of hand signals
used, and how officials are taking positions and their movement during the
match. Support them to clarify some rules of the game where is necessary.
Game situation
Make teams of five players: A, B and C and organize a competition:
Activity 6.20
The first match: A vs B while C will act as officials by providing two officials,
the timekeeper and the scorekeeper. The remaining players will record fouls
and misconduct happened and how officials have been reacted.
The second match: B vs C while A will act as officials by providing two
officials, the timekeeper and the scorekeeper. The remaining players will
record fouls and misconduct happened and how officials have been reacted.
The third match: A vs C while B will act as officials by providing two officials,
the timekeeper and the scorekeeper. The remaining players will record fouls
and misconduct happened and how officials have been reacted. The playing
time is 7minutes.
The winner is the team which gains more points than others. After the
competition, each team shares with others what they have recorded: On
rules of the games, decisions taken by officials, effectiveness of hand signals
used, and how officials are taking positions and their movement during the
match. Support them to clarify some rules of the game where is necessary.
Activity 6.21
Game situation
Make teams six players: A, B and C and organize a competition:
The first match: A vs B while C will act as officials by providing two officials,
the timekeeper and the scorekeeper. The remaining players will record fouls
and misconduct happened and how officials have been reacted.
The second match: B vs C while A will act as officials by providing two
officials, the timekeeper and the scorekeeper. The remaining players will
record fouls and misconduct happened and how officials have been reacted.
The third match: A vs C while B will act as officials by providing two officials,
the timekeeper and the scorekeeper. The remaining players will record fouls
and misconduct happened and how officials have been reacted. The playing
time is 10minutes.
The winner is the team which gains more points than others. After the
competition, each team shares with others what they have recorded: On
rules of the games, decisions taken by officials, effectiveness of hand signals
used, and how officials are taking positions and their movement during the
match. Support them to clarify some rules of the game where is necessary.
Application Activity 6.4
– Make teams of 6 vs 6 students with a goal keeper play handball adhering
to rules of the game on the appropriate court in a limited period of
fifteen minutes. The outside teams play the roles of officials and their
assistants.
– The winner is the team which scores more goals, made less fouls andmisconduct or officiated the match efficiently than others.
Hand signals used in officiating handball game
Provide one box which contains cards where written fouls and unsportsmanlike conduct.
Another box contains cards where written sanctions/punishment. In groups, when
one member picks a card written a foul or an unsportsmanlike conduct, one from
another group raises the card of its relative sanction/ punishment. Continue the
activity until the prepared cards finished.
Cool down exercises
– Let students do right cool down exercises and stretch their group of
muscles by insisting on most used parts.
– Randomly, one of students leads cool down exercises.
– Guide them while stretching their muscles systematically.
– Help them/demonstrate/correct where is necessary.
Closing discussions (RCA)
Reflect
– Which challenges/advantages did you face during playing and officiating
the handball match? Why?
Connect
– What are necessary conditions do you need officials in hand ball?
Apply
– What will you do to become handball officials?
6.6 End of unit assessment
Organize handball competition between teams and assess learners’ abilities
to apply handball techniques and tactics such as pass, receive, shoot,
goalkeeping and observe how they apply handball rules through playing and
officiating the game
6.7 Additional activities
Remedial activities
– Providing school facilities for learner’s recreation where they perform
regular handball technical and tactical skills and officiating games.
Consolidation activities
– Encourage learners to participate actively in the handball school
competitions representing his/her class and officiate them.
Extended activities
– To participate actively in mass sport in their villages.
– Participate in the organized recreational handball activities and
competitions in their villages during weekends and holidays with their
neighboring learners and help in officiating and in the application ofhand ball rules.