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Lesson 6 - Tournament Play and Officiating

Foundation Skills & Tactics

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Year 8

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Handball

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Big Question

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

Learning Objectives

Understand how to work effectively alongside and against others when attacking and defending in competitive handball
Develop the ability to officiate handball games fairly, accurately and with authority
Apply tactical knowledge and teamwork principles in a tournament setting

Key Outcomes

Students will successfully participate in a class handball tournament demonstrating tactical awareness
Students will officiate games using the agreed rules consistently and fairly
Students will reflect on performance and identify areas for improvement between games
Students will demonstrate sportsmanship, respect and fair play throughout competition

Equipment & Resources Required

Handballs

12 (minimum 3 per court for 4 teams)

Store balls at courtside for easy access between games; check inflation before lesson

Alternative: Size 1 footballs, soft foam balls for modified games

Bibs

40 (10 per team in 4 different colours)

Pre-sort into team sets before lesson; ensure sizes accommodate all students

Alternative: Coloured bands, team pennies, or use house colours if available

Mats

16 (4 per court to mark goal areas)

Mark semi-circular goal areas approximately 6 metres from each goal

Alternative: Chalk lines, tape on floor, existing court markings if suitable

Goals

4 (2 per court)

Secure goals to prevent tipping; standard handball goal is 2m high x 3m wide

Alternative: Benches turned on side, cones with height markers, wall targets

Score Sheets

6 (1 per game)

Include spaces for scores, times, and officials' names

Alternative: Whiteboard fixture display, digital display on screen

Whistles

4 (2 per court for officiating teams)

Brief practice on whistle technique to avoid ear-splitting blasts

Alternative: Hand signals only (raises difficulty), verbal calls

Timer

2 (1 per court)

Set game duration (suggest 6-8 minutes per game) and 1-minute reflection breaks

Alternative: Wall clock, mobile phone timer, teacher time-keeping

Key Vocabulary

Tournament

A competition involving multiple teams playing a series of games to determine an overall winner

Officiating

The act of controlling and making decisions during a game to ensure rules are followed fairly

Fair Play

Playing according to the rules, showing respect for others, and accepting decisions gracefully

Tactics

Planned strategies and decisions made to gain advantage over opponents

Reflection

Thinking carefully about performance to identify strengths and areas for improvement

Most Valuable Player (MVP)

The player judged to have contributed most significantly to their team's performance

Attacking

The phase when your team has possession and is attempting to score

Defending

The phase when opponents have possession and you're working to prevent them scoring

Round-robin

A tournament format where every team plays against every other team once

Three-second rule

A player cannot hold the ball for longer than three seconds without passing, shooting or dribbling

Skill Progression Pathway

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

Prior Learning

Basic handball passing and catching techniques
Understanding of dribbling rules (three steps, one-handed bouncing)
Knowledge of shooting technique and goal area restrictions
Experience of playing small-sided handball games
Familiarity with basic handball rules and terminology

Current Skills

Applying tactical principles in competitive game situations
Officiating games using full tournament rules
Working cooperatively in team-led warm-ups and drills
Reflecting on performance and identifying improvements
Demonstrating sportsmanship and respect in competitive contexts

Next Steps

Advanced tactical formations and set plays in handball
Developing specialised positions (pivot, wing, back court players)
Officiating larger tournaments or inter-school competitions
Creating and coaching training sessions for younger students
Participating in extra-curricular handball competitions

Milestone Indicators

Students can officiate entire games without teacher intervention

Teams demonstrate tactical conversations during timeout periods

Students identify specific tactical improvements (not just 'try harder')

Games flow smoothly with minimal rule infringements

Students show respect for officials' decisions even when disagreeing

Key Teaching Points

Tournament success depends on tactical awareness and teamwork, not just individual skill - emphasise collective responsibility
Officiating is an honour requiring integrity and courage - fair calls even when friends are involved demonstrates character
Specific tactical reflection creates improvement - 'pass wide and move into space' beats 'try harder'
The three-second and three-step rules maintain game flow - help students internalize through consistent officiating
Movement off the ball creates attacking opportunities - teach students to 'find space before asking for ball'
Sportsmanship and respect are non-negotiable - celebrate character moments as loudly as goals scored
Between-game reflections are learning opportunities - don't rush them, probe for tactical depth

Common Misconceptions

MISCONCEPTION: 'Winning the tournament is what matters most.' CORRECTION: Emphasise that character, effort, and improvement are equally valued. Celebrate acts of sportsmanship and excellent officiating alongside results.
MISCONCEPTION: 'You can dribble with two hands like basketball.' CORRECTION: Demonstrate one-handed dribble requirement clearly. If student catches ball with two hands after dribbling, they must pass or shoot immediately.
MISCONCEPTION: 'The three-second rule starts when you receive the ball.' CORRECTION: Three seconds applies only after catching/stopping dribble. While dribbling continuously, unlimited time allowed.
MISCONCEPTION: 'Goalkeepers can leave their area with the ball.' CORRECTION: Goalkeeper restricted to goal area while possessing ball. Outside area, they become regular court player.
MISCONCEPTION: 'The highest scorer is automatically the MVP.' CORRECTION: MVP considers leadership, communication, defensive work, and character - not just goals. Help teams evaluate holistically.
MISCONCEPTION: 'Referees can change rules to help friends.' CORRECTION: Emphasise consistent, fair officiating is respected more than biased calls. Integrity builds reputation.
MISCONCEPTION: 'Reflection time is wasted - we should just play more.' CORRECTION: Explain that tactical learning happens during reflection. Teams who reflect improve faster than those who just play repeatedly.

SEN Adaptations

ADHD

Short game duration (7 minutes) maintains engagement. Active officiating role provides purpose when not playing. Clear boundaries and structured rotation prevents confusion. Frequent movement between roles (player, official, observer) provides variety. Energetic pace suits need for activity. Positive reinforcement for on-task behaviour.

dyspraxia

Larger, softer handballs for easier catching. Extended practice time in skill development phase. Allow extra steps before dribbling (4-5 instead of 3). Reduce court size to decrease running demands. Focus on tactical understanding over technical perfection. Celebrate effort and improvement over outcomes. Pair with patient, supportive teammates.

autism spectrum

Provide visual schedule showing tournament structure and timing. Clear, predictable routine (warm-up, drills, games, cool-down). Quiet zone available if sensory overwhelm occurs. Pre-teach expectations for tournament behaviour. Use visual timer so students can see time remaining. Pair with familiar peer for comfort and support.

visual impairment

Use brightly coloured handballs with high contrast to background. Provide verbal commentary of game action from dedicated buddy. Clear verbal cues from teammates ('ball coming to your left'). Tactile floor markings for goal areas. Reduce court size for closer proximity to action.

hearing impairment

Use visual referee signals clearly (not just whistles). Provide written tournament rules and fixtures sheets. Use coloured flag system for violations instead of verbal calls. Ensure student positioned where they can see teammates' faces for lip-reading during huddles. Pre-teach key signals and signs.

physical disability

Modified handball for wheelchair users: allow two-handed dribble, extended possession time, lower goal height. Seated versions of warm-up stretches. Alternative officiating role if unable to play (scorekeeping, time-keeping). Smaller court area to reduce movement demands. Lighter/larger balls if grip strength limited.

Cross-Curricular Links

English

Communication skills: giving clear instructions during warm-up leadership. Constructive feedback using specific language. Tactical discussion vocabulary. Reflection and articulation of learning. Active listening during team huddles and peer assessment.

Maths

Tournament fixtures and round-robin format (combinatorics - with 4 teams, calculate 6 total games needed). Scorekeeping and results recording (addition, comparison). Time management across games (7 minutes per game × 6 games + transitions = lesson duration planning). Statistical analysis of goals scored, shooting percentages, pass completion rates.

Science

Cardiovascular response to exercise (heart rate elevation during games, recovery during breaks). Muscle function and fatigue (why warm-up and cool-down prevent injury). Forces and motion (trajectory of thrown ball, optimal shooting angles). Energy systems (anaerobic work during sprints, recovery between games).

Citizenship

Fair play and democratic decision-making in team contexts. Understanding rules and their purpose in organised society. Rights and responsibilities as players and officials. Respecting diversity in teams. Community connections through local handball clubs.

PSHE

Teamwork and cooperation in competitive situations. Conflict resolution and accepting decisions gracefully. Leadership development through captaincy and officiating. Resilience and emotional regulation (managing disappointment, maintaining composure). Honesty and integrity in self-officiating. Respect for authority and rules.

Teacher Guidance

Positioning

Stand centrally between two courts with clear sight-lines to both. Circulate during games spending 60-90 seconds at each court then switching. During reflections, move between team huddles to hear tactical discussions. During cool-down, position at front for clear demonstration visibility.

Observation Focus

Tournament play: Watch for tactical application (spacing, passing selection, movement), officiating quality (confidence, consistency, fairness), and character indicators (sportsmanship, resilience, leadership). Warm-up: Monitor progression, communication, and peer assessment quality. Reflections: Listen for specific tactical language vs vague comments.

Intervention Points

Intervene if: safety compromised (dangerous play, poor officiating missing hazards), values violated (poor sportsmanship, disrespecting officials, unfair play), officiating completely breaks down (need referee support), or conflict escalating between students. Otherwise, allow student-led tournament to develop independence and problem-solving.

Demonstration Notes

Demonstrate all six tournament rules physically before games begin. Model referee signals clearly (free throw direction, violations). Show stretch positions during cool-down with exaggerated form for visibility. Use student demonstrations where possible to increase engagement - ask strong performers to model skills/tactics.

Verbal Cues

•'Find space!' when students bunching together
•'Eyes up - see your options!' when students fixated on ball
•'Communicate!' when teams playing silently
•'Respect the official's decision' if disputes arising
•'What would be tactical here?' during reflections to deepen thinking
•'Show me your ready position' during warm-up assessments

Safety Considerations

Space & Surface Requirements

Space Requirements

Two handball courts minimum 20m x 15m each, with 3-metre clear separation between courts. Additional space around perimeters for team zones and spectator areas. Minimum ceiling height 5m for safe shooting.

Surface Check

Dry, even sports hall floor free from water, dust or debris. Check for slipping hazards before lesson and between tournament rounds. Ensure floor markings are clear and not creating trip hazards.

Equipment Safety

Safety Checks

•Check handballs are inflated to correct pressure (not rock-hard or too soft)
•Inspect goals for stability - secure to prevent tipping during physical contact
•Ensure cones/floor spots marking goal areas have no sharp edges or damage
•Bibs in good condition without torn fabric that could cause tripping
•Whistles cleaned between users for hygiene

Risk Management

Key Risks

•Collisions between players during fast-paced game play, particularly in goal areas
•Ball strikes to face/head from powerful shots
•Slips and falls on sports hall floor, especially when changing direction quickly
•Goal tipping if students hang on frame or lean heavily
•Fatigue-related injuries in third tournament game
•Muscle strains from inadequate warm-up or cool-down

Risk Mitigation

•Enforce goalkeeper-only rule in goal areas to reduce congestion and collisions
•Tournament rules mandate shots below head height, reducing facial injury risk
•Peer-led warm-ups ensure progressive muscle preparation
•Regular hydration breaks between games prevent fatigue
•Clear boundaries and adequate court separation prevent multi-court collisions
•Static cool-down stretches prevent muscle soreness and injury
•Referee positioning on sidelines keeps officials safe from play
•Progressive skill building across unit means students prepared for tournament demands

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned centrally between both courts for maximum visibility
•Regularly scan both courts, spending 60-90 seconds observing each
•Position to see goal areas where collision risk highest
•Monitor fatigue levels especially in later games
•Watch for emotional escalation that could compromise safety
•Ensure referees managing games safely and stopping play for injuries

Emergency Procedures

First aid kit accessible at courtside. In case of injury: blow whistle loudly, stop all play immediately, assess injury severity, provide appropriate first aid or summon additional support. For serious injury: send student to call for assistance, keep injured student calm and still, monitor vital signs. All other students supervised in team zones during emergency response. Record all injuries in school accident book.