TEACHING HANDBALL - IHF Handball at School Booklet Series
Handball is the fastest team sport with a ball in the world. In recent years, handball has become one of the most popular sports in the world. The fast-growing popularity of the sport is attributed to its fun dynamic gameplay that can be played anywhere with minimal equipment. The Handball at School rules are the basis of mini handball for beginners and/or children under 11. For the PE teachers, coaches, and administrators using this book, we sincerely hope that this Handball at School program will transform your PE curriculum, inspire your students to be active throughout their lives, and create an entire generation of handball lovers. Of all the benefits this great sport has to offer children, none are more important than fun, passion, and health. Visit handball.link to download pdf
Handball is the fastest team sport with a ball in the world. In recent years, handball has become one of the most popular sports in the world. The fast-growing popularity of the sport is attributed to its fun dynamic gameplay that can be played anywhere with minimal equipment.
The Handball at School rules are the basis of mini handball for beginners and/or children under 11. For the PE teachers, coaches, and administrators using this book, we sincerely hope that this Handball at School program will transform your PE curriculum, inspire your students to be active throughout their lives, and create an entire generation of handball lovers. Of all the benefits this great sport has to offer children, none are more important than fun, passion, and health. Visit handball.link to download pdf
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and conditions of facilities/equipment for handball practice, time available) and students characteristics
(e.g., age, knowledge, motivation and playing skills, among other aspects).
Given the broad variety of aspects that can condition the teaching process, it would be
unrealistic to prescribe a specific unit plan that could address all situations. Nevertheless,
scope and sequence of approximately 8 lessons for a class of beginners (about 10-11 years
of age) is presented in the appendix.
PLANNING UNIT GUIDELINES
Define which game form(s) should be primarily approached and determine what aim
might be reached by the end of the process (or through cycles of work).
It is important to emphasise that, sometimes, more than one game form might be
approached depending on teaching context.
Decide which and when to perform intra-class competition/tournaments.
Consider the timeline and decide the main functional game units (or structure of
learning tasks) to work, breaking down the game problems (see next table).
GAME FORM
Keeping ball
possession
Making forward
progression and
solving numerical
advantage
Creating numerical
advantage
Attacking
goal/shooting
Diagnosis
assessment
1 st lesson
4v4
full-court
pressure
4v3+GK
3v3 3v2 3v3/2v2
3v2+GK 3v1+GK 3v2+GK
1v(GK) footwork and throwing
Goalkeeping
5 th lesson
4v4
full-court
pressure
Intra-class
competition
1 st cycle 2 nd cycle
8 th lesson
4v4/5v5
with deep and pressuring defence
2v2, with 3v3
supporters
2v1+GK 3v3+GK
2v2+GK, with
supporters
1v1, with
constrained defender
Culminating
event/
tournament
Setting up what to teach
(next, when and how)
6.5 Lesson Planning
Formative assessment
Setting up what to teach
(next, when and how)
Summative
assessment
Regardless of a certain format that each PE class is used to or schools might require, every
effective lesson plan should be designed in order to ensure that the most thoughtful approach
is being taken to get students to the desirable playing level and connected to long-term
physical educational goals.
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