Bryan Parker

Team Hand Ball

PEDU 462
High School Unit Plan Assignment
50 points

Name: Bryan Parker Date: October 30, 2017 Score______/50

Due: Friday, November 3, 2017 by 5:00 PM

Directions
Design a 4-lesson unit plan, including 4 physical education lessons. Content is listed on the
updated course schedule. Your lesson should reflect those skills plus review of other skills
that you are planning on teaching during your lessons.

Required Components (each component comprises a different part or section of the plan)
1. Identify each of the following:
Grade Level: 9th -10th Grade
Content:
Psychomotor:
Passing, catching, shooting
Cognitive:
Offensive and Defensive strategies
Affective:
Perceived motor skill level vs Actual Motor skill level

Equipment Needed: 24 dome cones, 12 handball balls or dodgeballs, floor tape, 6

hula hoops
Expected Prerequisites for Psychomotor, Cognitive, and Affective Skills (based
on SC standards/curriculum guide)
Psychomotor:
8-1.1 Demonstrate basic skills and tactics during a three-on-two modified invasion game
(for example, passing to open space during a three-on-two soccer game).

Throws with a mature pattern for distance or power appropriate to the activity during
small-sided game play. (S1.M2.8)

Catches using an implement in a dynamic environment or modified game play. (S1.M3.8)

Throws a lead pass to a moving partner off a dribble or pass. (S1.M5.8)

Executes at least two of the following to create open space during modified game play:
pivots, fakes, jab steps, screens. (S1.M6.8)

Executes the following offensive skills during small-sided game play: pivot, give & go, and
fakes. (S1.M7.8)

Dribbles with dominant and non-dominant hands using a change of speed and direction in
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Team Hand Ball

small-sided game play. (S1.M8.8

Drop-steps in the direction of the pass during player-to-player defense. (S1.M11.8)

Cognitive:

8-2.1 Identify critical elements/learning cues of skills performed in invasion games, target
and net/wall games, striking/fielding games.(for example, recognize "balance, eyes, elbows
and follow through" as learning cues for performing a free throw).

8-2.4 Integrate prior knowledge of movement concepts into new learning experiences in the
physical-activity setting (for example, state the similarities between the overhand throwing
pattern and the overhand volleyball serve).

8-2.6 Describe tactics within invasion games, target and net/wall games, striking/fielding
games and explain how to use them effectively in modified situations (for example, explain
why hitting the ball away from the opponent when playing tennis is an offensive strategy).

Opens and closes space during small-sided game play by combining locomotor movements
with movement concepts. (S2.M1.8)

Executes at least 3 of the following offensive tactics to create open space: moves to create
open space on and off the ball; uses a variety of passes, fakes and pathways; give & go.
(S2.M2.8)

Creates open space by staying spread on offense, cutting and passing quickly, and using
fakes off the ball. (S2.M3.8)

Reduces open space on defense by staying on the goal side of the offensive player and
reducing the distance to him/ her (third-party perspective). (S2.M4.8)

Reduces open space by not allowing the catch (denial) and anticipating the speed of the
object and person for the purpose of interception or deflection. (S2.M5.8)

Transitions from offense to defense or defense to offense by recovering quickly,

communicating with teammates and capitalizing on an advantage. (S2.M6.8)

Affective:

8-5.1 Seek and explore physical activity opportunities that provide personal meaning and
enjoyment (for example, participate in organized sports for the joy of competition, ride a
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Team Hand Ball

mountain bike to enjoy nature trails).

Applies rules and etiquette by acting as an official for modified physical activities and games
and creating dance routines within a given set of parameters. (S4.M6.8)

2. Three Unit Objectives (i.e., what students should be able to do in each domain by the
end of the fourth physical education)

Psychomotor:
TSWBAT able to execute the correct techniques of each skill (throwing, catching, dribbling,
goalkeeping, etc) during the games at least 90% of the time.

Cognitive:
TSWBAT recognize the rules, regulations, strategies, tactics and positions on the court as
related to Team Handball during the end of the unit written assessment at the end of the
unit.

Affective:

TSWBAT compare their perceived level of competency to their actual abilities during game
play by the end of the unit.

3. Developmental Analysis of Content (i.e., develops content over the full unit, appropriate
progression, accurately identifies refining characteristics, and includes opportunities for
assessment/application).

4. Lesson Objectives Leading to Unit Objectives (i.e., what students should be able to do
in each domain by the end of the first physical education lesson)

Psychomotor:
TSWBAT perform short and medium passes to a moving partner 8 out of 10 times by the
end of the lesson.

Cognitive:
TSWBAT identify in writing which of the passes is best to use in a scenario by the end of the
lesson.

Affective:

TSWBAT be a team player by cooperating with his/her partner and teammates by not
complaining and helping each other out whenever possible (example: critiquing and
improving each other during skill work.)
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Team Hand Ball

5. Introductory/Motivational Material (to set the stage and motivate)

https://www.youtube.com/watch?v=q6RcTHNlxto
6. Technology (when and what technology will be included in your unit)- at least two must
be present and be relevant to what you are teaching. (Not needed for Handball unit plan,
only Badminton)

7. Block Plan (i.e., progression of content, including extension, refinement, and application
tasks for each day of unit)

8. Assessment Plan (i.e., how you will collect evidence that students are learning/have
achieved stated lesson/unit objectives only a description is needed, not the actual
assessment instruments)
(Not needed for Badminton Unit plan, only Handball)
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Team Hand Ball
Day 1: Psychomotor Pre Assessment
Team Handball Pre-Assessment
Name Skill Bounce Overhand Finding Closing Blocking Dribbling
Chest Pass throw Open passing
Pass space lanes
David
Benenhaley
Even
Goodyear
Tony Perez
Clyne Viray
Jackie Wang
Salina Saini
Ryley
Starmack
Maya Taylor
Violet
Truong
Kerston
Westbook
Renny
Wyckof
Camille
Zander Key

Students will be divided into equal teams and will be instructed to play handball as they
know it. Instructor will review the video and code each student based on guidelines for
each skill as defined below.
P Proficient: Performs all cues for skill.
A Average: Performs some of the cues but not an accurate pass
NI Needs improvement: unable to perform skill
N/A: Did not observe
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Team Hand Ball
Perceived Motor Skill Competency
Afective Assessment

Name:___________________________ Date:______________

1. Today we will be working on Dribbling. You will identify where you think your
current level of performance is for dribbling below by circling number that
corresponds to where you think you are.
1 Not able to 2 Can sometimes 3 Average 4 Good 5 Perfect

Stationary Dribbling
1 2 3 4 5

Dribbling while moving

1 2 3 4 5

Dribbling against a defender

1 2 3 4 5

2. Select one of the above where you thought you were better than what you
performed today. I want you to reflect on why you thought you were the original
and compare it to how you performed today in class in two to three sentences.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________
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Team Hand Ball
Team Handball Quiz
Cognitive assessment

Name:________________________________

Indicate the best answer for each of the following questions.

1. Which of the following skills can be used in Team handball?

a. Passing
b. Catching
c. Dribbling
d. All of the above

2. When can you move while you are in position of the ball?
a. Running
b. Self-toss
c. Dribbling

3. Which is the most common ofensive formation?

a. 3-3 attack
b. 2-4 attack
c. 5-1 attack

4. Explain a shot on the goal that would not count even if you made a goal shot.
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Team Hand Ball

Psychomotor Post Assessment

Team Handball Post-Assessment
Name Skill Bounce Overhand Finding Closing Blocking Dribbling
Chest Pass throw Open passing
Pass space lanes
David
Benenhaley
Even
Goodyear
Tony Perez
Clyne Viray
Jackie Wang
Salina Saini
Ryley
Starmack
Maya Taylor
Violet
Truong
Kerston
Westbook
Renny
Wyckof
Camille
Zander Key

Students will be divided into equal teams and will be instructed to play handball as they
know it. Instructor will review the video and code each student based on guidelines for
each skill as defined below.
P Proficient: Performs all cues for skill.
A Average: Performs some of the cues but not an accurate pass
NI Needs improvement: unable to perform skill
N/A: Did not observe
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Team Hand Ball

Developmental Analysis of Content

Extending Refining Cues Application/Assessment

Passing Passing
Stationary chest pass Through to your partners chest Chest Pass Circle passing using all passes with
Stationary bounce pass Step away from the defender. Square body to multiple handballs.
Stationary medium distance Step toward target. target.
pass Lead the receiver Bend Thumbs
Moving chest pass Lead the receiver against chest--
Moving bounce pass Lead the receiver elbows bent and
Moving medium distance out.
pass
Step toward
target.
Extend arms fully
releasing ball to
target.
Release Thumbs
should now be
pointing down.
Bounce pass
Fingers Spread
fingers along the
sides of the ball.
Chest Start the
ball at chest level.
Knees Keep the
knees bent.
2/3rds Upon
release, turn palms
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Team Hand Ball

outward towards
the floor.
Ball should contact
ground two-thirds of
the way to the
receiving player.
Medium distance
one hand
Shoulder
Point non-throwing
side/shoulder to the
target (i.e., if left
handed thrower,
point right
shoulder/side
towards target)

Reach Throwing
arm way back
behind head

Step with your

opposite foot
towards target (i.e.,
if throwing with left
hand, step towards
target with your
right foot)

Pinkie to pocket
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Team Hand Ball

Dribbling
Stationary dribbling favorite
hand
Stationary dribbling
opposite hand
Moving dribbling favorite
hand
Moving dribbling opposite
hand
Shooting/ Shots on goal
One hand shot from 10 yard
line
One hand shot while
moving
One Hand shot from penalty
Follow through by
letting your
throwing arm come
across the opposite
side of your body
Dribble throughout the class room and
Keep up a guard with opposite hand Balance: -Triple try not to let your opponent steal the ball.
Finger Pads threat position.
Eyes up -Non-dribbling hand
Push ball in front of you should be out to
Slow down to a walk and focus on protect the ball from
maintain control. defenders. ...
Finger pads
Hand Action: -Yo-yo
action, push ball
hard to the floor.
-Loose wrist, snap
like a shooting
follow through. ...
Eyes: -Looking up
the court for
opportunities to
pass, dribble drive,
or shoot.
Look at the target Around the world shooting on mats and
Do not step inside the 10 yard line Look look at the ball on cones. Mats worth 1 point ball on
Do not cross the penalty line when target cone is 2 points.
shooting No bounce two
handed shot Shoot out
Open space Away
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Team Hand Ball

line from the goalie

Move Move to
Offensive strategies Keep in your assigned zone open space away Game play drills light level defense
Zones from defender. pressure.
3-3 Small sided Game play
Call when open
2-4
1-5 Shot see an open
shot

Defensive Strategies Stay with your man Arms Arms up Light offense pressure and small sided
Man coverage Stay in your zone game play.
Slide dont cross
Zone Coverage feet
2-2-2
Heads up watch
3-3
player
2-4
1-5 Close Close
passing lane
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Team Hand Ball

Block Plan

Day 1 Day 2 Day 3

Pre-Assessment Dribbling Offensive strategies
Informing tasks Informing tasks Informing tasks
Passes short and medium passes Stationary with dominate and non- Zones talk through
Chest pass stationary and moving dominate hands. Upward extend add a 3-3
partners, add defenders to upward extend defender 2-4
Bounce Pass moving and stationary Moving with dominate and non- 1-5
partners, add defender to upward extend dominate hand. Upward extension with Application task: small sided game
Medium one hand pass stationary and defenders. Cognitive assessment
moving partners, add defender to upward A: 1v1 dribbling challenge.
extend. Affective assessment
A: ultimate ball small sided game

Day 4
Application Game Play
Post assessment
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Team Hand Ball

Grading Criteria Unit Plans will be graded in each of the following areas:

1. Grade level, content and equipment needed are listed. _______ (3 pt.)

2. Expected prerequisite skills and knowledge relevant are listed. _______ (3 pts.)

3. Content analysis is included that is both logical and comprehensive. _______(16 pts.)

4. Three unit objectives (1 for each learning domain) are provided. Objectives should include reference to the SC physical education
standards/secondary curriculum guide. Points will be assigned to the behavior, condition, and criteria for each objective. One point will be
given for citing. _______ (10 points)

5. Three lesson objectives for the first physical education lesson are provided. Objectives should include reference to the SC physical
education standards/secondary curriculum guide. Points will be assigned to the behavior, condition, and criteria for each objective. One
point will be given for citing. _______ (10 pts.)

5. Introductory/motivational material is creative and how material will be used is described (e.g., introductory material might include a
bulletin board, a video clip, newspaper pictures, and/or a pre-test where students are made aware of the results. _______(1 pt.)

6. Content is developed from simple to complex in the Block Plan without omitting critical steps in progression. _______ (3 pts.)

7. Planned repetition and over learning are evident in the Block Plan (i.e., skills are revisited). _______ (1 pt.)

8. Block Plan identifies where/how affective and cognitive learning will occur as well as when technology will be used. _______ (3 pts.)

9. Inclusion of assessments (formal and informal) will be graded on appropriateness and accuracy. Inclusion of the actual assessment is
required to receive any extra credit. (Potentially 0-5 points extra credit)