UNIT 5: HANDBALL
Key unit competence: Perform Handball techniques and tactics in the
game situation adhering to rules
5.1. Prerequisite (knowledge, skills, attitudes and values)
Student teachers of year 3 will perform better handball techniques and tactics in
the game situation adhering to official rules of the game if they have developedbasic techniques and tactics abilities in handball learnt in year 1 and two.
5.2. Cross-cutting issues to be addressed
• Gender
In teaching and learning process, the tutor must prepare and provide handball
activities that engage both girls and boys equally in exploiting their full
potential and talents without any discrimination or prejudice.
• Inclusive education
The tutor as a facilitator he/she must consider different special education
needs and select activities to adapt his teaching approaches to student
teachers. This creates a positive attitude and helps all student teachers to
participate actively and develop their competence levels.
• Financial education
The tutor should integrate Financial Education into his teaching/learning
activities by providing the local and no cost teaching material where is possible.
He/she must encourage student teachers 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 tutor 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 student teachers 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 cases of accident.
• Environment and sustainability
The tutor should provide materials and deliver the lesson by encouraging
student teachers to protect the environment and well use of materials. The
tutor helps them to develop the spirit of keeping safe the environment in
which they use during performing sports activities by avoiding waste left on
the ground.
• Peace and values education
The tutor helps student teachers to develop fair play and social values by
avoiding violence and conflict in the game and by setting clear and relevant
instructions. He/she should provide the activities that help student teachers
to develop their competence peacefully.
• Comprehensive sexuality education
The tutor 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 a tutor should take a time to explain
student teachers 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.
5.3. Guidance on introductory activity
Before introducing the lesson one of this unit, you must introduce the whole unit.
The tutor as a guide, facilitator and expert, asks questions and provides activities
related to rules of the game of handball in order to help them to predict what tobe learned in the whole unit.
5.4. List of lessons/sub-heading
Lesson 1: Recall on handball techniques and tactics in the game
situation
a) Learning objective
To overview and perform techniques and tactics of handballb) Teaching resources
c) Prerequisites/Revision/Introduction
Student teachers of Year 3 will perform better recall on handball techniques
and tactics if they have developed techniques and tactics exercises learnt in
year 1 and 2.
d) Learning activities
Opening discussions
• Ask questions about handball techniques and tactics learnt in year 1 and 2.
• Let student teachers present their findings and introduce the prepared lesson.
• Invite student teachers to start warm up exercises.
Warm up exercises and cool down description
• Let student teachers perform general warm up exercises and specific warm
up based on the most body’s parts to be used while performing techniques
and stretch their muscles properly.
• One student teacher leads warm up and stretching exercises.
• Guide them while performing warm up and stretching exercises.
• Help them/demonstrate/correct where is necessary.e) Lesson development
Task/Activity
Student teachers play a certain game in a given time, e.g. Make teams of
seven prayers/team at least then the game takes 20min and every prayer
must occupy responsibilities of its position on the playground based onposition of player and assigned tasks in each group.
Description of the activity
During performing activities student teachers use: pass and reception,
dribbling, shooting in the goals, attacking and defending tactics.
Variation
According to the number of student teachers, the tutor replaces some prayers
until all prayers enter on the ground.
Teaching and learning points to consider:
–– Effectiveness in passing, dribbling, catching and shooting the ball.
–– In case of dribbling with and without an opponent.
–– Playing formations (systems) which teams are using.–– Offensive and defensive tactics used by the team.
Application activities
Form teams of 4 vs 4, 5 vs 5, 6 vs 6, and 7 vs 7. Let student teachers play
handball adhering to rules of the game on the appropriate court. The winner is
the team, which scores three goals before another. Distribute balls to student
teachers for regular familiarization with the ball and request them to choosetheir own officials.
Cool down exercises
–– Let student teachers do right exercises and stretch their group of muscles
by insisting on most used parts.
–– Randomly, one of student teachers leads cool down exercises.
–– Guide them while stretching their muscles systematically.
–– Help them/demonstrate/correct where is necessary.
Closing discussion
Reflect
–– Which challenges did you face during the execution of passing, receiving,
dribbling, shooting and blocking exercises in handball game? Why?
–– What went well during the performance of passing, receiving, dribbling,
shooting and blocking the ball in handball game? Why?
Connect
–– What conditions are necessary for a handball prayer to have the best
performance?
Apply
–– How will you do to make better your performance of handball techniques
and tactics after this session?
Lesson 2: Rules of the game
a) Learning objectiveDiscuss and interpret rules of the game of handball
b) Teaching resources
c) Prerequisites/Revision/Introduction
Student teachers of Year 3 will learn better rules of the game of handball if
they have developed techniques and tactics of playing handball game learnedin year 1 and year 2.
d) Learning activities
Put student teachers into eight groups and distribute to them questions based
on group numbers and let them discuss given questions into their respective
groups. Distribute rules of the game for each group based on questions given
to facilitate student teachers to get resources (if possible, you may use smartclassroom and let them use soft copy of rules of the game of handball).
• Pass though groups and help them where is necessary. Request student
teachers to choose a secretary to record findings and group representative
who will present their findings.
• Request group representative to present their findings, group members may
support where is necessary.
• After presentation of all groups, use a projector to recap presentations,
show them fouls, and misconduct with the right hand signals to use whileofficiating in handball.
Hand signals used in officiating handball game
Application activity
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.
Lesson 3: Playing handball game adhering to official rules of the
game
a) Learning objective
Playing handball game adhering to official rules of the gameb) Teaching resources
c) Prerequisites/Revision/Introduction
Student teachers of Year 3 will perform better the game situation adhering
to the official rules of the game of handball if they have developed basic
techniques and tactics of playing handball learned in year 1 and year 2.
d) Learning activities
Opening discussions
• Ask questions about rules of the game of handball.
• Let student teachers present their findings.
• Invite student teachers to start warm up exercises.
Warm up exercises
• Let student teachers perform general warm up exercises and specific
warm up based on the most used body’s parts to be used while in game
performance stretch their muscles properly.
• One student teacher leads warm up and stretching exercises.
• Guide them while performing warm up and stretching exercises.
• Help them/demonstrate/correct where is necessary.
e) Lesson developmentGame situation
Points to consider during this game situation
• Time for playing for each match: 6 minutes
• The winner is the team, which will gain many points in those three matches.
• Choose one student teacher to lead cool down and invite them to start after
game situation discussion.
• Start by giving time group A, B then C to share what they have recorded
based 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.
• Close the lesson by asking some questions on what they have beendiscussed.
5.5. Summary of the unit
This unit comprises the reviewing techniques and tactics of handball in game
situation.
It describes the rules of the game of handball. It provides time for playing games
adhering to handball rules and helping student teachers to develop their knowledge
and competences in officiating of handball game through the following:
• Playing court, playing time, final signal and Time-Out.
• The ball, the team, substitutions, equipment, player injuries.
• The goalkeeper, the goal area.
• Playing the ball, passive play.
• Fouls and unsportsmanlike conduct, scoring.
• Throws and general instructions on the execution of the throws.
• The punishments and the officials.• The timekeeper and the scorekeeper and hand signals.
5.6. Additional Information for tutors
Playing court
Playing court is a 40 metres long and 20 metres wide rectangle, consisting of two
goal areas and a playing area. The longer boundary lines are called side-lines, and
the shorter ones are called goal lines (between the goalposts) or outer goal lines
(on either side of the goal). There should be a safety zone surrounding the playing
court, with a width of at least 1 metre along the side lines and 2 metres behind
the goal lines. The characteristics of the playing court must not be altered during
the game in such a way that one team gains an advantage.
The handball court consists of the following: The goal area, the free throw line,
the 7m throw, the goalkeeper’s restraining line, the centre line, the substitution line.
The Team
A team consists of up to 14 or 16 players depending on the competition. No more
than seven players may be present on the court at the same time. The remaining
players are substitutes. A player who is identified as a goalkeeper may become a
court player at any time. Similarly, a court player may become a goalkeeper at any
time as long as he is identified as a goalkeeper. The game may continue even if a
team is reduced to less than five players on the court. It is for the officials to judge
whether and when the game should be permanently suspended.
The goalkeeper is allowed to:
• Touch the ball with any part of his body while in the act of defence inside
the goal area.
• Move with the ball inside the goal area, without being subject to the
restrictions applying to court players.
• Leave the goal area without the ball and participate in the game in the
playing area; when doing so, the goalkeeper becomes subject to the rules
applying to players in the playing area.
• Leave the goal area with the ball and play it again in the playing area if he
has not managed to control it.
The goalkeeper is not allowed to:
• Endanger the opponent while in the act of defence.
• Leave the goal area with the ball under control; this leads to a free throw.
• Touch the ball when it is stationary or rolling on the floor outside the goal
area, while he is inside the goal area.
• Take the ball into the goal area when it is stationary or rolling on the floor
outside the goal area.
• Re-enter the goal area from the playing area with the ball.
• Touch the ball with the foot or the leg below the knee, when it is moving out
towards the playing area.
• Cross the goalkeeper’s restraining line (4-metre line) or its projection
on either side, before the ball has left the hand of the opponent who is
executing a 7-metre throw.
Playing the Ball
During playing the ball in handball game, it is permitted to:
• Throw, catch, stop, push or hit the ball, by using hands (open or closed),
arms, head, torso, thighs, and knees.
• Hold the ball for a maximum of 3 seconds, also when it is lying on the floor.
• Take a maximum of 3 steps with the ball ; one step is considered taken
when:
a) A player who is standing with both feet on the floor lifts one foot and puts
it down again, or moves one foot from one place to another.
b) A player is touching the floor with one foot only, catches the ball and then
touches the floor with the other foot.
c) A player after a jump touches the floor with one foot only, and then hops
on the same foot or touches the floor with the other foot.
d) A player after a jump touches the floor with both feet simultaneously, and
then lifts one foot and puts it down again, or moves one foot from one
place to another.
While standing or running
It is permitted to:
a) Bounce the ball once and catch it again with one or both hands.
b) Bounce the ball repeatedly with one hand (dribble), and then catch it or pick
it up again with one or both hands.
c) Roll the ball on the floor repeatedly with one hand, and then catch it or pick
it up again with one or both hands.
–– As soon as the ball thereafter is held in one or both hands, it must be
played within 3 seconds or after no more than three steps.
–– The bouncing or dribbling is considered to have started when the
player touches the ball with any part of his body and directs it towards
the floor.
–– After the ball has touched another player or the goal, the player is
allowed
d) To tap the ball or bounce it and catch it again.
e) Move the ball from one hand into the other one.
f) Play the ball while kneeling, sitting or lying on the floor; this means that
is it permitted to execute a throw (for instance a free throw), from such a
position.
During playing the ball in handball game, it is not permitted to:
• After the ball has been controlled, to touch it more than once, unless it has
touched the floor, another player, or the goal in the meantime.
• Touch the ball with a foot or leg below the knee, except when the ball has
been thrown at the player by an opponent.
Play continues
• If the ball touches a referee on the court.
• If a player with the ball moves outside the playing court with one or both
feet (while the ball is still inside the court), for instance to get around a
defending player, this shall lead to a free throw for the opponents.
• If a player from the team in possession takes up position outside the court
without the ball, the officials shall indicate to the player that he must move
into the court.
• If the player does not do so, or if the same team later repeats the action,
there shall be a free throw awarded to the opponents without any further
forewarning.
Fouls and Unsportsmanlike Conduct
Fouls that normally do not lead to personal punishment
It is not permitted:
• To pull or hit the ball out of the hands of the opponent.
• To block the opponent with arms, hand, legs, or to use any part of the body
to displace him or push him away; this includes a dangerous use of the
elbow, both as a starting position and in motion.
• To hold an opponent (body or uniform), even if he remains free to continue
the play.• Run into or jump into an opponent.
Decision-making criteria
For the judgment as to which personal punishments are appropriate for specific
fouls, the following decision-making criteria apply; these criteria are to be used in
combination as appropriate in each situation:
a) The position of the player who commits the foul (frontal position, from the
side, or from behind);
b) The part of the body against which the illegal action is aimed (torso,shooting arm, legs, head/throat/neck);
c) The dynamics of the illegal action (the intensity of the illegal body contact,
and/or a foul where the opponent is in full motion);
d) The effect of the illegal action:
–– The impact on the body and ball control.
–– The reduction or prevention of the ability to move.
–– The prevention of the continuation of the game.
For the judgment of fouls, the particular game situation is relevant, too (e.g.,
shooting action, running into open space, situations with high running speed).
Scoring
A goal is scored when the entire ball has completely crossed the goal line, if the
thrower, a teammate or a team official has committed no violation of the rules
before or during the throw. The goal line referee confirms with two short whistle
signals and hand signal that a goal has been scored.
• A goal shall be awarded if there is a violation of the rules by a defender but
the ball still goes into the goal.
• A goal cannot be awarded if a referee, timekeeper or delegate has interrupted
the game before the ball has completely crossed the goal line.
• A goal shall be awarded to the opponents if a player plays the ball into
his own goal, except in the situation where a goalkeeper is executing agoalkeeper throw.
Throws
General Instructions for the Execution of the Throws
The Thrower
Prior to the execution: the thrower must be in the correct position prescribed
for the throw; the ball must be in the hand of the thrower.
During the execution, except in the case of the goalkeeper throw:
–– The thrower must have one part of a foot in constant contact with the
floor until the ball is released. The other foot may be lifted and put down
repeatedly.
–– The thrower must remain in the correct position until the throw has been
executed A throw is considered taken when the ball has left the hand of
the thrower.
–– The thrower must not touch the ball again until it has touched another
player or the goal.
A goal may be scored directly from any throw, except that a direct ‘own goal’
cannot be scored through a goalkeeper throw (i.e., by dropping the ball into
one’s own goal).
The teammates of the thrower and the defending players must remain in their
positions as rules describe it until the throw has been done.
Whistle signal for the restart
The referee must blow the whistle for the restart: always in the case of a throw-off,
7-metre throw.
In the case of a throw-in, goalkeeper throw or free throw: For a restart after a timeout,
for a restart with a free throw, when there has been a delay in the execution,after a correction of the player positions, after a verbal caution or a warning.
The punishments
The Officials
–– Two officials with equal authority shall be in charge of each game. A
timekeeper and a scorekeeper assist them.
–– The officials monitor the conduct of the players and team officials from the
moment they enter the premises until they leave.
–– The officials are responsible for inspecting the playing court, the goals,
and the balls before the game starts; they decide which balls will be used.
–– The officials also establish the presence of both teams in proper uniforms.
–– The coin toss is undertaken by one of the officials in the presence of the
other referee and the ‘responsible team official’ for each team, or a team
official or player (for instance, a team captain) on behalf of the ‘responsible
team official’.
The Timekeeper and the Scorekeeper
–– The timekeeper has the main responsibility for the playing time, the timeouts,
and the suspension time of suspended players.
–– The scorekeeper has the main responsibility for the team rosters, the score
sheet, the entering of players who arrive after the game has started, andthe entering of players who are not entitled to participate.
5.7. End unit assessment
Tutor divide student teachers into groups of four including two officials, the
timekeeper and the Scorekeeper. After dividing student teachers into their
respecting groups, set the order on which groups will lead the game, request the
first group to start the match. Ask other remaining student teachers to form two
teams of seven players for each one. Let the match start, change groups which is
officiating after five minutes. Officials become players to replace those who are
becoming officials.
–– During performing officiating for each group, observe how each student
teacher is accomplishing given tasks and roles.
–– Observe how techniques and tactics learned are being used.
–– Records their performance in order to give them feedback at the end of
the exercise.
5.8. Additional activities
5.8.1. Remedial activities
Distribute balls to student teachers for regular familiarization with the ball focusing
on techniques of playing handball through different game situation. Let student
teachers lead game situation by managing game situations as officials.
5.8.2. Consolidation activities
Encourage student teachers to participate in competitions among them and
choose their own officials to lead the matches and make records of the game
results.
5.8.3. Extended activities
Organize handball competition between classes for forming school teams and
participate in interclasses competitions and friendly matches. Request studentteachers to exploit regularly updated rules of the game of handball.