Shaping Game Play
in Handball
Sample Ways of Shaping Game
Play
1. Rules modified
2. Altering the size and shape of
the playing area
3. Restricting players’ movement
and actions
4. Differential scoring
5. Targets changed
6. Equipment modified
From D. Siedentop, P. A. Hastie, and H. van der Mars, 2011, Complete Guide to Sport
Education, Second Edition (Champaign, IL: Human Kinetics).
Players’ Side
TEAM PRACTICE CARD
Jump Shot vs. Defense
Game Format and Rules
1. 1v1 or 2v2, start from half way line. Defenders around the circle.
2. Jump Shot team members rotate after every four throws.
3. With each block, jump shot team is allowed one follow-up shot.
4. Once each player on every team has had two jump shots, teams
switch.
5. Watch for rough play (e.g., coming over the back).
Players—How Points Are Scored
Organisation:
Jump Shotters
- Attack starts from mid
Make your jump shots!
Made jump shot= 2 point 
Made throw shot = 1 point
Defenders
Block the shots!
Shots blocked (touching arms)= 1
point 
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).
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).
Players’ Side
TEAM PRACTICE CARD
No-Dribble Handball: Half-Court
Game Format and Rules
1. 3v3, 4v4, or 5v5 at half-court (teacher decision)
2. Absolutely NO dribbling allowed (violation: opposing team takes
starting from mid way line).
3. Turnover off goalie catch. Back to top of court.
4. Foul = Free throw to start at the top of the court.
5. Otherwise, use standard rules.
6. 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).
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
Teacher and team coach
Offense
• 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! 
1. What will increase your
chances of getting good shot
opponents?
2. When would it be a better
time to shoot from within the
key.
3. What does the ball handler
have to watch for?
Defense
1. What is the better position for
you to defend an opponent
who is not on the ball?
2. What about the one who is
outside the 3-point line?
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).
Players’ Side
Overload Handball
Game format and rules
1.
2.
3.
4.
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).
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).
Players’ Side
TEAM PRACTICE CARD
Sideline Handball
Game Format and Rules
1. 3v3, 4v4, or 5v5 (teacher’s decision)
2. Can be played at half-court or full court (teacher’s decision)
3. One additional player on each team plays just outside of the
sideline (both sides).
4. 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.
5. A pass to a sideline player cannot be intercepted by the sideline
player of the opposing team.
6. Sideline players can dribble freely up and down the sideline.
7. Sideline players cannot hold the ball for more than 3 seconds.
8. 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).
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
Teacher and team coach
•
•
•
•
•
•
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?
•
•
•
•
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).