Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE

Region IX, Zamboanga Peninsula
R. T. Lim Blvd., Zamboanga City

LEARNING
MODULE
Course Code: PE 212

Course Description:
Team Sports
Date Developed: Date Revised:
Document No: Issued by:
Prepared by:
KERWIN M. FRANCISCO &
DARYL S. LUBATON
Reviewed by: SAMMY C. PARINGIT., Ph.D.
Recommending Approval:
DEXTER T. PACLIBAR., MSPE
PE Director
Approved by: DR. ELIZABETH JANE P. SEBASTIAN

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 VISION MISSION INSTITUTIONAL CORE VALUES
ZCSPC Provide effective and OUTCOMES Love of God;
as the leading efficient services through Globally competitive Social Responsibility;
provider advance technological graduates who can Commitment/
of globally studies and researches for perform advanced Dedication to the
competitive the empowerment of the technological competencies Service; and
human resources. nation’s human resources. in their field of Accountability
specialization.

INTRODUCTION

Welcome to Zamboanga City State Polytechnic College, the premier higher education
institution in Zamboanga Peninsula, one of the Centre of Development in Teacher
Education Institutions in the country and an ISO accredited institution as recognized
by the Commission on Higher Education. It is our pride and honour, that you choose
ZCSPC as your school of choice.

With the current situation under a NEW NORMAL condition due to COVID19 Pandemic,
the school is now trying to find ways and means to provide accessible and quality
tertiary education. It is for this reason that the administration has decided to offer
flexible learning education using two modalities: Blended and Distance Learning
education. In as much as the school limit that actual and physical face-to-face mode of
delivery, each college has decide to come up with printed module to cater those
students who cannot avail online learning modalities.

This module has been prepared to guide you in your learning journey with the use of
the Guided and Self-directed learning activities prescribed to finish your course. Each
module includes reading materials that have been chosen to help you understand the
ideas and concepts introduced by the module.

For this semester, your class in Process of Teaching PE and Health focuses on the
variety of teaching strategies and making different lesson plans. Exercises and
assessment of learning activities are provided to test your comprehension and apply
the concepts that you have learned from this module. After accomplishing all modules,
you are expected to do the following:

1. Demonstrate understanding on all the concepts in PE 212 (Team Sports)

2. Develop/design, select and use activities that will develop the critical thinking of the
students; and
3. Use appropriately the skills learned from the entire module

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 HOW TO USE THIS MODULE
 This is a self-study module particularly designed to help you study with little or no
intervention from your teacher. Please follow very carefully the instructions on how
to use this module so you can fully benefit from it.

• The lessons on this module are logically organized. Every lesson is connected to
the next and necessary for a better understanding of the next topic. Hence, please
do not skip a page. Read every page of this module and do every task that is asked
of you.

• Read the Table of Contents so that you will have a good grasp of the entire course.
Having an overview of what you are about to study will help you see the
interrelationships of the concepts or knowledge that you are about to learn.

• Every lesson or unit begins with the learning objectives. The objectives are the
target skills or knowledge that you must be able to gain or perform after studying
the entire lesson/unit.

• Take the post test, activity or practice exercise given at the end of the lesson or
unit. Do this only when you have thoroughly read the entire lesson or unit. When
answering every activity, test or exercise, please answer them honestly without
looking at the answer key. They answer key is given to you for you to check your
own progress and monitor your own understanding of the lesson. The knowledge
you will gain depends on how much effort and honesty you put into your work.

• Please pay attention to the Study Schedule on page ____. This will guide you and
make sure that you don’t lag behind. Lagging behind will result to cramming and
eventually affects your understanding of the lesson.

• Know what it takes to pass the course. Please refer to the Evaluation and Grading
System on page ___ and ___ respectively.

• If you encounter difficult words which are not found in the Glossary page of this
module, take some time to locate the meaning of these words in a dictionary. You
will fully understand your lesson if you exert extra effort in understanding it. There
is no room for laziness and complacency. College students are expected to be
independent learners.

• If there is anything in the lesson which you need clarifications on, do not hesitate
to contact your instructor or professor at the appropriate time.

• You will be evaluated by your instructor or professor to check how much

knowledge and skills you have gained. The result of this evaluation will form a big
chunk of your grade. So please do well and do not waste time.

 Lastly, you are the learner; hence, you do the module on your own. Your family
members and friends at home will support you but the activities must be done by
you. As ZCSPians you must always be guided by our core values, Love of God;
Social Responsibility; Commitment/ Dedication to the Service; and Accountability.

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 TEAM SPORTS

Course Description

This module will help you acquire basic knowledge in Team Sports. This class is
designed for students interested in learning skills and strategies of team sports. The
purpose of this course is to provide learning experiences that will lead to the
development of basic skills in team sports. In addition to skill acquisition, the course
will focus on how to plan and implement the four stages of skill development in games
through the use of extending, refining, and application tasks.

PROGRAM SPECIALIZATION OUTCOMES

At the end of the course, the students will be able to:

1. explain the significance of team sports
2. trace the origin of volleyball
3. demonstrate the basic skills in volleyball
4. discuss the equipment, players and court used in volleyball
5. define the terms used in volleyball
6. participate actively in volleyball lead-up games

Class rules

a. All students must wear the prescribed uniform or outfit for the activity. Student
will be reminded on the first occasion since even its online class. Students who
b. All students are advice to take 15 minutes of warm up before going to heavy
exercise
c. During the conduct of the PAR-Q, students must promptly declare or report any
underlying medical condition that was formally diagnosed by a doctor. For those
with contraindications, medical results of a graded exercise test, duly certified by
the physician or the relevant medical certificate must be submitted on or before
the second week of classes. The PE activities shall then be modified accordingly.
d. Since students with additional needs (SWANs) and/or disabilities will be
recognized and the teaching-learning activities modified accordingly, there are no
exemptions in PE.

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 SUGGESTED STUDY SCHEDULE

Table of Content

Page
Content
Number
i Introduction ………
2
…
ii How to use the module ………
3
…
iii Team Sports course Description ………
4
…
iv Suggested Study Schedule ………
5-6
…
v Physical Fitness Readiness Questionnaire (PARQ) ………
8
…

Module 1
 Team Sports ………
11
…
 History of Korfball ………
13
…
 Equipment and Playing Area ………
16
…

Module 2
 Officiating Officials ………
21
…
 Terminologies and Hand Signals ………
24
…
 Fundamental Skills and Techniques ………
28
…

vi References ………
36
…

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 Week Topic Activities
Module 1 KOFBALL (TEAM SPORTS)
LESSON 1 HISTORY OF KORFBALL  Students will give
insights about the
Week 1 history of Korfball
through personal
perceptions.

LESSON 2 FIELD AND EQUIPMENT

1. Playing area  Students will sketch/
Week 2 2. Marking illustrate each
3. Posts equipment (Playing
4. Korf area, Marking, Posts,
5. Ball Korf, Ball, Equipment
6. Equipment of players and officials of players and
7. Shot clock apparatus officials, shot clock
apparatus) following
the
elaboration/descriptio
n
 Reflection on the
importance of the
different equipment
LESSON 3 Players and officiating Officials  Students will describe
1. Numbers and Position the responsibilities of
Week-3 2. Line up and incomplete teams the captain, coach and
3. Substitution of players other persons, referee,
4. Captain time keeper and
5. Coach and Assistant Coach scorer, and assistant
6. Substitutes and Other Persons referee (before, during
7. Referee and after) game
 Hand signals through essay
8. Time Keeper and Scorer paragraph format
9. Assistant Referee writing.
 Take a picture of the
different referee hand
signals of Korfball
LESSON 4 BASIC SKILLS  Take a picture of the
Week-4 1. Types of Passing proper execution of
2. Types of Shooting skills in Korfball
3. Building up patterns (passing and shooting)
 2 types of setting up an  Document a video on
attack how the four building
 2 types of finishing the up patterns is

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 attack executed.
LESSON 5 RULES AND REGULATIONS  Perform:
1. Duration and time-out  how a team can
2. Goals earn a goal
Week 5-6 3. Line-up  changes of zones
4. Zone changes and changes of ends  prohibitions during
5. Throw off the game
6. Prohibitions during the game  when/place or how
7. Out-ball to take a re-start
8. Referee throw-up  when/place or how
9. Re-start to take a penalty
10. Free pass  when/place or how
11. Penalty to take a free pass
12. To exceed the allowed time-limit VIA video taking.
in the attack zone

PERFORMANCE ASSESSMENT  Reflection on the

Week 7-8 importance of Korfball
as Team Sports.
 Compilation of
performances,
reflection, and
quizzes. (RUBRICS)
 Video making Playing
the game with
improvise equipment.

Pre-Activity

PHYSICAL FITNESS READINESS QUESTIONNAIRE (PFR-Q)

Name: ________________________________ Course & Yr: __________

PE Schedule: __________________________ Sex: _________________
Name of PE Teacher: ___________________ Age: _________________

BODY MASS INDEX (BMI) RESULT WAIST TO HIP RATIO RESULTS

S
 Height  Waist
 Weight  Hip
 BMI  WHR
Show your computation/solution Show your computation/solution

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 Physical Fitness Readiness Questionnaire
This questionnaire is applicable for students between ages 15 and 69. If the students are
over 69 years old and not used to being very active, he/she must see a doctor first.

GENERAL HEALTH QUESTIONS

Please read the 7 questions below carefully and answer each one honestly

YES NO
1. Has your doctor ever said that you have a heart condition OR high blood
and you should only do physical activity recommended by the doctor?

2. Do you feel pain in your chest at rest, during your daily activities of living,
OR when you do physical activity?

3. Do you lose balance because of dizziness OR have you lost consciousness

in the last 12 months? (Please answer NO if your dizziness was associated with over-breathing (including
during vigorous exercise).

4. Have you ever been diagnosed with another chronic medical condition
(other than heart disease or high blood pressure)?
PLEASE LIST CONDITION(S) HERE: ________________________

5. Are you currently taking prescribed medications for a chronic medical condition:
PLEASE LIST CONDITION(S) AND MEDICATIONS HERE: ________________________

6. Do you currently have (or have had within the past 12 months)
a bone, joint, or soft tissue (muscle, ligament, or tendon)
problem that could be made worse by becoming more physically active?
(Please answer NO if you had a problem in the past, but it does not limit your current ability to be
physically active).
PLEASE LIST CONDITION(S) here:_________________________________________

7. Has your doctor ever said that you should only do medically supervised physical activity?
Follow-up questions about your medical condition(s)
YES NO

1. Do you have Arthritis, osteoporosis, or back problems?

2. Do you have Cancer of any kind?

3. Do you have a heart or Cardiovascular Condition? This includes Coronary

Artery Disease, Heart Failure, Diagnosed Abnormality of Heart Rhythm

4. Do you have an irregular heart beat that required medical management? (e.g.,

atrial fibrillation, premature ventricular contraction

5. Do you have High Blood Pressure?

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 6. Do you have a resting blood pressure equal to or greater than 160/90 mmHg with

or without medication?

7. Do you have any Metabolic Conditions? This includes Type 1 Diabetes, Type 2

Diabetes, Pre-Diabetes

8. Do you often suffer from signs and symptoms of low blood sugar (hypoglycemia)

following exercise and/or during activities of daily living? Signs of hypoglycemia

may include shakiness, nervousness, unusual irritability, abnormal sweating,

dizziness or light-headedness, mental confusion, difficulty speaking, weakness, or

sleepiness

9. Do you have any signs or symptoms of diabetes complications such as heart or

vascular disease and/or complications affecting your eyes, kidneys, OR the

sensation in your toes and feet?

10. Do you have other metabolic conditions (such as current pregnancy-related

diabetes, chronic kidney disease or liver problems)?

11. Are you planning to engage in what for you is unusually high (or vigorous)

intensity exercise in the near future?

12. Do you have any Mental Health Problems or Learning Difficulties? This includes

Alzheimer’s Dementia, Depression, Anxiety Disorder, Eating Disorder, Psychotic

Disorder, Intellectual Disability, Down Syndrome

13. Do you ALSO have back problems affecting nerves or muscles?

14. Do you have a Respiratory Disease? This includes Chronic Obstructive Pulmonary

Disease, Asthma, Pulmonary High Blood Pressure

15. Has your doctor ever said you have high blood pressure in the blood vessels of

your lungs?

16. Do you have a Spinal Cord Injury? This includes Tetraplegia and Paraplegia If the

above condition(s) is/are present,

17. Do you commonly exhibit low resting blood pressure significant enough to cause

dizziness, light-headedness, and/or fainting?

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 18. Have you had a Stroke? This includes Transient Ischemic Attack (TIA) or

Cerebrovascular Event If the above condition(s) is/are present.

19. Do you have any impairment in walking or mobility?

20. Have you experienced a stroke or impairment in nerves or muscles in the

past 6 months

21. Do you have any other medical condition not listed above or do you have two or

more medical conditions?

22. Have you experienced a blackout, fainted, or lost consciousness as a result of a

head injury within the last 12 months OR have you had a diagnosed concussion

within the last 12 months?

23. Does anyone in your household ever smoke in Bed or any other place in your

house?

24. Do you take special precautions to avoid accidents in and around your home?

25. Do you try to avoid eating too much salt or sodium?

26. Do you try to avoid eating too much fat?

27. Do you try eat enough fiber from whole grains, cereals, fruits and vegetables?

28. Do you try to avoid eating too much high cholesterol foods, such as eggs, dairy

products and fatty meats?

29. Do you try to get enough vitamins and minerals in foods or in supplements?

30. Do you try to avoid eating too much sugar and sweet foods?

INTENDED LEARNING
OUTCOMES
At the end of this module, the students are expected to:
a. Demonstrate understanding on the nature and uniqueness of the
sport;
b. Show appreciation on the importance of sports in the development
once health

MODULE 1

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 Lesson -1 Team Sport

A Team sport includes any sport where individuals are organized into
opposing teams which compete to win. Team members act together towards a shared
objective. This can be done in a number of ways such as outscoring the opposing team.
Team members set goals, make decisions, communicate, manage conflict, and solve
problems in a supportive, trusting atmosphere in order to accomplish their objectives.

Team sports are practiced between opposing teams, where the players generally
interact directly and simultaneously between them to achieve an objective. The objective
often involves teammates facilitating the movement of a ball or similar object in
accordance with a set of rules, in order to score points.

Team sports are when one group, or team, plays against another group, or team,
in a competition. The team members work together to achieve a common goal. This
differs from individual sports, where one individual competes against another, such as in
track and field, swimming, and wrestling. Individual sports can also be performed in a
non-competitive environment. You can participate in activities such as hiking, biking, and
running for enjoyment.

Through the years, the popularity of team sport has continued to grow, positively
influencing not just athletes, but also fans, local and national economies. All over the
world, the impact of team sport can be seen as professional athletes live out their
dreams while serving as role models, youth athletes develop life skills and follow in the
footsteps of their role models, fans bond over the love of their teams while supporting
their economies with their support.

In this course you will be taking an in depth look at some team sports, and even
practicing some of the basic sports skills. This lesson will give you a general over view of
a variety of team sports. Most team sports are played with a ball or other object.

ACTIVITY NO. 1

Direction: Identify what team sport is in the picture (2points each)

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 _____________________ _____________________ ______________________

____________________ ____________________ ______________________

Essay:

1. What are the benefits of playing team sports? (5points)

2. How will you promote team sport in your community?(5points)

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 3. Who is your favourite famous athletes? And why?(10points)

3.Who is your favourite famous athletes? And why?(10points)

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 Activity no.2
Application: E-Collage Making (100 points)
Direction: Using the different applications in your cell phones make a picture collage of famous athletes in Team
sport.

CRITERIA: TOTAL OF POINTS EARN

POINTS

CREATIVITY 40%

CONTENT- 30%
ORIGINALITY 20%
TOTAL 100% ____/100%

MODULE 1: KORFBALL (Team Sports)

Lesson 1: HISTORY OF KORFBALL

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 INTENDED LEARNING OUTCOMES:
After studying this module, you are expected to:

 Describe and examine general characteristics of Korfball;

 Familiarize the different playing areas and equipment of the sport;
 Show appreciation on the uniqueness of the sport.

Korfball, a game similar to netball and basketball, invented in 1901 by

an Amsterdam schoolmaster, Nico Broekhuysen. The word ‘korf’ is simply Dutch meaning for
basket.

Korfball is a sport played by hand within a rectangular field of play whereby a team of four
female players and four male players tries to shoot a ball into a korf (basket).

 The sport’s main characteristics encompass all around skills, cooperative play, controlled
physical contact and gender equality.

 It was first demonstrated in the Netherlands in 1902 and was played on an international level,
primarily in Europe, by the 1970s.
 It was devised as a game for both sexes. A national association was formed in 1903, and the
game spread to Belgium, Indonesia, Suriname, Germany, Spain, New Guinea, and
England.
 The International Korfball Federation, which was established as Fédération Internationale de
Korfball in 1933, increased its membership to more than 50 countries by the early 21st
century.

For further discussions, go to: https://www.youtube.com/watch?

v=4yu8r_wC0JQ

“EXPECTATIONS AND THE LIKE

Activity 1: GRAPHIC ORGANIZER

Direction: Write your own personal views or insights about the game in the
different boxes below. (20 pts.)

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MY PERCEPTIONS MY EXPECTATIONS

KORFBAL
L
WHAT I LIKE IN THIS GAME

WHAT IT MAKES UNIQUE WITH THE OTHER

SPORTS?

ASSESSMENT: MULTIPLE CHOICE

Direction: Read and understand the following questions carefully. Write the letter of your answer on
the space provided. NO ERASURES (erasures means wrong). (30 points)

_____1. It’s a game similar to netball and basketball.

A. Baseball C. Volleyball
B. Korfball D. Kurfball

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_____2. In what year was the game first demonstrated in the Netherland?
A. 1901 C. 1989
B. 1914 D. 1902
_____3. Korfball was played in the World Games since 1985 and it became popular in how many
countries?
A. 57 countries C. 60 countries
B. 54 countries D. 50 countries
_____4. The game is played by two teams of how many players?
A. 8 C. 10
B. 18 D. 4
_____5. These are the following illegal violations, EXCEPT what?
A. Hug the ball C. hand first
B. kicking D. running with the ball
_____6. It is a play, that all players are outside in the penalty area.
A. 3-1 C. 4-0
B. 2-2 D. 3-2
_____7. During the game, how many seconds you can hold the ball?
A. 4 second C. 2 second
B. 3 second D. 5 second
_____8. The word ‘’KORF’’ is simply dutch meaning what?
A. Net C. Basket
B. Ball D. Ring
_____9. The only mixed team sports in the world?
A. Netball C. Basketball
B. Korfball D. Kurfball
_____10. The game is played both indoors and _____?
A. Backdoors C. Front doors
B. Outdoors D. Gymnasium
_____11. A team game played by using what?
A. chest C. foot
B. hands D. head
_____12. In what year did the Federation International de Korfball was formed?
A. 1933 C. 1915
B. 1978 D. 1930
_____13. The first country in ASIA to have korfball game in 1979.
A. Indonesia C. India
B. China D. Hongkong
_____14. What is the objective of the korfball game?
A. Shoot the ball into korf C. Hold the ball
B. Kick the ball into korf D. Pass the ball
_____15. Who created the game korfball?
A. James Harismith C. Mike Couley
B. Mico Brokhuyseu D. Nico Broekhuysen

Activity no.2
Application: Poster Making “history” (100 points)
Direction: Using the different applications in your cell phones make a poster of the history korfball.

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 CRITERIA: TOTAL OF POINTS EARN
POINTS

CREATIVITY 40%

CONTENT- 30%
ORIGINALITY 30%
TOTAL 100% ____/100%

Lesson 2: PLAYING AREA AND EQUIPMENT

Playing Area

 Field of Play - The dimensions of the field of play are 40 x 20 m. It is divided into two equal
zones by a line parallel to the ends of the field. The free height is preferably 9 m but must not
be less than 7 m.

 Border area - The border area is at least 1 m wide and surrounds the field of play. It must be
kept free from obstacles.

 Bench - Two benches shall be placed near one of the sidelines and, if possible, at least 2 m
from the field of play. They should be placed one on each side of the middle line and at least
two metres apart.

Marking
 The field of play is marked out by clearly visible lines, 3.0 - 5.0 cm wide as shown in the
diagram.

 The

penalty spots are marked in front of the post as seen from the centre of the field.
 The edge of the spot furthest from the post must be 2.50 m from the front of the post. For the
recommended size of the penalty spot see the guidance notes.

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 A penalty area as shown in the diagram may be marked on the field around each post. These
areas may be designated by either a solid colour (contrasting from the other lines and surface
of the field) or by lines fixed on the ground showing the limits of the area.
 The penalty area shows an area that is 2.50 m (in all directions) from the spot, the post and
any point on the imaginary line between the spot and the post.
 The free pass circle is a circle of 2.50 m radius measured from the edge of the penalty spot
that is furthest from the post.

Posts

 Posts - with an external diameter of 4.5 - 8.0 cm are fixed perpendicularly in or on the ground
in both zones at a point situated midway between the two sidelines and one-sixth of the
length of the field of play from the end line. When it is not possible to fix the post into the
floor the post may be fixed to a sufficiently heavy and large metal base plate with a thickness
of a maximum of 1.0 cm. The base plate must be completely flat. The connection of the post
in, or on, the ground must be such that the players cannot trip over it, or be injured by it,
while passing or falling near it.

Korfs

 A korf is fitted to each post. The korf must face towards the centre of the field and all of its
top edge must be 3.50 m above the ground. The korfs must be cylindrical without a bottom;
they should be 23.5 - 25.0 cm high and have an inner diameter of 39.0 - 41.0 cm on the
upper side and 40.0 - 42.0 cm on the bottom side. The rim (top edge) of the korf shall have a
width of 2.0 - 3.0 cm. The korfs should be made of an approved synthetic material (see IKF
Korf Regulations). They must be similar and must be in a strong yellow colour. The method of
fixing the korfs to the post must satisfy the following conditions: ▪ no movement of the korf
with respect to the post is permitted ▪ the post must not protrude above the korf.

Ball

 Korfball is played with a round number 5 ball of a type that has been approved by the IKF The
ball shall be at least two-coloured. Its circumference should be 68.0 - 70.5 cm and the weight
of the ball must be in the range 445 g to 475 g inclusive. The ball must be inflated to the
prescribed pressure indicated on it so that when it is dropped onto the playing surface from a
height of about 1.80 m, measured from the bottom of the ball, it should rebound to a height,
measured to the top of the ball, of between 1.10 m and 1.30 m.

A colored outer casing is understood to be a ball on which a pattern is printed in a colour other than
the basic colour of the ball. This pattern must be so symmetrical that the ball, whilst turning, does not
lose the visual effect of actually being round.

Equipment of players and officials

 The players of each side must be dressed in a uniform sports outfit that is sufficiently
different from that of the other side. The referee and his assistant must wear outfits that are
sufficiently different from the competing teams. No one is allowed to wear any object that
could cause an injury during the game.

Shot clock apparatus

 Shot clocks should be placed at a height of at least 0.90 m in a clearly visible spot outside the
playing area and near to the middle of both end-lines. The clocks should be controlled from
the scorer’s table. The competition rules shall determine the maximum height allowed.

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 Activity 1: Illustration

Direction: illustrate the different equipment and facilities of korfball inside the box. (30
pts.)

A. Playing area and identify its markings

B. Posts

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C. Korfs

D. Ball

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E. Equipment of players and officials

F. Shot clock apparatus

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 Assessment: ESSAY

QUESTION: How important are the Equipment in the Game?

(Write At least 100 words) (50 pts.)

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 Lesson 3: PLAYERS and OFFICIATING OFFICIALS

Players

 NUMBERS & POSITION- The game is played by two teams, each consisting of 4
male and 4 female players, of whom two of each sex are placed in each zone.
 LINE UP & INCOMPLETE TEAMS- When one or both teams are incomplete, the
games can only start, or be continued, if a line up is possible that ensures that no
zone has less than three players from each side and that in no division one female
and two male players are opposed by one male and two female players.
 SUBSTITUTION OF PLAYERS -The competition rules shall prescribe how many
substitutions (up to the maximum referred to below) are allowed without the
permission of the referee and whether a substituted player can return to the game.

There are two scenarios - a substituted player is allowed to return (scenario A) and a
substituted player is not allowed to return (scenario B).

A substitution is only allowed during an interruption of play.

 Competition Rules allow a substituted player to return

Where the competition rules prescribe that a substituted player can return to
the match then a maximum of eight (8) changes are allowed without the
approval of the referee.

 Competition Rules do not allow a substituted player to return

Where the competition rules prescribe that a substitute player cannot return
to the game then a maximum of four (4) players can be substituted without
the approval of the referee and once a player has been substituted he
cannot, under any circumstances return to the match (including cases of
injury and replacing a player with a red card) .

Captain, Coach, Substitutes and other persons attached to the

team

 Captain - One player of each team is the captain. He wears a clearly visible band or
tape in a contrasting colour to the shirt on the upper part of the arm (or on sleeveless
shirts on top of one shoulder). He represents the team and is responsible for the
proper conduct of his players. In the absence of the team coach, when there is no
assistant coach, he takes on the additional tasks of the coach. He has the right to
draw the referee's attention to anything he thinks desirable in the interest of the good
progress of the match.

Coach and Assistant Coach

 Each team is permitted to be accompanied by a coach. The coach must sit on the
bench allocated to his team and is not allowed to enter the field of play without the
permission of the referee. The coach is permitted to give instructions to his team’s
players from the bench and in a manner that will not disturb others. The competition
rules may also allow the coach to leave his place on the bench temporarily, for a short
period of time, in order to give instructions to his team’s players. This must be done
from the same side of the field as his team’s bench whilst remaining outside the field
of play.

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 The coach may leave his bench
temporarily to undertake one of the
following additional tasks:
▪ to request and/or use a time-out
▪ to request and execute a
substitution
▪ when a change in the formation
is necessary to inform the referee
and the coach of the opposing team which of his attackers will not shoot.

Substitutes and other persons

 The substitutes and all other persons allowed to sit on the bench are considered
members of the team. Other than in circumstances mentioned below, they must all
remain seated on the bench during the match.

Referee

 The referee controls the game. His task is:

▪ to decide the suitability of the hall, field of play and material and pay attention to
any changes that might occur during the game
▪ to enforce the rules
▪ to use the official signals to clarify his decisions
▪ to take action when one side obtains an unfair advantage from circumstances
outside the game
▪ to indicate the starting, stopping and restarting of the game and a time out by
means of blowing a whistle
▪ to take action against misbehavior by the players, coaches, substitute players
and other persons attached to the team
▪ to take action against interference by the public
check players for dangerous items

REFEREE HAND SIGNALS

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 For a video explaining about Hand signals, go to:
https://www.youtube.com/watch?v=dvPpiBOerQk

Timekeeper and scorer

 Where possible, a timekeeper shall be appointed.

 Where possible, a scorer shall be appointed.
 When play has stopped, the timekeeper may also make an audible signal to the referee to
advise him that one of the teams has requested a time-out or substitution.
 This signal may not be any sound that could be misinterpreted as the sound of the referee’s
whistle.

Assistant referee

 In each match there is one assistant referee whose duty it is to assist the referee in
controlling the game. The assistant referee shall carry a flag and use it to bring to the
referee’s attention that the ball is “out” and any other foul made in his vicinity. The
referee may ask the assistant referee to assist him with other pre-defined tasks.

Activity 1: “FILL IN THE BOX”

Direction: Identify the responsibilities of each game member. Write your

answers inside the table. (30 pts.)

Game members Your Answers

1. Team captain

2. Coach and
Assistant Coach

3. Substitutes and
Other Persons

30 | P a g e
 4. Referee

5. Assistant
Referee

6. Time keeper and

Scorer

Activity 2: Performance Task

Directions: Perform the 18 referee hand signals

and document it using your phone camera.

Rubrics Equivalent Earned

Points Points

4 3 2 1

 Execution

 Eye contact

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  Postures and gestures (BODY
LANGUAGE)

 Enthusiasm

 Interaction with audience

Total points ___/20

ASSESSMENT: DO’S OR DONTS

Direction: Write check (/) if the statement is Do’s or proper and (X) if it is not.
(15 pts.)

________1. Dribbling ________8. Attacking

________2. Dunking ________9. Crossing with the other zone
________3. Free Pass ________10. 1 arm length
________4. Man to Man ________11. 5 seconds handling the ball
________5. Block ________12. Teamwork
________6. Controlled Contact ________13. Defending
________7. Running with the ball ________14. Defending
________15. Kicking

Lesson 4: BASIC SKILLS

The Korfball Basic Skills

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The basic skills of passing and catching are similar to those of netball and basketball and
they can be used to assist the development of skills for korfball too.

Watching a game at https://www.youtube.com/watch?v=_J_UYfmPjW4 can let you see some

of the basic skills being used by young primary school players. For a more advanced look
at the skills see them at http://korfball.org.au/resources/coaching

TYPES OF PASSING

CHEST PASS

To complete a chest pass:

 Pass the ball from your chest area using two hands.
 Aim for your teammate’s chest.
 Chest passes can be used when you’re not guarded heavily.

BOUNCE PASS

The bounce pass is frequently used when your on-ball defender has their hands high and
you still need to make a pass. The bounce pass to a teammate regularly occurs when
making a post-entry pass or a pass from the post back out to a teammate if the post
player is double teamed.

 Bounce the ball with strength, so that the ball bounces off the floor to the chest height of your
teammate.

OVERHEAD PASS

You can use the overhead pass (also known as a skip pass) to move the ball from one
side of the court to the other. This can be an effective way to reverse the ball to the
opposite end of the court when other passes aren’t open so a teammate can receive it
with enough time to take a quality shot.

TYPES OF SHOOTING

There are two main types of shot in korfball; a long shot and a running in shot.
 Long shot – this is generally a more stationary shot taken from anywhere in the
attacking half.

 Running in shot – is as the name suggests a shot taken whilst running in towards
the post

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  V-cut shot- run forward (i.e toes first with feet facing in the direction of the
movement.) but keep watching your team mate, over your shoulder, for the pass

 Vearing off shot-

▪ foot position, running forward, feint out, face back towards feed
▪ Outside arm to receive ball
▪ Correct timing/direction of the feed
▪ Pivot to shoot from stable/balanced position facing the post

BUILDING UP PATTERNS

A. Setting up an attack

 4-0 Pattern

The basic idea of 4-0 is while attackers pass the ball and try to get free positions, they
hide the final roles. The objective in the cooperation is to pass the ball while the
defender has his back to the ball and the post. The basic positions are modelled as an
X, each player in on the end of the leg of the letter X. The post is in the centre and
vacant. The players should always centre the post when they move and interact.
The weak side of 4-0 is that players in this pattern basically cannot go for a shot.

In the 4-0 pattern the defenders are closer to the korf than the attackers. Attackers
may shoot but will lose the ball after the shot.

 3-1 Pattern

The basic idea of 3-3 during setting up an attack is that the Bear already consolidate the post
zone before the ball enters the attacker’s zone.
It costs normally time before the Bear can come in his position, near by the post. When an
attack starts to set up an attack while the Bear is already positioned The Tiger, Panther and
Wolf can use more time for preparing the final situation before a shot.
The weak side of this 3-1 pattern is that the attackers can be pressed by the defenders in bad
positions. The defenders can chase the attackers to the player who is static while he is in ball
position. This variation of 3-1 pattern is very often modelled as a screen of the umbrella.
These positions of the three attackers are always visible by the defenders. So defenders can
cooperate very well.
The three attackers need a lot of time to find the best position for executing the roles in the
new variation of 3-1 pattern which is modelled as a triangle around the post, (Y pattern, the
Post and so the Bear are positioned in de V of Y, the Tiger and Panther are positioned on the
two arms of the V and the Wolf plays on the leg of the Y.)

B. Finishing an attack
 3-1 Pattern

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 Basic idea:

In modern korfball the 3-1 Pattern or Y1- Pattern is mostly an equilateral triangle. The
post is centred and the Bear is near by the post in rebound positionTiger and Panther
play next to each other or play centred to the post (then the triangle is isosceles); the
Wolf always tries to be centred in relation of the ball position. Tiger, Panther and Wolf
pass the ball to each other and in the moment that one player accepts the ball, he
/she steps out of the defence of the guard. In that moment he / she moves on the
main axis, collecting the balance of the body and makes the shot or is ready for a
shot but feints a shot.
Tiger, Panther and Wolf play wide from the post, the Wolf plays from about 5 to 6
metres “back” of the post.
The 3-1 Pattern is often used as a transition option to 2-2 Pattern.

 2-2 Pattern

Basic idea:

The roles are very clear.Tiger and Panther are supported, assisted by the Wolf who is just
in front of the post on the main axis of the Tiger or Panther. The Bear is under the post
and keeps his rebound position. In this Y2- Pattern Tiger and Panther are positioned on
the arms of the Y, the Wolf and Bear are positioned on the one leg (I) of the Y. The Wolf
tries to get on the best position for the assist.
The weak side of this pattern is that defenders can recognize very easy the roles of the
attackers.

You can browse on this link

https://www.yumpu.com/en/document/read/11487228/korfball-skills

Activity 1: E-Collage Making

Direction: Using the different applications in your cellphone, Make a creative

collage about on the different basic skills of korfball. (50 pts.)

Things to be guided:
1. The output should be properly organized and clear
2. All the skills must be seen in your e-collage output
3. Properly labeled must observed

Performance Tasks: Video Demonstration

Direction: Using the different app in video making, perform the

different basic skills in korfball such as:
a. Passing
b. Shooting
c. Building Up Patterns

35 | P a g e
 RUBRICS
PASSING

SKILLS /RUBRICS Correction Clarity and Proper Pe Content and Total

execution organization attire/Gear originality of
and proper of the video the video 100 points
timing of presentation (10 pts.) presentation
skills
(30 pts.) (10 pts.)
(50 pts.)

 Bounce Pass _____/100

(10 Repetion)

 Chest pass _____/100

(10 Repetition)

 Overhead _____/100
pass/Baseball
pass
(10 Repetition)

RUBRICS
SHOOTING

SKILLS /RUBRICS Correction Clarity and Proper Pe Content and Total

execution organization of attire/Gear originality of
and proper the video the video 100 points
timing of presentation (10 pts.) presentation
skills
(30 pts.) (10 pts.)
(50 pts.)

 Long shot _____/100

(10 shots
repetition)

 Running _____/100
in shot
(10 shots
repetition)

 Vearing(V)- ______/100
shot
(10 shots
repetition)

RUBRICS
BUILD UP PATTERN

SKILLS Correction Clarity and Proper Pe Content and Total

36 | P a g e
 /RUBRICS execution and organization of attire/Gear originality of the
proper timing the video video
of skills presentation (10 pts.) presentation
100 points

(50 pts.) (30 pts.) (10 pts.)

 Pattern _____/100
1 (4-0)

 Pattern _____/100
2 (3-1)

 Pattern _____/100
3 (2-2)

Assessment: WORD SCRAMBLE

Directions: Arrange the letters to form the correct words.

1. S T O H, R E V A N I G _ foot position, running 1.____________

forward, feint out, face
back towards feed

2. DFEDENER Mainly trying to block a 2.____________

shot

3. KERACTAT Getting ball down the 3.____________

court and take a shot

4. S A P S, V E O R E H A D Also known as a skip pass 4.____________

or baseball pass.

5. S C H T E, P S A S Pass the ball from your 5.____________

chest area using two
hands.

6. C E O B U N, S P A S frequently used when 6.____________

your on-ball defender has
their hands high and you
still need to make a pass

7. O L N G, H O T S S this is generally a more 7.____________

stationary shot taken
from anywhere in the
attacking half

8. U R N N I G N, N I, H O S T S is as the name suggests 8.____________

a shot taken whilst
running in towards the
post

9. HOSOINGT Called as one of the

highlight skill of the game.
9.____________

10. CTACIGNH The partner of passing, 10.___________

37 | P a g e
 Lesson 5: RULES AND REGULATIONS

Duration and Time-Out

 The length of a match

The length of a match and the half time break shall be determined by the competition
rules. Interruptions not forming part of the normal play should be not be included in the
timing of the game. This includes time‐outs and the time taken for substitutions.

 Time-out
A time‐out is a break in the game lasting 60 seconds that is excluded from the timing of
the game. The number of time‐outs per team shall be determined by the competition
rules. After the time-out the game is restarted on the spot, and in the manner, that the
game would have been restarted if no time-out had occurred.

 Substitution
The time taken for making a substitution shall not be part of the playing time.

Goals

 How to score - Except for the cases mentioned below under c, a team scores a goal
when: the ball has, from above, completely passed through the korf that is positioned
in the attack zone of that team it is sure that the ball would have fallen completely
through the korf, but that it was tapped back from underneath by a defender

Line up

 Choice of line up - The competition rules shall decide into which korf each team will
shoot in the first half. Teams shall arrange their players in the two zones according to
the conditions of the competition rules. In the absence of competition rules, or any
indication in such rules, then each team will inform the referee which of their players
shall be their first attacking players and a toss shall be made to determine which
team shall attack which korf in the first half.
 Change in line up - Except as laid down, the same line up is maintained throughout
the match.

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Zone changes and changes of ends

 Each time that two goals have been scored, the roles of the players change. Attackers
become defenders and defenders become attackers and this is achieved by the
players changing zones. There is no change of roles at half time merely a change of
ends.

Throw off

A throw off takes place

▪ at the start of the match by the team determined in accordance with the
competition rules (or the winner of the toss if one was used to determine which
team attacked which korf)
▪ at the start of the second half by the team that did not start the first half 10
▪ after every goal by the team who has just conceded the goal. The throw off is
taken by an attacker from a point inside his zone near the centre of the field. The
same stipulations apply as for a re-start.

During the game it is prohibited:

 to touch the ball with leg or foot. The leg shall be deemed to be from the knee
downwards.
 to hit the ball with the fist. An infringement by an attacker is punished by the award of
a re-start. An infringement by a defender is punished by the award of a free pass.

 to take hold of, catch or tap the ball when any part of the body other than the feet is
touching the ground. An infringement is punished by the award of a re-start.

 to run with the ball

 solo-play is the deliberate avoidance of cooperation, i.e., a player tries to change his
position with the ball in his possession without the help of another player.

 to hand the ball to another player of one's own team Handing the ball to another
player of one's own team means that the second player receives the ball without it
having first moved freely through the air or it was free on the ground.

 to delay the game Examples of delaying the game are given in the guidance notes.
An infringement is punished by the award of a re-start

 to knock, take or run the ball out of an opponent's hand. The criterion is that the
opponent must have the ball reasonably under control. This control can exist in
holding the ball with one or two hands and also in letting the ball rest on the palms or
the fingers.

 to push, to cling to, or to hold off an opponent

 to hinder an opponent excessively. The hindering player is allowed to hinder the

throwing of the ball in the desired direction by actions that result in the ball being
thrown against his hand or arm.

 to hinder an opponent of the opposite sex in throwing the ball. An infringement by an

attacker is punished by the award of a re-start. An infringement by a defender is
punished by the award of a free pass.

39 | P a g e
 to hinder an opponent who is already being hindered by another player. An
infringement by an attacker is punished by the award of a re-start. An infringement by
a defender is punished by the award of a free pass.

 to play outside one’s zone

 to shoot from a defended position

 to shoot after cutting past another attacker

 to shoot after cutting past another attacker

 to shoot when one plays without a personal opponent

 to influence a shot by moving the post. The guidance notes indicate what action, if
any, needs to be taken.

 to take hold of the post when jumping, running or in order to move away quickly

 to play in a dangerous manner

REFEREE THROW-UP
 When two opponents seize the ball simultaneously the referee will stop play and will
throw the ball up. The same applies when play must be re-started without one side
being entitled to the ball. For how this is administered see the guidance notes.

RE-START
 WHEN TO AWARD -a re-start A re-start is awarded to the opposing side after an
infringement of the attacking team or a light infringement of the defending team
after the referee has indicated that one of the rules in has been violated.

 PLACE OF THE RE-START -The re-start is taken from the spot where the
infringement was committed. If the infringement was committed against a certain
person (§ 3.6 h, i, j, k, l and sometimes m), then the re-start is taken from the spot
where this person was standing.

FREE PASS
 WHEN TO AWARD A FREE PASS - A free pass is awarded to the attacking side
after the referee has indicated that one of the rules in has been violated with a
heavy infringement by the defending side.
 PLACE OF THE FREE PASS -The free pass must be taken by a player of the
attack zone standing immediately behind the spot.

PENALTY
 WHEN TO AWARD - a penalty A penalty is awarded in the following situations:
A. Infringements that result in the loss of a free scoring chance of the attacker. In
such cases the referee must award a penalty immediately.
B. Infringements repeatedly made by the defender that prevent the attacker from
obtaining scoring chances. In such cases the referee may award a penalty.

 PLACE OF A PENALTY - The penalty must be taken by a player of the attack zone
standing immediately behind the penalty spot.

For a video explaining the entire game, go to:

https://www.youtube.com/watch?v=GUtJB5jBOis
40 | P a g e https://www.youtube.com/watch?v=f0vx6o8F29I
https://www.youtube.com/watch?v=OkCg_ZLut5s
https://www.youtube.com/watch?v=lnNSU4kbVvI
https://www.youtube.com/watch?v=IcHw2No1z1k
Activity 1: ILLUSTRATION

Direction: Illustrate or draw the given rules inside the boxes. Can be answered
through illustration or through text.

HOW TO RESTART THE GAME

PENALTY SHOT

FREE PASS

41 | P a g e
CHANGING OF ZONES (Every 2 points)

ATTACKER -DEFENDER

DEFENDER - ATTACKER

ASSESMENT - MODIFIED TRUE OR FALSE

Direction: Write TRUE if the statement is correct then FALSE write the correct answer on the space
provided.

_______1. To touch the ball with leg or foot. The leg shall be consider to be from the knee
downwards.
______2. A time‐out is a break in the game lasting 30 seconds that is excluded from the timing of
the game.
_______3. When two opponents seize the ball simultaneously the referee will stop play and will throw the
ball up
_______4. Korfball is a sport where physical contact is controlled.
______ 5. A player must be in 2m length away from the opponent.
_______6. In every zone, team must consist of 8 players.

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_______7. The throw off is taken by an attacker from a point inside his zone near the centre of the
field
_______8. An attacker must break free from his or her defender before attempting a shot.
_______9. In every 5 points the Zone Changes.
_______10. Court is divided into two zones: Attack and Offense zones

LET’S PLAY!

Performance tasks: Video Demonstration

Play the game VIA video-taking

 Use an improvise RING or a substitute ball if any (Basketball,

volleyball etc)
 Basic Skills must well execute and observe
 Follow the rules and regulations of the game
 Use an appropriate attire (P.E attire) when playing the game
 Safety precautions must apply at all times

 Basic S

 Skills l
activit
 Field s
play

points

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 REFLECTION: “What did I learn?”
As a student, how will you promote the sport to your community? Does
the sport can enhance and maintain your health? Yes/No? Why?
Personal Reflection: (At least 100 words)
(Equivalent to 100 points)

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________________________________________________________

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 KEY TERMS

Arm's length • The length of the arm (of a defender) measured in each position
(vertical, bent, whilst standing on the floor or having jumped up) to his opponent. This
size is used (measured from the defender in his position to the breast of the attacker) as
one of the four conditions to decide a shot must be defended.

Beating the Ball ▪ Movement of an arm quickly towards the ball in such a way that
contact takes place with the ball before it has left the opponent’s hands. Contact
(controlled) • Admissible manner of contact between players leading to neither player
gaining an advantage over the other. Contact (uncontrolled) • Inadmissible manner of
contact between players leading to one player gaining an advantage over the other.

Cutting • Manner of playing when a defender, who is in a defending position or

hindering position within arm's length, cannot follow his attacker because the attacker
takes a path so close past another attacker that the defender collides with, or is likely to
collide with, this second attacker and is therefore forced to give up his defending
position or hindering position within arm's length. Handing the ball to another player of
one's own team • Inadmissible manner of playing the ball to a player of one's own team
where the ball does not become free in the air or free on the ground.

Hindering • Admissible manner of impeding the throwing or catching of the ball by an

opponent

▪ For hindering during cutting see also cutting

▪ For hindering using the free space see holding off an opponent during
maintaining or occupying a position

Hindering an opponent of the opposite sex • Inadmissible manner of hindering

when the opponent of opposite sex is actually trying to throw the ball and the distance
between the two players is less than the combined arm's lengths of the two players.

Hindering an opponent who is already being hindered by another player •

Inadmissible manner of hindering an opponent by two players when the opponent is
actually trying to throw the ball or trying to use the free space.

Holding off an opponent during keeping or occupying a position

• Admissible manner of use of the body during maintaining or occupying a position when
the use of the body is made in such a manner that the opponent can prevent a collision.

• Inadmissible manner of use of the body during maintaining or occupying a position

when the use of the body is made in such a manner that the opponent cannot prevent a
collision.

Holding off an opponent during taking possession of the ball • Inadmissible

manner of use of the body during taking possession of the ball by placing the body
between the ball and the opponent. Infringement

• An unlawful action which, according the playing rules, has to be punished The
following infringements are distinguished:

• Infringement (physical) – Infringement made by physical contact.

• Infringement (technical) – Infringement which is not made by physical

contact.

45 | P a g e
 • Infringement (light) – Technical infringement or physical infringement which is
not aimed at disrupting the attack and where there is also no uncontrolled contact.

• Infringement (heavy) – Physical infringement with uncontrolled contact or an

infringement which is aimed at disrupting the attack or that results in disrupting
the attack.

• Infringement (very heavy) – Light or heavy infringement which results in the

loss of a scoring chance.

Obstacle free zone • The zone belonging to the playing area called “border area”
(indoor at least 1 m; outdoor at least 2 m) where no obstacles (something which hinders;
something which obstructs, holds back or causes problems) are allowed except for the
benches and the people who are allowed to sit on them.

Passive Hindering • Passive hindering is where the opponent prevents the ball from
being brought quickly into play by standing within arms' distance in front of the taker but
not hindering the throw by any movement of the arms or body.

Pivot foot • The standing foot which a player must keep in place whilst moving his
other leg or turning around his body.

Playing in a dangerous manner • Manner of playing which is dangerous to another

player

Scoring chance • Shooting chance with a reasonable to great possibility to score.

Shooting chance • Chance to shoot from a free position

46 | P a g e
 REFERENCES

http://korfballadvisor.blogspot.com/2009/04/building-up-patterns.html

http://korfballadvisor.blogspot.com/2009/04/patterns-for-killing-3-1-2-2.html

https://korfball.sport/wp-content/uploads/2017/09/The-Rules-of-Korfball-v-2017-09-01-2.pdf

https://korfball.sport/documents/

https://korfball.org.au/wp-content/uploads/K4PrimTeachManFullJan17.pdf

http://korfball.eusu.ed.ac.uk/main/wp-content/uploads/2015/11/Referee-Hand-Signals.pdf

http://korfball.eusu.ed.ac.uk/main/wp-content/uploads/2015/11/Referee-Hand-Signals.pdf

http://www.dundee.korfball.org.uk/blog/wp-content/uploads/2012/09/DKC-beginners-guide.pdf

https://www.yumpu.com/en/document/view/11487228/korfball-skills

https://korfball.org.au/wp-content/uploads/2015/04/IntrotoKorfballforTeachers14-2.pdf

https://korfball.sport/ikf/coachingkorfball/activities.php

https://korfball.sport/

https://korfball.sport/wp-content/uploads/2019/03/The-basic-rules-of-korfball-IKF.pdf

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