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Shaping Game Play in Handball

Sample Ways of Shaping Game Play Rules modified Altering the size and shape of the playing area Restricting players’ movement and actions Differential scoring Targets changed Equipment modified. Shaping Game Play in Handball.

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Shaping Game Play in Handball

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  1. Sample Ways of Shaping Game Play Rules modified Altering the size and shape of the playing area Restricting players’ movement and actions Differential scoring Targets changed Equipment modified Shaping Game Playin Handball From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).

  2. Players’ Side TEAM PRACTICE CARD Jump Shot vs. Defense Game Format and Rules 1v1 or 2v2, start from half way line. Defenders around the circle. Jump Shot team members rotate after every four throws. With each block, jump shot team is allowed one follow-up shot. Once each player on every team has had two jump shots, teams switch. Watch for rough play (e.g., coming over the back). Players—How Points Are Scored Jump Shotters Make your jump shots! Made jump shot= 2point  Made throw shot = 1 point Defenders Block the shots! Shots blocked (touching arms)= 1 point  • Organisation: • - Attack starts from mid way line • Attack can dribble • Defense around circle • Defense hands up in the air • Goalkeeper is optional From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).

  3. Teacher and Team Coach Side Jump Shot vs Defense For Teacher and Team Coach • What are the tactical problems to be solved? • Offensive—Maintaining possession? Transition play? Creating space? Creating scoring opportunities? • Defensive—Gaining possession. Defending space or a player? Defending as a team? • Possible questions to ask • Jump Shot team • What will increase your chance of getting in a good shot position? • If your shot gets blocked, what is your new responsibility? • Defensive team • How do you decide where to line up along the circle? • If you do not get to block the ball, what is your task? • If your team gains possession and you do not get the ball, how can you help in transition? • Teacher and team coach • With each jump shot, pick a • game play dimension and one of • your players. • What do you see happening? • Judge what your player is doing • well and what is not working • well. • Let him or her know!  • If or when using time-outs • Ask him or her what might be • done differently to play • effectively. • Give feedback on what is going • well. Game Variation Same as above, but the defensive team, upon gaining possession, gets the ball to the half-court line within 8 sec. = 2 points If the jump shot team prevents this (i.e., > than 8 sec.) = 2 points From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).

  4. Players’ Side TEAM PRACTICE CARD No-Dribble Handball: Half-Court • Game Format and Rules • 3v3, 4v4, or 5v5 at half-court (teacher decision) • Absolutely NO dribbling allowed (violation: opposing team takes starting from mid way line). • Turnover off goalie catch. Back to top of court. • Foul = Free throw to start at the top of the court. • Otherwise, use standard rules. • Start with attackers by mid way line and defenders around the circle. Players—How Points Are Scored Regular scoring Game Scoring Variation As above, but in addition . . . Extra point is scored using a jump shot From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).

  5. Teacher and Team Coach Side No-Dribble Basketball: Half-Court Instructional Focus for Teacher and Team Coach • What are the tactical problems to be solved? • Offensive—Maintaining possession? Transition play? Creating space? Creating scoring opportunities? • Defensive—Regaining possession. Defending space or a player? Defending as a team? • What tactical moves are emphasized? • Offensive—Decision making? Support? Adjust? Setting up a score? • Creating space (e.g., off-the-ball moves, screens, V or L cuts)? • Defensive—Decision making? Cover? Adjust (e.g., switching, defending space vs. a player)? • Possible questions to ask • Offense • What will increase your chances of getting good shot opponents? • When would it be a better time to shoot from within the key. • What does the ball handler have to watch for? • Defense • What is the better position for you to defend an opponent who is not on the ball? • What about the one who is outside the 3-point line? • Teacher and team coach • Focus on either offensive or • defensive play only. • Focus on the action away from • the ball! • What do you see happening? • Judge what your players are • doing well and what is not • working well. • Let them know!  • If or when using time-outs • Ask what might be done • differently to play • effectively. • Give feedback on what is • going well. From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).

  6. Players’ Side Overload Handball • Game format and rules • 3vs3, 4v4, or 5v5 at half-court (teacher’s decision) • Four players on offense and three on defense • Regular violation rules • Extra defensive player subs in every minute Players—How Points Are Scored Offense Regular scoring Defense Any intercepted or touched pass between opponents by short-handed team = 2 points From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).

  7. Teacher andTeam Coach Side Overload Handball Instructional Focus for Teacher and Team Coach • What are the tactical problems to be solved? • Offensive—Maintaining possession? Transition play? Creating space? Creating scoring opportunities? • Defensive—Regaining possession. Defending space or a player? Defending as a team? • What tactical moves are emphasized? • Offensive—Decision making? Support? Adjust? Setting up a score? Creating space (e.g., off-the-ball moves, screens, V or L cuts)? • Defensive—Decision making? Cover? Adjust (e.g., switching, defending space vs. a player)? • Possible questions to ask • Offense: • What is necessary to get good shot opportunities? • When might it be a better time to drive to the goal? • How might you create space around the circle for your teammates? • From which angle are shots perhaps easier to make? • Defense • How are you at an disadvantage defensively? • How can you prevent their shots? • What are you noticing about the other team’s choice of shots? How might you try to stop that? • Teacher and team coach • With each shot at goal, pick a • game play dimension and one • of your players. • What do you see happening? • Judge what your player is • doing wel, and what is not • working well. • Let them know!  • If or when using time-outs • Ask what might be done • differently to play effectively. • Give feedback on what is going • well. From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).

  8. Players’ Side TEAM PRACTICE CARD Sideline Handball • Game Format and Rules • 3v3, 4v4, or 5v5 (teacher’s decision) • Can be played at half-court or full court (teacher’s decision) • One additional player on each team plays just outside of the sideline (both sides). • Sideline players cannot guard each other. That is, the sideline players on the team in possession of the ball are the only ones who can participate. • A pass to a sideline player cannot be intercepted by the sideline player of the opposing team. • Sideline players can dribble freely up and down the sideline. • Sideline players cannot hold the ball for more than 3 seconds. • Otherwise, regular violation rules apply. Players—How To Score Regular scoring From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).

  9. Teacher and Team Coach Side Sideline Handball Instructional Focus for Teacher and Team Coach • What are the tactical problems to be solved? • Offensive—Maintaining possession? Transition play? Creating space? Creating scoring opportunities? • Defensive—Regaining possession. Defending space or a player? Defending as a team? • What tactical moves are emphasized? • Offensive—Decision making? Support? Adjust? Setting up a score? • Creating space (e.g., off-the-ball moves, screens, V or L cuts)? • Defensive—Decision making? Cover? Adjust (e.g., switching)? • Possible questions to ask • What is the role of the sideline players? • When might it be good to use the sideline player? • How might the sideline player be used as an offensive threat? • How might you be able to avoid the need for passing to the sideline player? • What should your sideline players look for? • Teacher and team coach • Look to see how the sideline players are being utilized! • What do you see happening? • What might you do to encourage the use of the sideline player? • Judge what the players are doing well and what is not working well. • Let them know!  • If or when using time-outs • Ask him or her what might be • done differently to play effectively. • Give feedback on what is going well. From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport Education, Second Edition (Champaign, IL: Human Kinetics).

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