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Team Handball Unit Plan

Courtney Treble & Mackenzie Wright

Middle Years Physical Education

Professor Lee Carter


Table of Contents:

1. Year Plan

2. Introduction & History of Team Handball

3. Unit Overview and description of unit activities

4. Assessment strategies

5. Curriculum guide

6. Lesson plans (6)

7. Additional activities

8. Integrative subject areas


Year Plan:

The following is a break down of activities and team sports that we would teach throughout the
year. The team sports are closely connected and scheduled to be inline with a school sports
schedule. Modification may be made based on grade level and skill development, however, our
focus is strictly on the middle years stream, grade five to eight.

Week 1 Week 2 Week 3 Week 4

September Low organized Low organized Soccer Soccer

games / Ice break games / Ice break
activities activities (outside)

October Fitness Testing Fitness Testing & Volleyball Volleyball

& Yoga Yoga

November Multicultural Multicultural Team Handball Team Handball

Games Games

December Floor Hockey Floor Hockey Low Organized Christmas Break


January Christmas Break Winter activities - Winter activities Winter activities -

Skating / Ice - Skating / Ice Curling
hockey hockey

February Cross Country Snowshoeing Badminton Badminton


March Cooperation Juggling Dance Spring Break


April Basketball Basketball Low Organized Low Organized

Games Games

May Frisbee & Flag Frisbee & Flag Track & Field Track & Field
Football Football

June Kickball / Baseball Kickball / Baseball Outdoor games Outdoor games


Introduction and the History of Team Handball:

Throughout history various team sports have been developed and modified all around the

world to be played both recreationally and competitively. Sport allows for individuals to develop

several types of skills such as motor, communication, and leadership, which provides them with

the opportunity to compete at various levels.

Team Handball for example, was first played in Scandinavia and Germany at the end of

the 19th century. Then in 1910 handball was played in Sweden on an outdoor field. However, it

was not until 1928 that the ​International Amateur Handball Federation (IAHF) began working

towards having the game as an olympic sport. It appeared for the first time at the Berlin games in

1936 and then not again until 1972 where it was taken indoors at the Olympic games in Munich.

Since 1972 Handball continues to be played in the Summer Olympics.

Team Handball involves several different skills such as running, dribbling, catching, and

jumping, blending together various team sports. However, it is closely connected to both water

polo and soccer as team members must work together both offensively and defensively to move

the ball from one end of the court to the other. Not only does it teach students how to

cooperatively work together, but also how to effectively communicate and listen.

Typically, in middle years, gym classes are subjected to smaller amounts of time in

comparison to high school Phys Ed programs. Therefore, for our Team Handball unit we focused

on grade seven outcomes and have developed six lessons that can be implemented within a 30

minute class and that can be modified if more time allows .


Unit Overview:

The purpose of this unit is to introduce children in grade five to eight to the sport of Team
Handball. The object of the game is to split students in half, then develop two teams of seven
players. One of these seven players will be the goalkeeper, while the other six work together to
move, pass, and throw at the opposing teams net. Depending on class size, this game can be
further modified to have two or three games going on at once, rather than whole group play as
individuals will then be given the opportunity to participate actively.

Throughout this unit students will gain an understanding of rules, safety precautions, individual
and team skills as well as strategies that can be used with offensively and defensively.

Lesson one - Lead up to Handball ​- Students will be introduced to the game of Team Handball
by playing a lead up game called Hockey net Dodgeball. Students will be split into teams and be
provided with an unlimited amount of balls, providing them with the opportunity to work with
their teammates to score on the opposing teams net. As the game progresses the teacher will stop
and add new rules to familiarize students with official play.

Lesson two - Catching and Passing ​- Students will start by competing in a relay passing a ball
over and under until they reach the end. The lesson will then go over specific throwing passing
skills using both your dominant and non dominant hand. Students will then use the skills that
they have learned to play a low organized game called Catch and Release. The objective of the
game is to have the ball passed to all teammates before achieving a single point.

Lesson three - Dribbling & Moving with the ball - ​This lesson goes over the fine motor skills
involved with dribbling and bounce passing a ball. Students will practice dribbling on the spot
and with a partner before partaking in a relay and tag game.

Lesson four - Shooting & Aiming at the net ​- This lesson goes over the basics of how to throw
the ball to score a point, as well as practicing students aim by throwing at pylons.

Lesson five - Modified Team Handball games - ​This lesson, students will participate in a low
organized game using the whole gym, and using many of the skills used within the game of

Lesson six - Let’s Play Team Handball ​-This lesson will be incorporating all of the skills
learned over the past five lessons in one full class of handball. Small groups of 4, and 3 modified
courts will be utilized to carry out the games. Time limits will be set, and on the buzzer teams
will move to play different teams.

Assessment Strategies:
Throughout the unit students will be informally observed during each class. Participation and
desire to try will be taken in as a method of evaluation. Although some individuals want a hand
written test, we decided for our unit that we would focus on skill based tasks rather than rules
and regulations as these will be demonstrated in overall game play.

Self Assessment
There will be a daily question on the gym white board and as a self-assessment exit slip students
will put a number from 1-4 by their name (there will be a list also by the white-board) and
evaluate where they think they were for that particular daily question.

Daily Assessment Checklist

Participation ❏ Student comes to class changed

❏ Student is ready to participate
❏ Student acts as a team player

Attitude ❏ Student exhibits a positive attitude

❏ Takes feedback

Behaviour ❏ Works cooperatively with teacher and

❏ Demonstrates sportsmanship

Unit Overview Rubric

4 3 2 1

Shooting Student is capable Student is able to Student is Student does not

of shooting the ball shoot at the net, and inconsistent with attempt to take any
at the net with takes most shooting at the net shots on net
repetitive success opportunities to do and does not
so actively look for

Passing Student moves the Student moves the Student has Student does not try
ball down the court ball down the court, difficulty passing to receive a pass or
with ease, utilizes usually utilizes accurately, make one
other team members other team members seldomly looks to themselves
receive / pass

Dribbling Student executes Student usually Student struggles to Student cannot

success with demonstrates good perform the dribble the ball with
dribbling the ball dribbling skills dribbling skill either hands

Grade 7 Learning Outcomes addressed throughout our unit:

Movement Outcomes:
K.1.7.C.1​ Identify the importance of following rules (i.e., safety, control, fair play, inclusion,
enjoyment, entertainment) of selected sports and games.

K.1.7.C.2​ Show an understanding of the specific terminology associated with selected sports and
games, including territory/invasion-type activities

K.1.7.C.3​ Determine basic offensive and defensive strategies (e.g., hitting to an open space,
shuffle-step to maintain a guarding position...) in games, including territory/invasion-type and
striking/fielding-type activities

S.1.6.A.1 - S.1.7.A.1​ Perform extensions and/or variations of transport skills (e.g., sprinting,
jumping, springing, rotating...), applying mechanical principles (e.g., speed is affected by the
weight of body, range of motion, number of involved body segments, ap

S.1.7.A.2​ Perform manipulation skills (e.g., bouncing, rolling, striking...), applying mechanical
principles (e.g., length of lever, range of motion, number of body segments, application of
force...) for consistency.

Fitness Management:
K.2.7.A.1​ Sort and classify physical activities/exercises (e.g., jogging, cycling, weight training,
gymnastics...) that are best suited to developing each of the health-related fitness components
(e.g., cardiovascular endurance, muscular endurance, muscular strength, flexibility, body

K.2.7.C.4​ Identify personal factors and preferences for choosing physical activities (e.g.,
personal interests, influence of friends, appreciation of the outdoors, affiliation, competition,
cooperation, fun...) for fitness and health.

Safety Outcomes:
​K.3.7.A.1​ Determine safety rules, routines, and procedures related to selected activities,
including territory/invasion-type and striking/fielding-type activities (e.g., no blocking or
tackling in flag football...).

K.3.5.A.5a​ Show an understanding of potential safety risks related to environments for selected
alternative pursuits (e.g., jogging, cycling, tobogganing/sliding, snowboarding, skiing, in-line

K.3.7.A.3 ​Justify reasons (e.g., ease of movement; personal hygiene; prevention of injury,
sunburn, frostbite, hyperthermia, hypothermia...) for appropriate dress for selected physical
S.3.4.A.1​ Follow set rules and routines for safe participation and use of equipment in selected
physical activities (e.g., fair-play rules, change-room routines, equipment distribution, sharing

Personal and Social Management:

K. 4.7.A.1 - ​Compare attitudes and behaviors that contribute to a sense belonging

K.4.7.A.2a​ Identify the obstacles (e.g., changing information, abilities, priorities, values,
resources, attitudes, illness, injury, responsibilities...) that may influence achievement of and
making revisions to personal goals and strategies (e.g., decision-making/problem-solving

K.4.7.B.1b​ Describe conduct (e.g., personal, group, team...) and ethical behaviours appropriate
for engaging in physical activity and/or social events

K.4.7.B.3c​ Review strategies (e.g., mediation, conflict resolution...), possible outcomes (i.e.,
win/win, win/lose, lose/win, lose/lose), and behaviours (e.g., compromising, negotiating,
accommodating, blaming, avoiding, collaborating, consensus building…) for conflict resolution
among friends and/or peers.

S.4.7.A.3​ Demonstrate functional use of interpersonal skills (i.e., communicate effectively,

cooperate/collaborate, be respectful, be responsible) for dealing with new activities, situations,
and/or changes in class activities.

Lesson 1: → Lead up to Handball

Specific Learning Outcomes

S.1.6.A.1 K.2.7.A1 S.3.4.A1 K.4.7B.1b

● 4 Hockey nets / soccer nets
● Rhino skin dodgeballs
● Pinnies

Activate: ​To warm up students will begin with a dynamic warm up to get their bodies moving.
This warm up can either be led by the teacher or be wrote on the whiteboard for students to begin
as they enter the gym.
● Forward jog/ backwards jog
● Butt kicks/ high knees
● Lunges/ Sweeps
● Knee to chest/ high kicks
● Skipping, forward arm circles/ backwards too

Acquire: ​Inform students that we will be learning a new team sport. Ask them if they have heard
of handball before. Give some background knowledge on the sport of handball, and go over the
basics of what handball is. Tell students today we will be doing an introduction game to
handball, that uses similar movements and skills they will need for handball.

Apply: ​Hockey Net Dodgeball

● Split the gym in half
● Have students get in groups of four, number off each other 1- 4 and go to corner in the
gym (1 & 2 on one court, 3 & 4 on the other)
● Object of the game is to get the ball into the opposing teams net. Students must throw the
ball at the other teams net in order to score. If a player gets hit by the opposing team with
a ball they must sit on the floor, but can still try to score sitting down. Once someone on
your team scores everyone gets up

Teacher Notes:

● After 5 minutes of play add a new rule - students cannot hold onto the ball for more than
3 seconds before having to shoot
● After 10 minutes of play students must make three successful passes amongst their
teammates before shooting at the net

Challenges / Adaptations:
● Hockey net dodgeball can be modified to play as a whole class or break into smaller
groups to work on fine motor skills
● Limit the number of balls during play

Lesson 2: → Catching & Passing

Specific Learning Outcomes

K.1.7.C.1 K.2.7.A.1 K.3.7.A.3 K.4.7.B.1b

S.1.7.A.2 S.3.4.A.1 S.4.7.A.3

● Rhino skin dodgeballs
● Pylons for boundaries
● Hula hoops

Activate:​ Over and Under

1. Divide players into groups of four with one ball between them.
2. Have players face back to front, one foot away from each other.
3. Have players pass the ball over their heads, and then through their legs, keeping their
hands on the ball at all times.
4. After the ball reaches the person at the back of the line the player runs to the front of the
line and continues the movements.
5. Ensure players are passing the ball with both hands.
6. Rely until the team

Acquire: ​After students have warmed up have them meet you at centre court to explain the
importance of proper passing and ball handling. Using the command style the teacher will ask for
a volunteer and then verbally explain and physically demonstrate how to throw a ball as well as
how to catch a pass. Students will then be instructed to find a partner, grab a ball, and stand
opposite of each other on the line.
● 10 overhand partner passes with dominant hand
● 10 overhand partner passes with non dominant hand
● 10 underhand partner passes with dominant
● 10 underhand partner passes with non dominant
● Bounce pass with dominant hand
● Bounce pass with non dominant hand

Apply: Catch and Release


Have students grab a partner and pick who is going to be one and two. Then give one team
colored pinnies. The two teams will compete against each other cross court to pass the ball back
and forth amongst their teammates. The object of the game is to successfully have all team
members touch the ball before they can place it in the opposing teams hula hoop to achieve a
1. To start have students successfully make three passes before placing the ball in the hoop
2. Then have students successfully make 5 passes with two different types of throws ie.)
chest pass, underhand, or overhand
3. Finally all team members must touch the ball before achieving a point
4. Passes can be intercepted.
5. If a ball is fumbled at any time, the other team gets the ball and goes back to their starting
● The game goes until a team scores 5 points
● There is no running or dribbling the ball
● Players can only take 3 steps before they must pass the ball to a teammate.

● To make things more difficult put down poly dots as targets that must be hit if using a
bounce pass
● Change the size of the ball and switch out the hula hoop for a net

Lesson 3: → Dribbling & Moving with the ball

Specific Learning Outcomes

K.1.7.C.1 K.2.7.A.1 K.3.5.A.5a K.4.7.A.2a

K.1.7.C.3 S.3.4.A.1 K.4.7.B.1b

● Balls of teachers choice
● Poly dots
● Pinnies
● Net or pylons

Activate: ​Have each student grab a ball and find a spot in the gym. Standing in the centre the
teacher will then model the first step to dribbling the ball. On the teachers command the students
will perform the following tasks for 30 seconds each.

1. Stand still in their spots and dribble the ball with their dominant hand.
2. Dribble with their non dominant hand
3. Dribble and jog on the spot
4. Dribble moving the ball between their two hands

Have students then put their balls away in the bin and return to centre court.

Acquire / Apply:
Ultimate meteoroid Circuit
Students will have the opportunity to practice their dribbling skills my moving around and
manipulating their body in the form of a circuit. Split students into 2 teams and place 2 nets on
the same side of the court. Students will compete in a relay trying to score the most points
1. Scatter poly dots throughout the floor on the court making a clear path to the net
2. The ball starts on the top section of the poly dots and students make their through the
path dribbling and weaving around the meteoroids
3. At the end they will take a shot on their teams net trying to score a single point
** To make things more difficult have students go two at a time hopping and bounce
passing from one poly dot to another until they reach the net

Bounce Ball Tag:

● Choose 4 students to be the taggers and have everyone else in the class grab a ball.
Students will move around the gym by dribbling their balls with both their dominant and
non dominant hand.
● When a students get tagged they must set their ball on the ground beside them and wait
until another player passes them a ball. They must catch the ball and pass it back, making
them unfrozen again. If the frozen player does not catch the pass they must do 5 jumping
jacks before they are back into the game.

Lesson 4: → Shooting & Aiming at the net

Specific Learning Outcomes

K.1.7.C.1 K.2.7.C.4 K.3.7.A.1 K.4.7.B.1b

K.1.7.C.3 S.3.4.A.1 S.4.7.A.3

● Balls
● Pylons

Activate: ​Students come into the gym and grab a ball and a space on the wall. This is their
“target”. Students Perform each task 10 times (these will be posted on the whiteboard or a poster
in the gym.)
● Students chest pass their ball to their designated target and catch it.
● Students then are to throw the ball at a spot on the ground to then bounce up and hit their
wall target.
● Students throw alternating their throwing arm, to hit their target
● Then students will partner up and with a hula-hoop take turns trying to score on the hoop.

After they are finished their balls go back into the bin and they return to centre court.

Acquire: ​Teacher will quickly go through the basic steps of throwing, as well as covering a
jump throw. Students will then partner up and with one ball, and one pylon between two
students. They will take turns throwing / aiming at the pylon to knock it down - 5 throws each
then switch for as long as the timer is going. The observing partner will give feedback to the
throwing partner on what they could change to become more accurate, as the steps will also be
on the whiteboard or a poster. This is a combination of command, and reciprocal teaching.

For Right Handed Players (Vice Versa for Left Handed Players)
- Bring your right hand back with the ball
- Step forward with your left leg while arching your right arm and throwing at your target
- Eyes on your target for accurate aiming
- To incorporate the jump - jump from your left leg while following the above rules

Teacher Notes
● The jump shot should only be practiced once the initial aim / throw has been executed
● Must remind students that they are not aiming at each other. Any face shots - accidental
or not will result in a pylon down for their team.

Apply: ​With their practicing partner, students decide who is 1 and who is 2. Teams split up on
two sides of the gym, line more pylons than players up on the back basketball court lines. More
pylons than players allows for more successful points. The object of the game is to hit down the
opposing teams pylons in the time allotted by the teacher on the scoreboard timer. Students may
block, but they need to be 3 feet away from their pylons, as do the opposing team. Each pylon hit
is a point. Students may incorporate their jump shot.

Challenges/ Adaptations:
● Can vary the balls used (dodgeballs, volleyballs, smaller balls, soccer balls, etc.)

Lesson 5: → Modified Team Handball games (small groups)

Specific Learning Outcomes

K.1.7.C.1 K.2.7.C.4 K.3.7.A.1 S.4.7.A.3

K.1.7.C.3 S.3.4.A.1 K.4.7.A.1

● Balls
● Hockey Nets
● Pylons
● Pinnies

Activate: ​Timed Tag

1. Divide players into four teams, using the two halves of the gym split those courts into
half and give the players one ball
2. One team starts off with the ball, and must ‘tag’ the opposing players with the ball.
3. Players are not allowed to dribble the ball, however they must pass it in order to ‘tag’ the
players out of the game. Players may take their three steps. Players cannot throw the ball
at the other players. If players go outside the boundaries or get tagged they must do 10
jumping jacks to get back into the game.

After the whistle blows, all students are to come to the centre of the gym.

Acquire: ​Go over with students how handball is a transition sport. Teams are going back and
forth between being offence and defence and as a team member it is important to be aware of
when your team is on either. Using command style teaching, the teacher reiterates the basic rules
of handball, and with a volunteer demonstrates each skill we have learned thus far.
- Dribble
- Bounce pass
- Throwing pass
- Catching a pass
- Aiming/shooting at a target

As well, go over the rules of 3 seconds with the ball, and no face shots, and to remember to be
aware of your surroundings to avoid collisions with peers.

Apply: ​Four Corners Handball, Students will be split up into four teams each with different
pinny colors. In each corner, teams have a hockey net, with pylons in a semi-circle around it
where no one can step into. There are no goaltenders, and teams are to position themselves
between the goal and the opponent strategically, while also using their other learned skills
(dribbling and passing) to score on opposing teams. Start the game off with only two balls in
play. All rules acquired previous are in play, and the teacher will be keeping score.

● Add or take away as many balls as you see fit
● A goalie could be added and pylons removed

Lesson 6: → Team Handball

Specific Learning Outcomes

K.1.7.C.3 K.2.7.C.4 K.3.7.A.1 K.4.7.A.1

S.1.7.A.2 S.3.4.A.1 K.4.7.B.1b

● Prior to the students coming into the gym have handballs, pinnies nets, and teams ready
to go. Post teams on the whiteboard. Game play will last for 8 minutes and then teams
will shuffle down to play a different team

Activate: ​Students will play a game of ball tag.

1. Split students into four groups of six and distribute different colored pinnies.
2. Object of the game is to tag players from the other team. If tagged players must sit down,
but can still use their arms to tag
3. A player who is stuck sitting down can return to the game if a teammate comes along and
tags foam ball to foam ball.
4. If a full team is tagged and sitting, they must do 10 jumping jacks to get back in
5. There is no throwing the ball.
6. If 2 players tag each other at the same time, they play “rock, paper, scissors” to see who

Acquire: ​Have students sit along the 3 point line and explain to them that they will be playing 4
on 4 handball. The gym will be split into 3 courts and students will be responsible for grabbing
their ball and putting on colored pinnies.

Apply: ​Students will play 4 on 4 handball with one person in net.

At the end of class leave time for discussion. Provide each student with an exit slip asking them
to name 1 strength and 1 challenge that they faced during the unit, have students hand in for
teacher reflection.

Additional Activities

Low Organized Games

Benchball-​ Two teams, a bench on each side, regular dodgeball rules, if you get caught you go to
the other team's bench and your teammates must throw balls to you to catch and then you get a
free walk back to your side. Game ends when all players are on opposing team's bench.

Scatter -​ No teams, everyone’s it, 3 dodgeballs, you can only most 3 steps once you pick up a
dodgeball then you must throw it, if you get hit, you are doing the crab walk / bear walk / army
crawl to tag someone who is up to be able to stand up and get back in the game.

Mission Impossible -​ No teams, everyone’s it, 3 dodgeballs, if you get hit you sit down and you
can’t get back up until the person who hit you is sitting down.

Sport Activities

Dribbling Aiming Scoring / Teamwork Passing


Basketball X X X X X

Baseball X X X

Soccer X X X X

Flag Football X X X X

Integrative Subject Areas

Math:​ Students could calculate both the area and perimeter of the different courts that they play
on. For example, they could calculate the gymnasium as a whole or the mini courts. Students
could also determine the probability of Student A getting the ball in the net after completing 10
throws from outside of the 3 point line.

Social Studies:​ While learning about ancient civilizations the teacher could introduce students to
the history of both the summer and Winter Olympics. During this time students will be made
aware of original play & rules as well as the changes that have occurred over time.

Science:​ During the skill development lessons students can discuss the different muscles
involved when passing, dribbling, and throwing the ball.

Health:​ Small groups can come up with point form reasons on the benefits of handball to our
overall health.

ELA:​ Give students an article or video to watch on handball, and have students write a
paragraph on how they can connect with handball. They could connect it to what they are
learning in gym, connect it to another area of their life that uses the same qualities (teamwork or