PSU

TEACHER WORK SAMPLE

Your First and Last Name: Robert “Ben” Saint

Date Submitted: November 25, 2018

District where you completed

Carl Junction R-1 School District
the TWS:

Name of School Building

where you completed the Carl Junction High School
TWS:

Content Area of your TWS: Physical Education

TWS Unit Topic: Handball

Grade Level of the Classroom

/ Students in Which the TWS 9-12
Unit Was Completed:

Pittsburg State University Teacher Work Sample 1

 I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
The students in the Carl Junction School District have an even population of males and females. The community itself is evenly split between blue collar and
white collar families with an average household income of $52,000. In the district, 21% of students are eligible for reduced/free lunches. The high school
demographics are very similar with an even gender population and 28% of the students eligible for reduced/free lunches. Regarding diversity, the community is
8% diverse while the high school is 10%. The high school is rated in the top 10% of Missouri schools in overall test scores especially in math and reading.

B. Characteristics of Class (Use the following two tables to record information for the Whole Class)

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level _9-12______ Content area (e.g., mathematics) _____PE________ Topic (e.g., geometry)____Handball_________
Age range of students _______14-18________ Number of male students ___22________
Total number of students __________40__ Number of female students ____18______
Percentage of students receiving reduced lunch _____28_ Percentage of students not receiving reduced lunch_78_____________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban ___0__ Suburban ____X__ Rural ___X___
Ethnicity of students (give numbers) ____1__ African American or Black ___3___ Hispanic or Latino
______ Native American/Alaskan Native ____36__ White
______ Asian or Pacific Islander ______ Other (specify) __________
Language proficiency of students (give ____40__ Fluent English Proficient ______ English Language Learners
numbers)

Identified special needs categories
represented (give numbers)
____0___ Specific Learning Disability __0_____ Speech/Language Impaired
____0___ Hard of Hearing ___0____ Visually Impaired
____0___ Deaf __0_____ Orthopedically Impaired
____0___ Deaf-Blind ____0___ Emotionally Disturbed
____0___ Other Health Impaired ____0___ Autism
_____0__ Multiple Disabilities ___0____ Mental Retardation
_____0__ Brain Injury ___0____Gifted
____0___ Established Medical Disability (0-5 yrs.) ____0___ Developmentally Delayed
____0___ At risk for developmental disabilities _______ Other (Specify)_______________

Pittsburg State University Teacher Work Sample 2

 Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Previously demonstrated
academic performance/
ability:
% Above standard __25___
% Meets standard ___65__
% Below standard ___10__
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
Specific Descriptions
There are no students with major disabilities in my classes. Developmentally they are above average and can do just
about anything pertaining to physical fitness although they vary at different levels of natural ability. Their learning
agility varies based on age and attention span which varies day by day. They are competitive and have no major
issues.
Many of the students are active in competitive sports or extracurricular activities. My classes participate well as
most of their grade comes from participation and not how well they perform an activity.
Motivation can be challenging at times for my classes, however, for the most part, they are on time and ready to be
physical. They can become too competitive at times at which times, we need to take a break and calm down. For
example, if things get too heated, some students may yell at each other or get a little too wild as they all want to be
the best or ‘win’ an activity.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
I would say that academically these students are above average. When it comes to physical fitness, I would say most
are above average as well. Social skills at this age vary. The younger high school students are much harder to calm
down than the older high school students when it comes to competitiveness. I think for the most part, the students
come from similar backgrounds, so they doesn’t seem to have an effect on them as much as the varying ages.

C. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)

Pittsburg State University Teacher Work Sample 3

Due to the intellectual, social and personal characteristics of the students mentioned above, the introduction to handball was very easy and smooth.
Although, the keeping the attention span of some students was a little bit of a challenge. Due to the varying ages in high school, keeping their
attention when they were not physically playing, was also a challenge. I was able to break them into groups to learn other aspects of the game
while others were physically playing. Keeping them in the learning mode was important as they had a lot of down time. They were able to focus
on learning the rules and scoring while not actually physically playing. This helped keep distractions and boredom to a minimum.

Pittsburg State University Teacher Work Sample 4

D. Sub- Groups/Students Information
Describe this
subgroup/student using
information from Table 1.1
The first student I chose was a 9th
grader. He is a little bit smaller
than the other boys in 9th grade.
He always gives a lot of effort
and is very competitive. He likes
to play sports and be active.
SUBGROUP
or
FOCUS
STUDENT
The second student I chose was a
12th grader. He is a little bit
smaller than the other boys in
12th grade. He always gives a lot
of effort and is very competitive.
SUBGROUP
He likes to play sports and be
or active.
FOCUS
STUDENT
Pittsburg State University
Why was this
subgroup/student
selected?
Age-I picked students
from two different grade
levels as I wanted to see
how students do
compared to others of a
different grade levels. I
wanted to see if age,
maturity and grade level
have an impact on their
performance.
Age-I picked students
from two different grade
levels as I wanted to see
how students do
compared to others of a
different grade levels. I
wanted to see if age,
maturity and grade level
have an impact on their
performance.
Teacher Work Sample
What was learned about this subgroup/student?
Intellectual-
The student listened well to all instructions and rules. He was more concerned
with scoring and winning than he was with the rules and regulations. He
asked a lot of questions regarding how you win and how you score. I had to
sway his questions to the rules side of things as to not foster the over
competitiveness. I felt he had to ask questions because he was so excited, he
wasn’t listening very well.
Social-
The student was very vocal and not at all worried about being over
competitive or boisterous. He gave great effort when it was his turn to play
and was overly anxious to get up and do it. I had to assure him that everyone
would get a turn. A few times, I thought he was going to overstep his bounds
by getting overly excited and hitting the ball too hard, but I stood by him and
that seemed to calm him down.
Personal-
He actually enjoyed this module. As I think it was very active and allowed
him to expend some of his energy. When it was a down time for him and he
had to learn the rules etc., he seemed to be very interested and attentive.
Intellectual-
The student listened extremely well to the instructions and rules. He was very
attentive for all parts of the instruction and participation. He did not ask any
questions, just listened. I didn’t have to explain anything twice to him and
when the time came, he was ready to play.
Social-
The student was very calm and attentive. He gave great effort when it was his
turn to play as well as helped others who struggled. There was no frustration
or boredom throughout the entire class.
5
 Personal-
I think he enjoyed the module. He was very competitive and gave his best
effort. He was very active during the playing part and attentive during the
lecture part. He seemed to be calm, yet showed great effort.

E. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)

The instructions and class were run the same for both classes that contained both students. Physically, the students were very similar yet differed in age from 9th
grade to 12th grade. They were both competitive and intellectually talented. They both did well at the module however, the 9th grader struggled throughout the
exercise to much higher degree. He was more disruptive by asking questions because he was too excited to listen. He also became a little too boisterous while
performing the exercise. The 12th grader was much more calm and attentive. He listened and performed the exercise very well with ease. The difference in
their demeanor was extreme probably due to maturity. The 9th grader needed much more attention from me to stay focused and appropriate whereas the 12th
grader was able to focus on his own.

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 II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
During this module, I wanted to see if maturity made a difference in learning as well as teach the fundamentals of handball. I began the unit by asking students
what they knew about handball which would give me a starting point for my teaching. After seeing what topics they already knew, I was able to focus on the
standard rules and scoring of the game. I began with the general principles of the game- number of players and equipment. Then, I talked about scoring and
rules before the third part of the instruction which was actual playing time. On the final evaluation, I asked students what they had learned by having a quiz
over the first two units: Standard rules and Scoring. For each topic, we had a review session at the end. After the final quiz, we had a tournament to finish out
the unit.

B. State Objectives Here: Focus should be on student performance – not activities. What will students know or be able to do? (Limited to 1 page)

Level(s)
Obj.
Unit Objectives (e.g. Bloom’s
No.
Taxonomy)
By the end of the tournament, the students should be able to keep score for another match (80% success rate) Remember, Apply,
1
Understand, Evaluate
Remember, Apply,
2
By the end of the tournament, students should be able to demonstrate dribbling during play (70% success rate) Evaluate, Understand
By the end of the tournament, students should be able to demonstrate basic knowledge of the rules of Handball Evaluate, Understand
3
by getting at least a 75% on the quiz Remember
4

etc.

C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (Limited to 1 page)
Pittsburg State University Teacher Work Sample 7
Standard 2: The student demonstrates understanding of movement concepts, principles and strategies, and tactics as they apply to the learning and
performance of activities.
Benchmark 2: The student will demonstrate movement skills safely and appropriately.
Standard 2: The student demonstrates understanding of movement concepts, principles and strategies, and tactics as they apply to the learning and
performance of activities.
Benchmark 2: The student will demonstrate and develop performance in response to feedback
Standard 3: The student participates regularly in physical activity
Benchmark 1: The student will be able to participate in structured and non-structured physical activities

Pittsburg State University Teacher Work Sample 8

 Pre-Assessment:

T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Pretest
-Unlimited time, no grade
Introduction to Handball Students casually played with equipment and player
1 10/9 R, I 1,3
-reviewed number of players and equipment
Formal/Informal
line up
-demonstrated play briefly
Review
Review of pretest and Introduction to
Handball
Scoring
-Review of scoring
Students reviewed equipment and player line up
2 10/11
I
1,2,3 Rules and Regulations Informal
before playing a casual game of handball
-Review of rules and play
Demonstration of game play
-Dribbling
Review
Verbal review:
-players and equipment
-scoring
-rules and regulations
Students had multiple practice sessions to fine tune
3 10/16 I 1,2,3 Physical review: Informal
their skills in scoring and playing and dribbling
-Dribbling
-play game without time regulations
-group play
-rotation of play and scoring
Review of module
Students demonstrate game play physically and
4 10/18 I,R 1,2,3 Application of skills learned-Game Play Formal/Informal
through quiz
Post test
5
6
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 7
8
Etc.

Summative Assessment:

Table 2.1 – Instructional Design – Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and L does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
D. Pre-Assessment 10 question pretest over the rules Used as an assessment for what the Each question worth one point. Grade
3
(Diagnostic) of Handball students already know recorded.
H. Formative
Assessment Review at end of each session, Ensure student understanding 1,2,3 Participation points were given
- Informal Question and Answer session
Formative Assessment
- Formal
L. Summative Compare the answers to the pre-test Each question worth on point. Grade
3
Assessment Post-Test to see if knowledge had increased. recorded.

Narrative for Instructional Design

II. E.
To see if the students gained knowledge. I needed a test base at the beginning-the pretest. I then needed
time to explain the game to them and let them practice. I then wanted to test their knowledge again to see if
Why are the lessons sequenced in this
they had learned anything new. I started with the concepts of the game for understanding and finished with
manner? the physical part of the game for demonstration. The modules went from general to specific to foster the
learning. It all came together with the final game and the post test.
Pittsburg State University Teacher Work Sample 10
II. F.
Demonstration, positive feedback, and reviews were incorporated into the lesson. I used verbal cues and
What learning strategies were incorporated
demonstrations to let the students know what I expected them to learn and do. I often gave positive
into this unit? feedback so the students gained confidence and were motivated to learn and do their best.
How do the instructional strategies/activities I was able to see the proficiency of their dribbling and scorekeeping etc. through watching and observing
address the learning objectives for this unit? their demonstration. The review sessions helped me determine the understanding of the groups.
II. G.
How will critical thinking and problem Handball is very fast paced so critical thinking and problem solving takes place pretty much all of the time.
solving strategies be implemented? Give You have to decide where to hit the ball, how many dribbles you can take etc. in a very short amount of
specific examples of use. time. You also have to know the score and time limits at all times of play.
II. I.
How will technology be integrated within the
unit? Explain both teacher use and student There was no technology utilized in this lesson.
use.
II. J.
How does the unit demonstrate integration of
Building rapport with classmates and being physically active can be integrated across all content fields.
content across and within content fields?
Explain the reading strategies that will be
used throughout the unit. Give specific
No reading assignments for this lesson.
examples. (Remember that using text is not a
reading strategy)
II. K.
What specific adaptations or differentiated
activities were used to accommodate There were no students with individual learning needs in this lesson
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
There were no students with individual learning needs in this lesson
individual learning needs for the identified
sub-groups / students?

Provide a copy of two complete detailed lesson plans in Appendix B.

Pittsburg State University Teacher Work Sample 11

 III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1:
I introduced the game of handball. The first thing I did was them take a pretest to see what they already knew about handball.
Most of them knew what the game looked like, but had no idea of how it was played or what the rules were by the pre-test
scores. The first lesson was explaining the equipment and the number of players on each team and the role of each player. I
demonstrated play briefly and then reviewed the rules and regulation.

Day 2:
I reviewed the pretest and information they learned the class before. I concentrated deeper on the scoring process of handball.
I also went into more detail on the rules and regulations for the team play. The majority of the lecture and demonstration was
on dribbling. The students then had time to practice dribbling for the majority of the class. We reviewed the rules and
regulations and the rules of dribbling at the end of the class.

Day 3: I conducted a brief verbal overview of the players, equipment, scoring and rules of the game. We reviewed verbally
and physically the details of dribbling. The majority of time was spent on playing actual games with no time regulations.
Students took turns practicing play and scoring. The end of review took place in preparation for the post test.

Day 4: The post-test was taken. The remainder of the lesson consisted of group play with students taking turns playing and
keeping score.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)

1. Safety
 Students should engage in activity in an appropriate and safe manner,
 Supportive strategies may include discipline actions by losing points for the day or office referrals.
2. Respect
 Students will treat teachers, faculty and peers with the utmost respect at all times
 No inappropriate gestures, profanities, bullying or touching will be permitted at all times
 Disciplinary actions could include losing daily points or office referrals

Pittsburg State University Teacher Work Sample 12

 3. Promptness and Attendance
 Students are expected to in class and on time unless excused
 Disciplinary actions could include losing daily points or office referrals

C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
My interaction and engagement strategy was to have the students learn to work with each other performing different tasks. Therefore, they needed to learn the
rules to not only play with each other, but to score each other in a positive interaction. To do this I made sure they had a thorough understanding of the game
before they physically played it with each other. This helped them have a positive interaction when they were learning. Even when scoring mistakes were
made, they appropriately questioned and/or corrected their peers. They showed good sportsmanship as they worked together in this fast paced environment.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
During this lesson, I mixed the groups up and alternated their roles to encourage communication across the board and not to just their friends. This seemed to
encourage more communication across the peer groups as they were required to be on different teams and have different tasks. I gave them feedback in a
positive way when I saw the new teams communicating and working together well.

Pittsburg State University Teacher Work Sample 13

Narrative: Analysis of Assessment
E. Pre-Assessment
The students scored an average of 40% on the pre-test which told me they were guessing at a lot of answers and not
familiar with the actual rules of the game. When we discussed it, they seemed to have a general idea of handball, but
Overall analysis of results.
the test scores showed that it was definitely general. The two focus students scored 50% on the pre-test.

I felt that the need for more information was on the actual rules and regulations of the game. They had a general idea
Discuss the results in reference to of ‘hitting’ the ball, but really had no idea on the logistics involved.
the learning objectives.

Describe how pre-assessment data I used this data to concentrate on the ins and outs of the rules and regulations of the game. I gave more detailed
information on that rather than focusing on the objectives of the game.
was used to proceed with instruction
for all students.
There was no need for differentiation or adaption. However, I think they could have used more playing time to feel
What is the plan to differentiate for more comfortable with the game.
all learners?

F. Formative Assessment
The post test and observation was used as analysis for this lesson. I could observe whether they were scoring
correctly or dribbling correctly throughout the lesson. I could also gage their effort. The post test showed the
Overall analysis of results.
analysis of whether they learned the concepts themselves.

Discuss the results in reference to Obviously in physical education, participation is key. That is why they get participation points. So, I wanted to
the learning objectives. ensure that they were engaged and enthusiastic about learning handball. They all participated well. I think they
definitely learned the concepts and from my observation, learned the physical play as well.
Are students learning what was
intended they learn?
The main thing I would change is more actual practice playing time. 4 lessons was probably not enough time to get
Discuss any adaptations based on the them confident enough to play on their own. There were quite a few rules to learn which took up playing time.
results of formative assessments.

Pittsburg State University Teacher Work Sample 14

 Identify differentiation needed to N/A
help all students meet the goals and
objectives of this unit.

G. Summative Assessment
There was a significant improvement from the pretest to the posttest. The overall classes raised their average from
What did the disaggregated data of 40% to 80% and the two focus students from 50% to 90%.
the assessment reveal?

I would say they exceeded what I thought they would do on the post test. I was surprised that they doubled their
Discuss the results in reference to score. I also observed that they had learned these concepts by watching them score and dribble and play. I could
the learning objectives. informally see a dramatic improvement over the lesson.

I think for the most part yes. I think they have a general understanding of the game and the rules and regulations.
Did all students learn what was
intended they learn? Explain.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Pittsburg State University Teacher Work Sample 15

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Pittsburg State University Teacher Work Sample 16

 IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:
Rules and Regulations
Give more than one reason for each of the successes identified.
I was extremely happy to see test scores improve as well as observe that students were following the rules
while playing handball. I think the reviews and practice were beneficial in them learning this in a short
amount of time.

Objective 2:
I was pleased with the results of how well they could dribble at the end of the lesson. They had learned
Dribbling the rules of dribbling and could put it into play. Although, some were not very good at dribbling, they
knew the guidelines of three steps or three seconds without dribbling-otherwise they have to dribble! This
is a difficult concept to put into play, but they gave much effort and improved.

Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
One thing I would do differently is extend the length of the lesson to at least 6 sessions to allow students to practice more. I think they would have felt
more confident in playing had they had a few more chances to better their skills. The second thing I would do differently is to include a video that they
could watch to show ‘expert’ play. Although, I gave demonstrations, I think they would have learned more by witnessing an actual expert playing the
game.

B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.

Pittsburg State University Teacher Work Sample 17

Objective 1: More game time would have benefited them. Due to the reviews and questions, actual playing time was
More game time cut shorter than I would have liked.

Objective 2:
They did a nice job learning this, but I think they would have benefited more by seeing an expert do it and
Dribbling by more practice time.

Discuss at least TWO things to do differently in the future to improve students’ performance.

Videos would have improved their performance as they could have seen how an expert plays the game. I also think more playing time would have
improved their performance. Dribbling is a lot timing, which takes practice. They could improve by practicing more.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Great insight on controlling the
October 2019 Ed Miller In Person Teaching Advice
class to keep it running smoothly
Great insight on keeping the class
running smoothly and how to
October 2019 Adam Merrel In Person Teaching Advice
organize activities versus lecture to
keep the students’ attention

Pittsburg State University Teacher Work Sample 18

 Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)

Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)

Talking with my cooperative teacher has been most helpful. I have learned it is not necessarily the topic that you teach which makes things difficult, it is HOW
you teach it. By that I mean, taking into account what the students are going through outside of PE, planning so there is no boredom, handling difficult
situations etc. I learned a great deal from cooperative teacher on planning and handling the classroom.

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be What specific professional development opportunities/activities will
improved. Explain reasoning. help to acquire that knowledge or skill?
Aspect 1: I would use videos to show demonstration to ensure that it is correct. I don’t
think this will be difficult to implement-it’s a matter of preparing and finding
Technology in the classroom what you want to use ahead of time.

Aspect 2: I would also use creative one page papers to hand out. I think the lecture part
is good, but some kids are more visual and may learn by actually seeing things
Handouts or Learning Aids in the classroom in writing.

Pittsburg State University Teacher Work Sample 19

 REFERENCES

https://www.publicschoolreview.com/carl-junction-high-school-profile

http://www.rulesofsport.com/sports/handball.html

https://www.cjr1.org/Domain/4

Pittsburg State University Teacher Work Sample 20

APPENDIX A

Pittsburg State University Teacher Work Sample 21

APPENDIX B

Lesson Plan

Attendance (2 Min)

Warm-Up (Stretch, Run 10 Min)

Introduction to Handball (10 Min)

1. 2 periods of 10 minutes each
2. 7 players on each side (6 outfielders and 1 goalkeeper)
3. Semi-circle around goal (zone)
4. Dashed semi-circle (feel throw)
5. Leather ball (58-60 cm)
6. Outfielders can touch ball with any part of body above the knee
7. Player can dribble or take three steps for up to three seconds without dribbling
8. Goal keeper can come into contact with floor
9. Goal keeper can come out of goal area
10.Players can pass or shoot anytime

Materials:
1. Handball
2. Whistle
3. Stopwatch

After rules, break into teams to practice (20 Min)

Release

Lesson Plan

Attendance (2 Min)

Warm-Up (Stretch, Run 10 Min)

Pittsburg State University Teacher Work Sample 22
Review of Introduction to Handball (5 Min)
11. 2 periods of 10 minutes each
12.7 players on each side (6 outfielders and 1 goalkeeper)
13.Semi-circle around goal (zone)
14.Dashed semi-circle (feel throw)
15.Leather ball (58-60 cm)
16.Outfielders can touch ball with any part of body above the knee
17.Player can dribble or take three steps for up to three seconds without dribbling
18.Goal keeper can come into contact with floor
19.Goal keeper can come out of goal area
20.Players can pass or shoot anytime

Materials:
4. Handball
5. Whistle
6. Stopwatch

After rules, break into teams to practice (20 Min Dribbling and 40 Min Game Play)

Release

Pittsburg State University Teacher Work Sample 23

 APPENDIX C

Handball Pre-Test

NAME:

1. How many periods are in a handball game?

A. 3
B. 4
C. 1
D. 2

2. How long is each handball period?

A. 5 minutes
B. 10 minutes
C. 20 minutes
D. 30 minutes

3. How many players are on a handball team?

A. 10
B. 8
C. 7
D. 5

4. What is the dashed semi-circle on the handball court?

A. The free throw line
B. The out of bounds line
C. The zone line
D. The team divider line

5. What does a handball look like?

A. A plastic ball 5 cm big
B. A leather ball 60 cm big
C. A plastic ball 60 cm big
D. A leather ball 5 cm big

6. Anyone can touch the ball with any part of their bodies
True
False

7. A player can shoot the ball from anywhere on the court

True
False

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 8. Any player can come into contact with the ground
True
False
9. Goalkeepers must stay in the goal area
True
False

10. Players must constantly dribble the ball if they have possession of the ball
True
False

Handball Pre-Test

NAME:

1. How many periods are in a handball game?

A. 3
B. 4
C. 1
D. 2

2. How long is each handball period?

A. 5 minutes
B. 10 minutes
C. 20 minutes
D. 30 minutes

3. How many players are on a handball team?

A. 10
B. 8
C. 7
D. 5

4. What is the dashed semi-circle on the handball court?

A. The free throw line
B. The out of bounds line
C. The zone line
D. The team divider line

5. What does a handball look like?

A. A plastic ball 5 cm big
B. A leather ball 60 cm big
C. A plastic ball 60 cm big
D. A leather ball 5 cm big

Pittsburg State University Teacher Work Sample 25

6. Anyone can touch the ball with any part of their bodies
True
False

7. A player can shoot the ball from anywhere on the court

True
False

8. Any player can come into contact with the ground

True
False
9. Goalkeepers must stay in the goal area
True
False

10. Players must constantly dribble the ball if they have possession of the ball
True
False

KEY
1. D
2. C
3. C
4. A
5. B
6. F
7. T
8. F
9. F
10. F

Student Results:

Post-
Student Pre-Test Test
1 30 90
2 30 80
3 40 80
4 40 70
5 50 70
6 50 90
7 20 80
8 50 80
9 60 70

Pittsburg State University Teacher Work Sample 26

 10 50 90
11 30 90
12 30 80
13 40 80
14 40 70
15 50 70
16 50 90
17 20 80
18 50 80
19 60 70
20 50 90
21 30 70
22 30 80
23 40 80
24 40 90
25 50 70
26 50 70
27 20 80
28 50 80
29 60 90
30 50 80
31 50 90
32 60 80
33 50 80
34 20 70
35 50 70
36 50 90
37 40 80
38 40 80
39 30 70
40 30 90

Pittsburg State University Teacher Work Sample 27