HEALTH & PHYSICAL EDUCATION - THREE PART LESSON

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Used for Activity Based Lesson and/or Health lesson
Lisa English - 998280603
Grade: 9

Game Category:
Invasion/Territory
Unit: Territory Games Day 1

Movement Skill: Passing

Strategy: Creating
Open Space

Curriculum Expectations:

Demonstrate personal competence in applying movement skills and

principles.
Demonstrate knowledge of guidelines and strategies that enhance
participation in recreation and sport activities.
Use and combine movement skills in a variety of physical activities.
Demonstrate understanding of the importance of movement principles
in performing isolated or combined movement skills.
Demonstrate improvement in their skills.
Explain appropriate strategies or tactics that enhance performance in
specific situations and conditions.
Demonstrate safe practices regarding the safety of themselves and
others.
Demonstrate positive, responsible personal and social behaviour.
Apply guidelines and procedures related to safe participation in
physical activity.
Demonstrate behaviour that minimizes risk to themselves and others.
Use appropriate social skills when working collaboratively with others.
Give and receive assistance.
Explain the benefits and disadvantages of working with others.
Learning Goals:

Understand the importance of creating open space as an effective

territorial game strategy
Recognize when and how to apply this strategy in a game setting
Understand the importance of passing as it relates to open space
How to effectively make a pass while understanding the movements of
the body involved in the skill
Recognize how passing and creating open space is transferrable to
other territory games (i.e. football, soccer, hockey, rugby, etc.)

OISE/UT Health and Physical Education 2013/14: C. Temertzoglou

HEALTH & PHYSICAL EDUCATION - THREE PART LESSON

PLANNER
Used for Activity Based Lesson and/or Health lesson
Lisa English - 998280603
Guiding Questions:
1.
2.
3.
4.
5.
6.

How can you effectively create space?

Why is creating space an important game strategy?
How does the skill of passing aid in creating space?
How should your body be positioned while making a pass?
What movement patterns allow you to successfully make a pass?
How can passing and creating open space be used in other
sports/games?
Instructional Components and Context
Readiness:
Prior Knowledge Students should have a basic understanding of the rules
and play of handball or other territorial games; have an understanding of
how the body moves relative to its environment.
Assessment of Prior Knowledge and Skills At the start of the lesson, have a
class discussion asking students who is familiar with the game and rules and
has played before. Review any necessary rules. Skill level can further be
assessed during the Minds On activity.
Terminology:
Passing, creating open space, offensive, strategy, body position/control,
preparation, force production, moment of impact, follow through, receiving,
hip pass, jump pass, overhead pass, and side pass.
Materials:
Pylons
Handballs
Pinnies
Nets
Whistle
Stop watch
Rubber Chicken
Assessment Success Criteria

Assessment Tool

Passing:

Assessment Rubric:

OISE/UT Health and Physical Education 2013/14: C. Temertzoglou

HEALTH & PHYSICAL EDUCATION - THREE PART LESSON

PLANNER
Used for Activity Based Lesson and/or Health lesson
Lisa English - 998280603

Students are able to

execute the correct
sequence of movements
needed to pass in handball
Can effectively pass to
target players and/or
target area
Understand when one
should pass to the player
or to the target area
Understand how passing
can assist in successfully
creating space
Make connections to other
territory games

Creating Space:

Understand the
importance of creating
open space in handball
Know how and when to
create space (effectively
make runs into space)
Make connections to other
territory games

Level 1

Level 2

Level 3

Level 4

Few to
no
strateg
ies are
used/d
emonst
rated
at the
approp
riate
time

Some
strateg
ies are
used/d
emonst
rated
at the
approp
riate
time

Most
strateg
ies are
used/d
emons
trated
at the
approp
riate
time

All or
almost
all of the
strategi
es are
used/de
monstra
ted at
the
appropri
ate time

Begins
to
underst
and the
import
ance of
strateg
y to
the
game

Unders
tands
the
import
ance of
strateg
y to
the
game

Does
not
unders
tand
the
import
ance of
strateg
y to
the
game

Fully
underst
ands the
importa
nce of
strategy
to the
game
and can
apply
this
strategy
to other
sports/g
ames

Exit Mind Map:

Teacher hands out 3 mini sticky notes to
every student and makes 3 different mind
OISE/UT Health and Physical Education 2013/14: C. Temertzoglou

HEALTH & PHYSICAL EDUCATION - THREE PART LESSON

PLANNER
Used for Activity Based Lesson and/or Health lesson
Lisa English - 998280603
maps on the board. Students write their
answers to the following questions and
stick them on the corresponding mind
maps:

Bubble #1: What did I learn today?

Bubble #2: What am I still having
difficulty with?
Bubble #3: What do I want to learn
more about next class?

Minds On: Spread the Chicken

Students begin the lesson with a simple passing game as a warm up.
This will allow them to start thinking about how/when to pass and
activate prior knowledge about the skill of passing and creating open
space
Discuss with students what they already know about the game of
handball, its rules and previous experiences
Discuss other territory games and make connections to handball and
the skills that we will be reviewing today

Spread the Chicken: Divide the class into 2 groups and have 2 teams play
each other (2 games will be played). The object of the game is to have the
team pass to every member of the group. At the same time, the defending
team will try to intercept the ball. If they defending team is successful, they
become the offensive team and try to pass to every member of the team,
maintaining possession. A point is rewarded if the chicken is passed to every
team member.
Discussion: How are you able to successfully pass the chicken?
Action:
Partner Passing
The teacher will review the 4 different types of passes used in handball. After
each pass is reviewed, the partners will practice that type of pass with each
OISE/UT Health and Physical Education 2013/14: C. Temertzoglou

HEALTH & PHYSICAL EDUCATION - THREE PART LESSON

PLANNER
Used for Activity Based Lesson and/or Health lesson
Lisa English - 998280603
other for 2 minutes.
Four types of passes used in handball:
1) Hip Pass
- Throw the ball sideways across the body
- Keep the elbow in and close to the hip
- Used to throw around players
2) Overhead Pass
- Throwing the ball over your head
- Keep elbow up and high
- Releasing the ball hand should be pointing at target (chest area)
3) Jump Pass
- Similar to overhead pass
- Throwing the ball while in the air
- Good for when you need a powerful pass or when youre being tightly
marked
4) Side Pass
- Short passes
- Used to deceive players
- Harder to master
Short, Short, Long Passing
- After the students have practiced passing each type of pass with their
partner, have them get into groups of 3.
- Have 2 players stand on the outside at opposite ends and 1 player in the
middle.
- The middle player will run to one outside player to receive a pass; he then
will pass back to the outside player and the outside player will send a long
pass to the other outside player on the opposite end; the inside player will
then run to the opposite player with the ball and repeat the same pattern.
- Switch the middle and outside players every minute.
*Note:
- Groups should be using a variety of different passes when completing the
activity.
- The student on the opposite side without the ball is moving into open space
OISE/UT Health and Physical Education 2013/14: C. Temertzoglou

HEALTH & PHYSICAL EDUCATION - THREE PART LESSON

PLANNER
Used for Activity Based Lesson and/or Health lesson
Lisa English - 998280603
to receive the ball.
* Progression: Add a defender to mark the middle player.
Objective:Toeffectively passtheballamongstyourgroup and find the open
space to send a pass to the opposite player.
Discussion: When did you find you were successful? What are some gamerelated movements you can do in the passing sequence to make it more
(game) realistic? What were you doing if you did not have the ball?
Skill Application & Culmination
Small-Sided Handball Game
Teacher will divide class into 4 teams/colours. Two games will be going on at
the same time, as the gym will be divided into small courts. Cones will signify
the boundaries. The object of the game will be to hit down the other teams
cone, that will be located in the goalies area. There will be no goalies and
all rules of handball apply (3 steps, 3 seconds, can bounce the ball, etc.).
* Note: To start, tell the students they must execute 3 passes before shooting
at the pylon.
Progession: Target Handball
Teacher will divide class into 2 teams/colours. Half of each team will be on
the court playing against each other while the other half of each team
supports their team by standing along the side of the field as target
players. Players can pass to the outside target players in which the target
players will return the ball back inside to the field of play. All the rules of
handball will apply. The goal is to score a goal on the opposing teams net
while using the target players to help create space and develop passing
skills. As soon as a goal is scored, the team switches with the outside target
players. Those who were playing now become target players and vise versa.
Discussion: What made your team successful? What made your team not so
successful? What types of passes did you and when? How can the skills we
practiced today be transferred to other sports and games?
OISE/UT Health and Physical Education 2013/14: C. Temertzoglou

HEALTH & PHYSICAL EDUCATION - THREE PART LESSON

PLANNER
Used for Activity Based Lesson and/or Health lesson
Lisa English - 998280603
Consolidation: Exit Mind Map
Exit Mind Map:
Teacher hands out 3 mini sticky notes to every student and makes 3 different
mind maps on the board. Students write their answers to the following
questions and stick them on the corresponding mind maps:

Self

Bubble #1: What did I learn today?

Bubble #2: What am I still having difficulty with?
Bubble #3: What do I want to learn more about next class?
Reflection:

To help my students understand the big ideas of my lesson (passing and

creating open space), I successfully used TGFU principles. This included
small-sided games, teaching through games and questioning in between
activities. Questioning in between games (i.e. What made your team
successful?) allows students to understand the importance of the skills they
need to be successful in a territory game. Other parts of my lesson that
were successful in helping our students understand the big ideas included
verbally stating the learning goals at the beginning and end of the lesson
(i.e. understand how to pass and create open space). A variety of
instructional decisions were successfully made to meet the needs of all
students. This included verbally leading the class through an activity as well
as having students visually demonstrate the game. This allowed me to reach
all visual, auditory and kinesthetic learners. I also utilized a variety of
equipment to enhance the learning for our students. For example, pinnies
allowed students to identify their teammates and non-teammates. Or,
pylons for students to visually see boundaries associated with each activity.
Some changes that I would make as I move forward include working towards
maximizing student participation in a small gym area. Or, if I decide to
purposely have students watching the game play, I can assign them a role
and task such as think like a coach and have them participate and share
their answers after words during questioning. Another change I could make
is ensuring students are close in proximity to me when giving instructions in
a large gym setting, so they are not distracted and fully engaged in listening.

OISE/UT Health and Physical Education 2013/14: C. Temertzoglou

HEALTH & PHYSICAL EDUCATION - THREE PART LESSON

PLANNER
Used for Activity Based Lesson and/or Health lesson
Lisa English - 998280603

OISE/UT Health and Physical Education 2013/14: C. Temertzoglou