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Lesson 6 - Tournament Play and Officiating

Basic Control & Play

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Year 7

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Handball

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Big Question

How can we demonstrate excellence both as players and officials in competitive situations?

Learning Objectives

Understand how to work alongside and against others when attacking and defending in competitive situations
Develop the ability to officiate a game effectively with confidence and fairness
Apply tactical knowledge and teamwork skills in tournament play

Key Outcomes

Students will successfully participate in a handball tournament, demonstrating attacking and defending principles
Students will officiate games fairly and accurately, applying rules knowledge
Students will reflect on performance and identify areas for improvement
Students will demonstrate sportsmanship, respect, and fair play throughout competition

Equipment & Resources Required

Handballs

10 (2-3 per court)

Place spare balls at sidelines for quick game restarts

Alternative: Size 1 or 2 handballs for smaller hands; foam balls for students with grip difficulties

Bibs

30-40 (enough for 4 teams in different colours)

Organise in four distinct colours for easy team identification

Alternative: Coloured bands, pinnies, or team sashes

Mats

20-30

Use to mark court boundaries, goalkeeper zones, and central dividing lines

Alternative: Markers, dots, or chalk lines on playground

Team bibs

6 (2 per court)

Mark clear semi-circles approximately 6 metres from goal line

Alternative: Tape lines, painted lines, rope laid on floor

Goals

4 (2 per court)

Secure goals to prevent tipping; ensure adequate space behind for safety

Alternative: Cones as goalposts, wall targets, bench goals

Whistles

4 (1 per officiating team)

Sanitise between users; teach proper whistle technique

Alternative: Hand signals only if whistles unavailable

Clipboards

4 (1 per court)

Pre-prepare tournament brackets and score sheets

Alternative: Mini whiteboards, paper sheets, score apps on tablets

Timer

2-4

Visible to all courts; audible signal at time completion

Alternative: Smartphone timers, large countdown clock

Key Vocabulary

Tournament

A competitive event where multiple teams play against each other to determine a champion

Officiating

The act of controlling a game as a referee, making decisions on rules and fouls

Fair play

Playing honestly, following rules, showing respect, and accepting decisions gracefully

Tactics

Planned strategies and approaches used to gain advantage in a game

Game plan

A team's specific strategy and approach for a particular match

Teamwork

Working together cooperatively to achieve a common goal

Initiative

Taking action and making decisions independently without being told

Cooperation

Working together effectively, listening to others, and contributing to group success

Reflection

Thinking carefully about performance to identify strengths and areas for improvement

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Fundamental handball techniques: passing, catching, shooting
Basic attacking principles: creating and using space
Basic defending principles: marking, intercepting
Understanding of handball rules and regulations
Experience working in teams during previous lessons

Current Skills

Applying attacking and defending skills in competitive situations
Officiating games with confidence and accuracy
Working cooperatively to plan and execute tactics
Self and peer assessment of performance
Demonstrating leadership and sportsmanship under pressure

Next Steps

Developing advanced tactical understanding in invasion games
Coaching and mentoring younger students
Participating in inter-school competitions
Exploring officiating opportunities in school sport
Joining local handball clubs for continued development

Milestone Indicators

Consistent application of skills under competitive pressure

Confident decision-making as both player and official

Clear verbal communication with teammates and opponents

Ability to analyse performance and implement improvements

Demonstration of core values: respect, fairness, integrity

Key Teaching Points

Establish clear expectations for sportsmanship and fair play from the outset - emphasise that winning alone does not make champions, character matters equally
Empower students through autonomy: peer-led warm-ups, team-selected practices, and self-officiated games develop independence and responsibility
Use the 60-second reflection periods between tournament rounds strategically - this is where tactical learning and adaptation happens
Position yourself centrally to observe both courts simultaneously during tournament - you cannot assess or ensure safety if you cannot see all activity
Differentiate recognition and celebration - awards for skills, character, improvement, and officiating ensure all students feel valued not just top scorers
Link handball learning to broader life skills explicitly - teamwork, resilience, leadership, fair play transfer beyond PE to all areas of life
Trust student referees but provide clear structure and support - brief them specifically, reinforce their authority, intervene only when necessary for safety or learning
Balance competition with cooperation - tournament creates excitement and challenge while reflection, team discussions, and sportsmanship expectations maintain positive culture
Use specific, observable language in feedback and assessment - 'knees bent, weight on toes' is more useful than 'good position'; 'communicated clearly with loud voice' better than 'good officiating'
Make exit pathways real and accessible - provide specific club information with contact details, not vague 'join a club' suggestions, inspiring continued participation

Common Misconceptions

MISCONCEPTION: 'Winning the tournament is the only measure of success' - CORRECTION: Emphasise multiple success criteria including skills development, tactical understanding, officiating quality, sportsmanship, teamwork, and improvement; celebrate all forms of excellence not just top scorers
MISCONCEPTION: 'Officiating is less important than playing' - CORRECTION: Frame officiating as equally valuable skill requiring rules knowledge, decision-making, communication, and confidence; assess and recognise excellent officiating with specific awards
MISCONCEPTION: 'You need perfect technique to play handball well' - CORRECTION: Show that tactical awareness, teamwork, and effort can compensate for technical limitations; celebrate strategic thinking alongside physical skills
MISCONCEPTION: 'Peer-led warm-ups will be chaotic and ineffective' - CORRECTION: Provide clear structure (four components, time limits, assessment criteria), model expectations, and trust students - they often exceed expectations with autonomy
MISCONCEPTION: 'Reflection time is wasted time that could be used for more playing' - CORRECTION: Explain that reflection drives improvement and tactical adaptation; highlight how teams using reflection time well show better performance in subsequent rounds
MISCONCEPTION: 'Self-assessment is unreliable - students overestimate abilities' - CORRECTION: Create culture of honesty by modelling truthful self-assessment, making all responses valid, and showing how accurate self-assessment helps learning; many students are remarkably honest when the environment is safe
MISCONCEPTION: 'Competition undermines inclusion and damages less skilled students' - CORRECTION: Design tournament with strong sportsmanship expectations, multiple success criteria beyond winning, differentiated recognition, and emphasis on improvement; competition can be inclusive when framed correctly

SEN Adaptations

ADHD

Keep activities fast-paced and varied (short games suit attention spans); provide clear, simple instructions one step at a time; allow movement breaks between rounds; use physical/visual cues not just verbal; offer specific roles (referee, scorer) providing clear focus; praise effort and improvement frequently; seat near teacher during plenary for focus support; channel high energy into active roles (enthusiastic referee, team motivator); use timer to show remaining time visually

dyspraxia

Use larger, lighter balls for easier catching and control; reduce complexity of drills during practice phase; allow extra practice time for skill development; provide verbal reminders for technique (step-by-step); focus on participation and effort over perfect execution; pair with patient, supportive teammate; simplify officiating role if coordination challenging; offer additional support during balance stretches in cool-down; celebrate improvement over absolute performance

autism spectrum

Provide visual schedule showing lesson structure and timings; prepare for tournament format in advance (show bracket, explain rounds); offer quiet zone/time-out space if sensory overload occurs; use clear, literal language avoiding idioms or abstract concepts; give advance warning before transitions ('In 2 minutes we switch to Round 2'); allow use of sensory tools (fidget, ear defenders) if needed; pair with understanding peer buddy; provide explicit social scripts for sportsmanship (when to shake hands, what to say)

visual impairment

Use brightly coloured balls and bibs with high contrast; provide verbal descriptions of court layout and positions; use audible balls (with bells) if available; assign sighted peer buddy for guidance; give clear verbal cues during games ('ball coming to your left'); allow closer positioning to court boundaries for orientation; provide tactile court markers (textured cones/rope); describe referee signals verbally as well as visually

hearing impairment

Use visual signals for starts/stops (flag, hand signals) alongside or instead of whistle; provide written tournament bracket and schedule; demonstrate all instructions and referee signals clearly; position student where they can see teacher/referee faces for lip-reading; assign peer buddy to relay verbal information; use vibrating timer if available for time signals; ensure student can see team discussions (circle formation facing each other)

physical disability

Adapt rules: allow wheelchair users additional movement privileges, permit seated play if standing difficult, reduce court size for limited mobility; modify equipment: use lighter/softer balls, lower goals, larger targets; allow support worker or peer assistant for physical tasks; provide rest periods between tournament rounds; adapt officiating role: scorekeeper or timer instead of on-court referee if mobility limiting; ensure full inclusion in team discussions and tactical planning

Cross-Curricular Links

English

Verbal communication skills during team discussions; providing clear feedback using two stars and a wish structure; listening skills during partner and team interactions; persuasive language when discussing tactics and game plans; technical vocabulary development (officiating, tactics, fair play, initiative); written reflection if recorded post-lesson

Maths

Tournament scoring and points calculation; timing games and rounds (minutes and seconds); measuring court dimensions; calculating percentages for self-assessment data (e.g., '80% showed thumbs up'); angles of passing and shooting trajectories; statistics tracking (goals scored, passes completed, fouls committed)

Science

Cardiovascular and respiratory systems during exercise (increased heart rate and breathing); muscular system engagement (which muscles used in throwing, running, jumping); forces in ball flight (gravity, air resistance, force application); energy systems and fatigue in later tournament rounds; proprioception and balance during cool-down stretches; recovery and cool-down physiology

Geography

Spatial awareness of court positions and zones; understanding boundaries and territorial concepts; directions and orientations (moving forwards, backwards, laterally); mapping movement patterns in attack and defence; understanding origins of handball (European sport) if discussed in wider context

PSHE

Teamwork and cooperation throughout tournament and team practices; resilience when facing defeat or challenges; managing emotions under competitive pressure; leadership skills during peer-led warm-ups and team organisation; respect and fair play demonstrating core values; honesty in self-assessment and accepting feedback; conflict resolution when disagreements arise; celebrating others' success graciously

Teacher Guidance

Positioning

Position yourself centrally between two tournament courts with clear sight lines to all activity; avoid standing static - move along central corridor to vary viewing angle; during peer-led warm-up, circulate to observe all pairs; during team practices, rotate between four team areas; in tournament, prioritise positioning where you can see both games simultaneously; during plenary, position centrally facing all students

Observation Focus

SKILLS: Watch for passing accuracy under pressure, shooting technique and selection, defensive positioning and marking, ball control during gameplay, footwork and movement patterns; TACTICS: Observe decision-making (when to pass/shoot/defend), space creation and use, team formations, tactical adaptations between rounds; OFFICIATING: Monitor referee confidence, decision accuracy, communication clarity, fairness and consistency, positioning for good game view; SPORTSMANSHIP: Note encouragement behaviours, acceptance of decisions, respect for opponents, emotional control under pressure, leadership within teams; SAFETY: Continuously scan for collision risks, fatigue signs, emotional escalation, equipment issues, boundary awareness

Intervention Points

IMMEDIATE STOP for: safety concerns (collisions, dangerous play), serious behavioural issues (aggression, disrespect), injury or medical concern, equipment failure creating hazard; BRIEF PAUSE for: consistent rule misunderstanding needing clarification, officiating support if referee struggling significantly, tactical teaching moment benefiting all teams; AFTER GAME for: individual technique feedback, team tactical advice, behavioural conversations, positive reinforcement; AVOID: over-coaching during games (let them play and learn), stopping for minor errors (allow natural consequences), intervening in every decision (trust referees); BALANCE: provide enough support for safety and learning while allowing autonomy and player/official decision-making

Demonstration Notes

WARM-UP: Demonstrate all four warm-up components clearly before peer-led phase; model two stars and a wish feedback with teaching assistant or confident student; PRACTICE: Avoid over-demonstrating during team-selected drills - allow student autonomy; demonstrate only if entire team/multiple teams struggling with same skill; TOURNAMENT: Demonstrate referee signals clearly before each round (whistle, pointing, foul signals); show professional sportsmanship through your own behaviours (respect for referees, fair acknowledgement of all teams); COOL-DOWN: Model each stretch with perfect technique, emphasising slow, controlled movements; demonstrate breathing rhythm clearly for relaxation phase; GENERAL PRINCIPLES: Use exaggeration for visibility (bigger movements, clearer signals), pair demonstrations with verbal explanation, involve students in demonstrations where appropriate (builds confidence), demonstrate both correct technique and common errors for clarity

Verbal Cues

•'Spread out - create space!' (when team bunching together)
•'Soft hands for catching!' (when seeing poor ball control)
•'Get goal side!' (when defenders positioned incorrectly)
•'Look before you pass!' (when seeing rushed, inaccurate passing)
•'Communicate - call for the ball!' (when team playing silently)
•'Well officiated - clear decision!' (reinforcing good refereeing)
•'That's the sportsmanship I want to see!' (when witnessing excellent fair play)
•'Breathe and refocus' (when students becoming frustrated or over-excited)
•'Three steps maximum - watch that travelling!' (rule reminder)
•'Excellent space creation, Team A!' (tactical reinforcement)

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum two handball courts each measuring 20m x 13m with clear boundaries; 2-3 metres run-off space behind each goal; 1-2 metres between adjacent courts; adequate ceiling height if indoors (minimum 4 metres) for shooting trajectories; total space approximately 30m x 20m for two courts plus surrounds

Surface Check

Dry, even, non-slip surface free from water, sweat, or debris; indoor sports hall floor or outdoor MUGA/playground suitable; check for cracks, holes, or uneven areas that could cause trips; ensure line markings clear and not peeling/raised; remove any obstacles (benches, equipment) from playing area and run-off zones

Equipment Safety

Safety Checks

•Check handballs correctly inflated (not over-inflated which increases injury risk from ball strikes)
•Inspect goals for stability - must be secured/anchored and cannot tip if contacted
•Ensure cones/floor spots have no sharp edges or broken parts
•Verify bibs have no tears or damaged fastenings that could cause skin irritation
•Check whistles sanitised between users to prevent infection transmission
•Ensure scorecards/clipboards have no sharp corners or loose parts

Risk Management

Key Risks

•Collisions between players during fast-paced tournament play, especially near goals and in central court areas
•Ball strikes to face/head from powerful shots or passes at close range
•Slips, trips, and falls on playing surface, particularly during quick direction changes or when fatigued
•Muscle strains or joint injuries from sudden movements, jumping, throwing without adequate warm-up
•Goalkeeper zone violations leading to collisions with goalkeeper or goal structure
•Overheating and dehydration during extended tournament play
•Emotional stress from competition leading to aggressive behaviour or conflicts

Risk Mitigation

•Clear boundaries and zones established and reinforced with visual markers and verbal reminders
•Adequate spacing between courts (minimum 1-2 metres) to prevent cross-court collisions
•Progressive skill building throughout unit means students prepared for tournament demands
•Comprehensive peer-led warm-up ensuring muscles, joints, and cardiovascular system prepared
•Goalkeeper zones clearly marked and rules reinforced: no entry except goalkeeper
•Regular water breaks between tournament rounds (1 minute intervals) preventing dehydration
•Strong emphasis on fair play, sportsmanship, and respect reducing aggressive behaviours
•Stop game immediately for any safety concern, injury, or inappropriate behaviour
•Teacher positioned centrally with clear sight lines to both courts for comprehensive supervision
•Referees briefed on safety as well as rules: stop play if unsafe situation develops

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned centrally between two courts for maximum visibility of all activity
•Continuously scan both courts with particular focus during high-intensity moments (shots, defensive challenges)
•Monitor high-activity areas: goalkeeper zones, goal areas, central court where most collisions occur
•Observe for fatigue signs in later tournament rounds: reduced coordination, stumbling, excessive breathing
•Watch for emotional responses: frustration, anger, over-excitement that could lead to unsafe behaviours
•Ensure referees positioned safely - not in line of shooting lanes or running paths
•Check students with medical conditions (asthma, diabetes, joint issues) regularly throughout tournament
•Verify adequate space maintained between courts as games progress

Emergency Procedures

STOP play immediately using loud whistle and/or voice command if injury or serious safety concern occurs; assess situation calmly - is first aid needed? If yes, send responsible student for first aider/office; provide appropriate first aid within your competence (basic RICE protocol for soft tissue injuries); ensure injured student not moved if neck/back/head injury suspected; keep other students calm, organised, and away from incident; complete accident report form following school procedures; contact parents/guardians for any injury beyond minor bumps/scrapes; review incident and adapt activity if necessary to prevent recurrence