Foundation Skills & Tactics
•Year 8
•Handball
•Store balls at courtside for easy access between games; check inflation before lesson
Alternative: Size 1 footballs, soft foam balls for modified games
Pre-sort into team sets before lesson; ensure sizes accommodate all students
Alternative: Coloured bands, team pennies, or use house colours if available
Mark semi-circular goal areas approximately 6 metres from each goal
Alternative: Chalk lines, tape on floor, existing court markings if suitable
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
Include spaces for scores, times, and officials' names
Alternative: Whiteboard fixture display, digital display on screen
Brief practice on whistle technique to avoid ear-splitting blasts
Alternative: Hand signals only (raises difficulty), verbal calls
Set game duration (suggest 6-8 minutes per game) and 1-minute reflection breaks
Alternative: Wall clock, mobile phone timer, teacher time-keeping
A competition involving multiple teams playing a series of games to determine an overall winner
The act of controlling and making decisions during a game to ensure rules are followed fairly
Playing according to the rules, showing respect for others, and accepting decisions gracefully
Planned strategies and decisions made to gain advantage over opponents
Thinking carefully about performance to identify strengths and areas for improvement
The player judged to have contributed most significantly to their team's performance
The phase when your team has possession and is attempting to score
The phase when opponents have possession and you're working to prevent them scoring
A tournament format where every team plays against every other team once
A player cannot hold the ball for longer than three seconds without passing, shooting or dribbling
Understanding where pupils are coming from and where they're going
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.
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.
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).
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.
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.
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.
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.
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.
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.
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.
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.
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.
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