1. 1
Short Court Handball Unit Plan
Charleston High School
Community Unit School District 1
Mrs. Watson’s 6th Period Physical Education
9th and 10th Grade
Ms. Emily Moses
Mr. Robert Fitzmaurice
Mr. Charles Gawle
Mr. Casey Pinnell
January 28, 2014 – February 27, 2014
2. 2
Table of Contents
Block Plan……………………………………………………………………………………..Page3
Developmental Analysis of Content………………………………………………Page7
Pre-test/Post-test…………………………………………………………………………Page8
Pre-test/Post-testData………………………………………………………………..Page10
Peer Psychomotor Checklist…………………………………………………………Page16
Peer Psychomotor ChecklistData………………………………………………..Page17
Peer Psychomotor ChecklistStudentWork Samples……………………Page19
Affective Exit Slip…………………………………………………………………………Page21
Affective Exit Slip Data…………………………………………………………………Page22
Affective Exit Slip Student Work Samples…………………………………….Page23
Cognitive Exit Slip………………………………………………………………………..Page25
Cognitive Exit Slip Data………………………………………………………………..Page26
Cognitive Exit Slip Student Work Samples……………………………………Page27
25 Point Cognitive Test Study Guide……………………………………………Page29
25 Point Cognitive Test……………………………………………………………….Page31
25 Point Cognitive Test Data……………………………………………………….Page33
25 Point Cognitive Test Student Work Samples…………………………..Page35
3. 3
Short Court Handball Block Plan
Unit Goals:
Cognitive: ESWBAT understand the cues to the shots used in short court handball (forehand,
serve, lob, drop, and attack) and the offensive/defensive tactics associated with each one and
will be able to recall them during large and small in-class discussions, cognitive exit slips, and
unit tests.
Psychomotor: ESWBAT execute cues of the shots learned in class (forehand, serve, lob, drop,
and attack shot) alone or with a partner during extension tasks, refinement tasks, application
tasks, peer psychomotor evaluations, and observations by teachers.
Affective: ESWBAT cooperate with their classmates (stay in self-space and work with multiple
partners) and instructors by showing good sportsmanship (no foul language, shaking hands after
games, and no arguing) on a daily basis during individual tasks, partner activities, and gameplay.
Day 1
Introduction:Teachers will introducethemselves and
hand out name tags to all of the students. Class rules
for the upcoming unitwill be discussed.Teachers will
give a short explanation of the game of shortcourt
handball and the rules. They will also discuss key terms
involved with the game.
Content Development: A discussion of shortcourt
handball will begone over. There will bea brief
overview and a teacher demonstration of the types of
shots includingtheforehand, serve, lob,drop, and
attack shots. Students will work independently, with a
singlepartner,and then in doubles getting familiar with
the ball and the game. Students will demonstratea 2 v
2 game play to show a basic understandingof the game
rules and concepts. Students will then play a 2 v2 game
on one of the 6 courts provided so the pre-test can be
assessed.
Assessment: Pre Test of psychomotor skills
Closure:We will discussthetypes of shots used today.
We will also discusstheimportance of developing
technique of each type of shotto improve game play
skills. There will bea brief overview of the next day’s
lesson which will approach thetechnique of the
forehand shot.
Day2
Introduction:Teachers will explain theimportanceof
improvingand developing technique of the different
kind of shots used in short courthandball. The teachers
will then introducethe forehand shot. Teachers will
explain the importance of the forehand shotand
specific cues to execute it.
Content Development: Students will work
independently getting ample practicewith their own
ball againsta wall usingthe cues discussed by the
teachers and usingdominantand non-dominant hands.
Students will then use a partner to practicerallyingback
and forth to get a feel for the forehand shot and rallying
with another person. Teachers will seehow many times
the student and their partner can rally back and forth
usingthe forehand stroke in one minute. (cues: flat
hand/squarehips/followthrough across body)
Assessment: No assessmentwill begiven this day
Closure:Teachers will again express theimportance of
the forehand shot usingboth hands. They will then
briefly discussthenext lesson which will be servingand
receivingin shortcourt handball.
Day 3
Introduction:The teachers will introducethe shortand
longserves and students will model both of these
emphasizingthe main cues that the teachers want the
Day 4
Introduction:To startthe class,students will
immediately grab a partner and practicethe two
previous lessons. They will practiceservingwith their
4. 4
students to really focus on. Students will also learn the
proper technique for receivingand returning serves.
Content Development: Long and shortserves will be
explained and then modeled by the teachers. Students
will partner up and practicetheir long and short serves
over and over again on the actual courts and nets.
(cues: underhand swing/followthrough to target/return
to home baseafter contact)
Assessment: Psychomotor assessmentpeer checklist
Closure:Teachers will reinforcethe cues that were
focused on in the lesson and reiterate the importance
of when to use a short or long serve in a game situation.
Teachers will bringup the lob shotwhich will be
addressed in the next lesson.
partner for 2 minutes. One partner will servewhilethe
other catches it, then returns back. They will then
switch partners and practicethe forehand shot with
their partner for the next 2 minutes. They will attempt
to rally back and forth closeto the net to stay
controlled and focus on the forehand stroke. Teachers
will then demonstrate and introduce the lob shot.
Content Development: Teachers will then get into the
shortcourt handball lob shot. Teachers will discussthe
cues needed to execute a lob shot. Students will then
practicehittinglob shots with a partner. One partner
will toss the ball to their partners whilethe other
returns itin lob shot fashion. Students will then
practiceall 3 shots learned so far in a practiceactivity
with one partner serving,the other usinga forehand
shot to return the ball,then the partner that served
using a lob shot to return it. They will then switch roles.
(cues: hit under the ball/followthrough high and long)
Assessment: Affective Exit Slip of feelings of the unit
Closure:Students will grab a new partner they have not
been with today and have a brief discussion on the cues
discussed in class today. We will havea brief in-class
discussion,then students will bedismissed to take the
affective exit slip.
Day 5
Introduction:Student will warmup practicingeach shot
previously learned in class. Students will practice
forehand stroke, servingand receiving,and lob shots
each for 2 minutes while rotatingpartners. Teachers
will then introducethe drop shot and its importance in
offensive and defensive strategies.
Content Development: Teachers will discuss cues
needed to perform a drop shot. Students will practice
drop shotat the nets with a partner. The will practice
usingthe drop shot as an offensive and defensive tactic.
(cues: soft contact/no followthrough)
Assessment: No assessmentgiven this day
Closure:Teachers will thank the students for their
cooperation and excellent participation. They will
review the cues discussed today with a brief class
discussion. They will also informstudents of upcoming
events which consistof one more shot skill,a posttest,
a 25 point check for understanding,and a 2 v 2 round
robin tournament.
Day 6
Introduction:Today we will introducethe attack shot.
The attack shotis used as an offensivemove when your
opponent hits the ball high towards you. The attack
shot will bedemonstrated by the teachers and students
so students can see their peers perform the task and
teachers can check for understanding.As mentioned
previously,the attack shotis an offensive move. This
will lead into a discussion on the different offensive and
defensive tactics of short-court handball.
Content Development: Students will usepartners to
practicethe attack shot. Partners can toss the ball to
each other whilethe other partner attacks the ball.
Students will seethe importance of usingthe attack
shot to score. (cues: hit high/followthrough low)
Students will also learn theimportance of always
returning to the center of the court if playingby
themselves or the center of their half of the court if
playingin doubles. They will also learn when to
approach the net on defense or to play back.
Assessment: CognitiveExit Slip of the attack shot
5. 5
Closure:Students will be thanked for their cooperation
again today. Teachers will havea very brief discussion
of the day’s lesson. Students will bereleased to
perform a short cognitivecheck for understanding.
Day 7
Introduction:Teachers will havea discussion on the
shots they have learned throughout the unit. Students
will do a warm-up of all of the shots learned in the
previous lessons with a partner. They will do each the
forehand, serving,lob shot, drop shot, and attack shot
for 60 seconds each.
Content Development: Students will learn important
tactics of scoringin shortcourthandball. Emphasis will
be put on not tryingto rally with your opponent, but
trying to put the ball usingthe variety of shots learned
in previous lessons so your opponent can not return the
ball. This will includeusingthe lob shotwhen your
opponent is closeto the net, the drop shot when they
are far away, and the attack shotwhen the ball is
returned high.
Assessment: PostTest of psychomotor skills
Closure:After the post test, we will discusshowwell
students have improved. Teachers will reiterate the
importance of learningskills and practicingthem. “It
takes 10,000 hours to master a skill.” Students will be
reminded that the 25 pointcheck for understandingin
the next lesson. Teachers will hand out the study guide
for that check for understanding.Students will also be
informed that next lesson teams will beassigned for the
end of unittournament.
Day 8
Introduction:Students will be given a 25 pointcheck for
understandingto assess them cognitively on the rules,
cues, and strategies to the game of Short Court
Handball.They will then be presented with their
doubles partner that the teacher will havechosen for
them. They will then play 2v2 doubles games for the
remainder of the period with their partner to practice
for the upcoming doubles tournament.
Content Development: Students will play doubles
exhibition games with their partner after the cognitive
assessmentto practicefor the doubles tournament.
Assessment: 25 point unitCognitive Test
Closure:Students should be prepared for and reminded
of the doubles tournament. Teachers will explain all of
the rules for the upcomingtournament, bracket style,
and how the tournament will be conducted.
Day 9
Introduction: The students will get with their partner
and be asked to partner up with another team whom
they are not playingagainsttoday in the tournament.
They will warmup by playinga practice game with the
people whom they paired up with and play a 2 minute,
warm-up practicegame.
Content Development: Today will beday one of our two
day doubles short court handball tournament.The
teachers will providea blown up tournament tree to
show what teams they will beplayingagainstand on
what courts they will beplayingon for that day.
Students will spend the remainder of the period
competing in the tournament. Students will shake
Day 10
Introduction:Students will grab their partner and
continue where we left off from the previous day. We
will havea brief 2 minute warm-up.
Content Development: Tournament play will continue
for the entire period. Teachers will look for good
sportsmanship by shakinghands after matches and
usingencouraginglanguage. They will also show
respect for equipment by not hitting ballsin therafters
and placingthe equipment in the rack atthe end of the
matches.
Assessment: No assessmentgiven this day
Closure: Teachers will congratulatethe students on a
6. 6
hands after each match to show good sportsmanship.
Assessment: No assessmentgiven this day.
Closure:Students will note where they left off in the
tournament and figureout what team and where they
will beplayingfirstso they can pick up right where they
left off duringthe lastday of tournament play in our
shortcourt handball unit.
successful tournament. A brief rewards ceremony will
be conducted for the tournament winners. Teachers
will thank the students for their participation in the
unit. The unit will conclude.
7. 7
DEVELOPMENTAL ANALYSIS OF CONTENT
EXTENSION REFINEMENT APPLICATION
Pretest/Posttest
Striking Shots:
- Forehand
- Dominant & Non-
Dominant hand
- Strong/light force
- Angle shots
- Step with foot
- Contact with flat palm
- Move in position to
strike
the ball
- Square hips
- Step towards the target
- Follow through
- Force (high/low)
Net drop challenge
# of successful in a row
with partner.
Serving:
- Forehand serve with
dominate hand
- Short serve
- Long serve
- Strong/Light force
- Step with opposition
- Arm back
- Weight on back foot
- Ball in front
- Hip rotation
- Shift weight
Students will strike to
targets located on the
floor. # of attempts
successful out of 10
tries.
Special Shots:
- Attack shots
- Drop shots
- Lob shots
- Strong/light force
- Side to target
- Extension at contact
- Opposition
- Eye on ball
- Trunk rotation
- Force (high/low)
- Make contact in front of
body/early
Drop and lob shot
application tasks, small-
sided games.
Offensive Tactics:
- Short and deep shots
- Side to side shots
- Open space
- Home base position
- Hard and soft shots
- Follow through
- Flat hand
- Contact ball early
- Quick feet
- When to use a certain
shot
Side to side net game
with a partner
Up and back only game
(underhand and
overhead striking
drop/lob shots)
Defensive Tactics:
- Home base
- High and deep
- Counter attack to
special shots
- Wide stance
- Strong force
- Transfer weight to front
foot
- Complete follow through
- Lob/Drop shot
1 vs. 1 small sides game
(Defend only)
1 vs. 1 small sides single
play experiences
2 vs. 2 tournament play
1 Rarely shows cues in game play- Opportunity to
improve cues and stability.
8. 8
2 Sometimes shows cue in game play- Opportunity to
improve stability.
3 Often uses cues in game play- Opportunity for
continuous improvement.
Serving with Dominate
Hand
Forehand Striking Drop Shot Lob
Shot
Attack
shot
Defense
Tactics
Oppositi
on
Arm
Back
Contac
with
Flat
Palm
Rotate
Hips
Fallow
Through
Across
Body
Ball
Lands in
Non-
volley
Zone
No
Follow
Through
High
and
Long
Fallow
Through
Hit High
Follow
Through
Low
Returns
to Home
Base
Babcock,
Madeline
Bennet,
Miranda
Dillon,
Madison
Flatt, Eli
Gutierrez,
Jordan
Harris, Haley
Hugh,
Lawarence
Larson, Nissa
Marts, Gage
Miller,
William
Mitchell,
Destiny
Nale, Tucker
Ogden, Faith
Pinkstaff,
Trevor
Ragsdale,
Myra
Redden,
Cameron
Reeley Micah
Sheets,
Kaylynn
Simpson,
Abbie
Stvartak,
Magdalena
Turner, Jacob
West,Koty
14. 14
0 1 2 3
Flatt, Eli
Miller, William
Turner, Jacob
Score
Studentname
Drop Shot; Ball Lands in Non-volley
Zone- Pre vs. Post Test
Post Test
Pre Test
15. 15
0
1
2
3
Defense Tactics; Return to Home Base- Pre vs. Post Test
Graph 1
Pre Test
Post Test
0
1
2
3
Defense Tactics; Return to Home Base- Pre vs. Post Test
Graph 2
Pre Test Post Test
17. 17
Name of Observer:_____________________
Name of Performer:______________________
Peer Serving Evaluation
Circle the corresponding number next to each cue that describes how your
performer is doing.
Grading Scale:
3 = Always
2 = Rarely
1 = Never
Cues Score
1. Steps with opposite foot when serving 3 2 1
2. Brings arm back when serving 3 2 1
3. Follows through to target when serving 3 2 1
4. Returns to home baseafter serving 3 2 1
5. Hits both long and shortwhen serving 3 2 1
18. 18
91%
9% 0%
Steps with Opposite Foot When Serving
3-(Always)
2-(Rarely)
1-(Never)
3-(Always)
77%
2-
(Rarely
)
23%
1-(Never)
0%
Brings Arm Back When Serving
82%
18%
0%
Follows Through to Target When Serving
3-(Always)
2-(Rarely)
1-(Never)
22. 22
Name:_______________________
Affective Self-Assessment for Short Court Handball
Unit Concerns through the First 4 Lessons
1. Out of the skills we learned thus far (forehand striking, serving, lob shot), which one has
been the most difficult one for you to perform? Why?
2. Do you feel that you have treated the equipment with respect? How?
3. What are you looking to gain out of the rest of the Short Court Handball Unit?
23. 23
Lob Shot
Serving
Forehand
All of them
None
47.37%
21.05%
5.26%
10.53%
15.79%
Most Difficult Shot for Students to Perform
Yes, because I returned it where I found it
Yes, because I use it properly
Unsure
42.12%
47.37%
10.53%
Do You Feel You Have Treated the Equipment
With Respect?
Improve Skills
Have Fun
Coordination
Good Grade
Unsure
31.58%
21.05%
21.05%
5.26%
21.05%
What are you Looking to Gain fromthe Rest
of the Short Court Handball Unit?
26. 26
Name:___________________________
Cognitive Exit Slip for Today’s Lesson on the Attack Shot & Offensive and Defensive Tactics
1. What are the two cues to remember when using an attack shot?
2. After completing an attack shot, where should you move on the court? Why?
3. Explain one shot we have learned thus far and how it would affect both the offensive
and defensive strategies.
Bonus Question: Name all four teachers names
27. 27
55%27%
18%
Number 3 reasonsfor being incorrect number of
students
Did not explain
Correct answer,
incorrect explination
Incorrect answer and
explination
26%
33%
41%
Cognitive Exit Slip for the Attack Shot and
Offensive and Defensive Tactics Number of
students who missedthe question
#1
#2
#3
30. 30
CHS 25 Point Cognitive Assessment
Study Guide
Short Court Handball
Test format:
3 True/False (1 point each/3 points total)
5 Multiple Choice (1 point each/5 points total)
4 Short Answer (3 points each/12 points total)
5 Matching (1 point each/5 points total)
True/False 3 pts
Multiple Choice 5 pts
Short Answer 12 pts
Matching 5 pts_
Total 25 pts
Information to Know:
Forehand Stroke
o Cues: flat palm/step with opposite foot/rotate hips to the ball
o The forehand stroke is the most basic shot for short court handball. It is used to
return the ball over the net with either dominant or non-dominant hand.
Serve
o Cues: step with opposition/arm back/follow through to target/return to home base
o The serve begins each point. It must land in the opposite serving box to be legal.
It must also bounce once before being returned.
Lob Shot
o Cues: hit under the ball/follow through high and long
o The lob shot is used to hit the ball high and deep to the back of the court. It is
used to move the defender away from the net or to clear the ball when you are out
of position to give yourself time to get back to home base.
Drop Shot
o Cues: soft contact/little follow through
o The drop shot is used to hit the ball just over the net. The drop shot is a good shot
to hit when your opponent is away from the net.
Attack Shot
o Cues: hit high/follow through low
o The attack shot is a hard spike on the opponent’s side of the court to try and score.
The attack shot is used when your opponent hits a ball at you that is high and has
not bounced yet. It is illegal to perform an attack shot while you are in the no-
volley zone.
31. 31
Offensive/Defensive Strategies
o Know how each shot learned above how they are used as an offensive/defensive
strategy
o Know the importance of returning to home base after each shot… the most
important defensive strategy!
Good luck! If you have any questions, be sure to ask one of the teachers and we will be happy to
answer.
32. 32
Name: ____Key______________________________________
Date: __________________________
Short Court Handball
True or False, Circle the correct answer to each question. (1 point each)
True False 1. The handball must bounce once after a serve before it can be returned.
True False 2. An attack shot is legal when standing in the no volley zone.
True False 3. Serves must land in the opposite serve box to be legal.
Multiple Choice, Circle the correct answer to each question. (1 point each)
4. What shot is used to move your opponent deep and away from the net?
A. Attack Shot B. Drop Shot C. Lob Shot D. None
5. What is a cue for an Attack shot?
A. Soft Contact B. Little Follow Through C. Contact under ball D. Hit High
6. What shot requires soft contact?
A. Forehand B. Lob Shot C. Drop Shot D. Attack Shot
7. When striking the handball it is important to contact the ball using:
A. Closed fist B. Flat palm C. Finger D. All of the Above
8. Cues used for the Forehand Shot include all except:
A. Flat Palm B. step with C. Hit under the D. Rotate Hips
opposite leg Ball to Ball
Short answer, Answer each question in detail. (3 points each)
11. Describe the cues used in serving and why they are important.
Step with opposition/arm back/follow through to target/return to home base
-Explanation should tell how the cues force the individual to have everything going towards
their target after contact to have a more successful serve. It is important to mention returning
to home base after serving to be ready for the return.
12. What is the most important defensive strategy after hitting any shot? Explain why.
Returning to home base. It gets yourself in position to be ready to return whatever shot your
opponent hits.
33. 33
13. Explain one shot we have learned thus far and how it would be used as either an offensive
or defensive strategy.
Lob shot-moves opponent away from net or an attempt to score if opponent is close
Drop shot-attempt to score with a short shot when opponent is far away from net
Attack shot-hard spike on opponent’s side so the opponent cannot return it
14. Your opponent just hit a lob shot over your head. You get back to the ball and set your feet
to return the shot. What shot would you use to return the ball back over the net. Explain your
answer.
Drop/lob/attack shot is appropriate here as long as answer is explained.
Matching. Match the correct cues with the corresponding shot. (1 point each)
A. Forehand Shot
B. Attack Shot
C. Serve
D. Drop Shot
E. Lob Shot
16. ___E__ Hit under the ball/follow through high and long
17. ___A__ Flat hand/square hips/follow through across body
18. ___C__ Step with opposition/arm back/follow through to target/return to home base
19. ___B__ Hit high/follow through low
20. ___D__ Soft contact/little follow through
34. 34
Question (A Red Box Indicates an Incorrect Answer)
Box is fully red if they did not give complete answer (partial or no credit)
Test is out of 25
1 2 3 4 5 6 7 8 11 12 13 14 16 17 18 19 20 Total
Babcock,
Madeline
18
Bennet,
Miranda
17
Dillon,
Madison
19
Flatt, Eli
14
Gutierrez,
Jordan
19
Harris, Haley
10
Larson, Nissa
24
Marts, Gage
14
Miller,
William
18
Mitchell,
Destiny
15
Nale, Tucker
24
Ogden, Faith
17
Pinkstaff,
Trevor
15
Ragsdale,
Myra
N/A
Redden,
Camron
23
Reeley
Michah
23
Sheets,
Kaylynn
21
Simpson,
Abbie
16
Stvartak,
Magdalena
16
Turner, Jacob
25
Woodall,
Jolynn
17
West,Koty
21
Hughes,
Lawrence
22
