Handball Variation Unit

Phys Ed 10
Alexandra Hassel
 Introduction

Our grade 10 class will be participating in a Handball Variant Unit. This unit uses Direct Instruction techniques combined with the

Teaching Games for Understanding instruction model. Students will be introduced to basic locomotor/non-locomotor skills and will

be progressing towards improving and refining these skills. Students will use their previous knowledge and skills to adapt a variety of

skills, specifically throwing and catching from day to day as we engage in an assortment of handball games and drills. Students will

also be working on communication within the unit and how you can maximize productivity and engagement throughout each game.

As a Physical Education Educator, I also try to enforce maximum participation and engagement as mentioned in my Classroom

management plan. I will be enforcing this throughout the unit by introducing different activities almost every day to keep the students

excited and engaged throughout the week. Students will have opportunities to play several games that involve handball skills, rules

and techniques over 6 days to practice communication and locomotion. I have developed my unit plan so there is maximum touch and

activity throughout. Gym class can be the only opportunity some students have to engage in sport, and I think that maximizing touches

and activity time is extremely important. As a student myself, I never enjoyed playing the same sport in the same context every day

for a week, I needed variety, I have tried to incorporate this throughout this Unit, so students feel as though they are learning new

concepts and skills every day and working to apply them throughout different games and activities. I want students to come to class

excited and curious to what the day might bring!

In our unit of Handball Variation, we will begin by determining the classes understanding and experience in handball,

following by a quick history or how handball came to be. The first class will also focus on basic skill technique practice, practicing
throwing and catching from different positions and then using the Teaching Games for Understanding method while playing Cone

Ball to work on our aim – which is the goal of Day 2’s class. We will follow this pattern throughout the week, working on skills and

techniques necessary for several variations of Handball through an assortment of fun, engaging games.

In Handball as well as many other sports, communication is extremely important. This unit will encourage students to engage

and recognize the important of positive and effective communication throughout sport and activity. Students will experiment with

communication specifically in the third and then again in the final day. I encourage only positive and supportive feedback within my

classroom and will be providing students will examples and foundation to do so in sport specially through Handball Variation games.

In terms of assessment, students will be assessed formatively and summatively throughout the week. Assessment in Physical

Education looks different that in Science or English although it is still very important in a child’s development. Students will receive

feedback from the instructor, provide specific feedback for themselves as well as give and receive feedback from their peers. This will

allow for a variety of constructive and positive feedback throughout the class, which will result in maximum participation and

engagement among students. A more in-depth explanation is provided below the assessment plan.
 Classroom Management Plan

In order to create a positive environment in a Physical Education classroom, I will implement strategies that will enforce an inclusive,

safe and comfortable space for all. Classroom management in Physical Education is important and a huge part of it is prevention. In

my classes I will plan for student engagement and motivation in order to prevent disengagement or dissatisfaction. I like to encourage

maximum participation and enjoyment in Phys-ed for my students. To do this I will implement a variety of teaching strategies for

students to experience as well as more than one activity each day, so students are exposed to array of activities and the class is

appropriately paced. In the beginning of the year “we” as a class will establish expectations in which we believe will be effective for

having a safe and inclusive space throughout our time together. Safety is a priority and in order to have promote a safe environment I

will ensure I am giving clear and concise instructions. A physical education classroom is a place where students should be able to

grow and learn, to ensure this is that kind of environment, I will encourage cooperative and positive behavior towards classmates and

the instructor, I will do this by ensuring positive group and individual feedback is provided from the teacher and students.
 Grade. 10 Unit Handball Variation Dates TBD

Date Lesson Title GLO’ SLO’s Assessment Key Questions Learning Activities Safety Instructio Equipment/ Mot
Resources/
Planned to s related to this nal Technology
Teach Lesson Strategie
s
Day 1 Introduction A A10-1 Observation What experience Determine students Ensure big Direct PowerPoint Engaging
/Info on
to Handball C C10-3 and Rubric do you have with experience with enough Instructi handball – PowerPoi
D C10-6 handball? handball space on or white nt, quick
D10-3 Self Exit Slip KWL Soft balls TGFU board and
Balls – soft
Assesment/Exi Quick explanation Ensure Cones simple so
t SLIP of history of boundaries maximum
handball playing
Warm up game time
Introduce ball First day
handling so lots of
(passing back and positive
forth, warm up feedback
arms) and
Cone Ball encourage
ment

Battleship A A 10-10 Observation How can we Review Handling, No head TGFU Mats New
Day 2 C A 10-5 and Game improve our Work on Aim shorts Direct Balls game!
A10-3 Assessment accuracy – What Warm up with Below Instructi Giving
C10-3 Performance skills are needed traditional Revenge Shoulders on them
C10-6 for accuracy? Dodgeball – or only choice
D10-3 their choice of Ensure
D10-9 dodgeball adequate
space
Battleship
Dodgeball

Formative Game
Assessment
 Performance
Activity
Day 3 Keep Away A A10-1 Observation What did we Review of Ensure TGFU Music Competiti
C A10-10 Self- work on Yesterday, adequate and Balls ve Game
A10-3 Assessment yesterday? Passing game – space Direct Pinnies to engage!
C10-4 What worked best Over Under No Instructi Positive
C10-6 yesterday? Introduce Running obstacles on feedback
D 10-3 What was the best with 3 steps and for tripping and
way to pass the pass Adequate encourage
ball? Drill with partners clothing ment
How can you pass Keep Away Ball – and shoes when
the ball while explain rules, running
working together divide teams – play with ball!
and running? Self-Assessment High
Exit Slip energy!
The Real A A10-10 Self- How can you Warm up game – Adequate TGFU Exit New
Day 4 Handball C A10-3 Assessment work together to dodgeball (free for space and Direct Slip dodgeball
D A10-5 win while all) boundaries Instructi Balls game,
C10-4 incorporating Intro to rules of No head on Soccer take
C10-6 what we have handball with nets shots!! Nets things
D10-9 Game learnt? Divide Teams Shoulders Pinnies slow
D10-3 Assessment 3 steps, 3 seconds down only. Cooperati
Performance with ball, goal is to Head shots ve team
score on opposing don’t games
team’s net. count.

Exit slip/ self-

assessment will
have questions on
throwing and
receiving and
communication –
self assessing
outcomes.

Day 5 5 Ball A10-1 Observation/ How can we vary Review of passing Ensure no TGFU Balls Cooperati
 A10-3 Rubric locomotor skills and receiving and obstacles Direct Pinnies ve
A10-5 such as jumping shooting for students Instructi Nets individual
C10-3 or distance to – What worked to trip on – on /team
C10-6 Final KWL improve what didn’t work? appropriate building
D10-3 chart. accuracy? language activities.
How do we play TEAM building only.
by the rules/work activity – play New
End of Unit with our team handball as we did cooperati
Reflection due while last class but each ve game
next class. incorporating time we pass/move
speed? you must
communicate who
How important is you are throwing
communication too – emphasizing
when playing a how important
team sport? communication is

5 ball - working on
accuracy and
locomotor skills

Assessment Plan

Learning Outcomes

Title Game Exit Slip Rubric Self Observation

Assessment
KWL Assessment
Performance

Type F S F F
(Formative/Summative)
 Summative/F

Weighting

A A 10-1 x
Apply and refine locomotor skills and concepts

10-3 A 10-3 x
Apply and refine non-locomotor skills and concepts

A 10-5 x x x
Apply and refine manipulative skills and concepts

A 10-10 x x
Adapt and improve activity specific skills in variety
of games

C 10-3 x x x
demonstrate etiquette and fair play

C 10-4 x
Describe, apply, monitor and
Assess leadership and follow-
ership skills related to physical
activity.
C 10-6 x x x
identify and demonstrate positive behaviors that
show respect for self and others

D 10-3 x x x x
select and apply rules, routines and procedures of
safety in a variety of activities

D 10-9 x x
demonstrate decision-making skills that reflect
choices for daily activity within the school and the
community.

Assessment Tool Brief Description Assessment FOR Learning Assessment OF Learning

Game Students will observe a partner while playing a x x

Assessment game of handball. Students will assess partners'
performance using this tool. The tool includes
Performance behaviors that demonstrate ability to solve tactical
Instrument problems by making decisions, moving
appropriately and executing skills

Exit Slip KWL Students will fill out a chart explaining x

What they already know about handball.
What they want to know about handball?
Then at the end of the unit ..
What have they learnt about handball?
This tool will be set on a piece of paper
with a chart with 3 categories, Know,
 Want, Learn, Students will fill this out in
the beginning of the unit and the end of the
unit.

Rubric Students will be assessed using a class-list x

rubric based on the following criteria
:shooting, accuracy, passing ability,
teamwork, effort and knowledge of the
rules

Self-Assessment Students will be using a self-assessment x

tool to evaluate their progression of skills
throughout handball. Students will be
given attempts to perform locomotor skills
and assess their ability and improvement
throughout the unit, the self-assessment
will include a reflection at the end.

Observation Students will be observed by the teacher x

during class discussion and participation.

Assessment Description

Students will be assessed in a variety of ways throughout this unit. This will ensure that students are receiving feedback in several

different formats and by different people. Students will be assessed by their peers, themselves and by the instructor. They will be in

the form on formative and summative assessment so students can receive feedback before receiving a grade for the unit. Students will
be engaging in a form of self-assessment through a KWL chart and checklist form followed by a reflection at the end. This will allow

to students to hold themselves accountable as well as give them a chance to check in and see if their skills are improving. Observation

will allow for feedback to be provided from the instructor for chances to improve their technique in Handball. The Game Assessment

Performance Instrument allows students to assess other students while they are playing the game and receive feedback from another

classmate, this will be in the form of a checklist/rubric for students to assess each other. Half of the students will be playing and half

assessing, alternating often. The rubric will be referred to at all times by the instructor during class by observation, finally the

instructor will take all feedback from peers and players themselves and use this to finalize the rubric. This assessment plan aligns with

my teaching philosophy as I believe all students should be able to receive feedback before receiving a final grade. It is very important

for students to get feedback from multiple perspectives as everyone sees/executes things differently. I think it’s important for students

to receive feedback from their peers as they may be able to relate to each other. Self-assessment is also important for all areas not just

Phys-ED, it is key to be able to recognize things you personally need to improve on as well as things you are doing well. To ensure

students are aware of how they will be assessed, the outcomes that they will be evaluated on will be stated directly on checklist as well

as provided on the first class of the unit with descriptions of all assessments along with the appropriate assessment items that will be

used throughout the unit. Nothing should come as a surprise and students should understand and be able to have examples of how and

what they will be evaluated on throughout the unit

Weighting Breakdown

Participation = 25%

Game Assessment Performance Activity = 10%

Self-Assessment = 15 %

- Checklist – 10%

- End Reflection = 5%

KWL = 5%

Rubric/Observation = 45%

- Skill Development/ Improvement and Application = 20%

- Cooperation = 15%

- Effort = 10%