Korfball Final

KORFBALL
HMALS4006 Major Games: Unit Plan Resource
(Ely Vikings Korfball Club, 2014)
Nikita Giel 30091356 & Carly Whitlock
Table of Contents
Section A: Overview of Unit Plan Resource 3

Introduction and Rationale... 4
Links to AusVELS.. 5
Historical Overview 7
Organisational Components.. 8
Non-Participant Worksheets. 17
Comprehension Worksheet... 18
Skill/Tactical Analysis Worksheet 21
Section B: Minor Games/Activities using Game Sense/TGfU Approach. 23

Minor Game 1: Escaping the Defender... 24
Minor Game 2: Running in Shot.. 26
Minor Game 3: 4 Korfmans.. 28
Minor Game 4: Pressure Defence. 30
Minor Game 5: First to 10. 32
Minor Game 6: Rebounding.. 34
Section C: SEPEP Plan for Implementation 36

Unit Plan of Activities. 37
Organisational Factors... 40
Pro-forma Templates.. 44
Appendicies.. 53
Appendix 1: SEPEP Roles Handout.. 54
Appendix 2: SEPEP Nominations Forms.. 57
Section D: Statement of Authorship.. 58
References 59
Section A: Overview of the

Unit Plan Resource
Introduction and Rationale
Korfball is not a usual sport to be included in the PE curriculum however it is a game that
should be considered. The game of Korfball is much similar to the sport of Netball.
Including a unit of korfball into a year 10 PE class allows students to play something they
may not have done before. Students will be able to use previously learnt skills in a new
and exciting way. Students will be able to adapt tactics and strategies from other sports to
use in the game of Korfball. They will be able to learn tactical knowledge of the game of
Korfball through the game sense model. Over four weeks students will participate in a
SEPEP program where the students will be responsible for organising. Each student will
be given a role that they will be doing over the four weeks. By allowing students to run
the SEPEP program it will allow the students to see what goes into organized sport and
what needs to be done so the sport runs smoothly. Students will have the opportunity to
take on a role of being a Sports Board Member, Equipment Manager, Captain,
Statistician, Scorer, Umpire or Publicity Officer. Each role will have their own tasks the
students will need to complete for the running of the Korfball SEPEP program. Students
will also need to communicate with each other to make sure all aspects are completed and
that the SEPEP program is consistent across the roles. This will allow students to show
they can work as a team and build their communication skills.
Links to AusVELS
Domain
AUSVELS
Link to Unit Plan
Health and Physical
- Students develop proficiency in a range
Students will develop the skills
Activity
-
Movement and
of high-level movement and
necessary for the sport of
manipulative skills
Korfball so they can be used in a
PA
game context
- Students focus on identifying and
Students evaluate their
implementing ways of improving the
performance in a game and
quality of their performance during
discuss ways in improving to
games, physical activity and sport
benefit their team and

themselves as an individual
- Students will be introduced to new sports
Students will be introduce to the
which will require them to adapt
new game of Korfball and use
previously learnt skills in a new context
skills they have learnt previously

such as passing, defending and
attacking and adapt these skills
to this new game
- Students will learn and practice tactics
Students will work as a team to
and strategies relevant to the sport and
develop tactics and strategies
activities in which they are participating
that are necessary in the game of
in. This will include the development of
Korfball by participating in
strategies to counter tactical challenges
game sense games and activities
in game situations.
- Students undertake a variety of roles in
Students will participate in a
team games such as player, coach,
SEPEP program for Korfball
umpire and administrator. They will
that will require each student to
assume responsibility for the
take on a role such as sports
organization of aspects of a sporting
board member and equipment
competition.
management
Interpersonal
Development
-
Working in
- Students work collaboratively,
Students will work with each
negotiating roles and delegates tasks to
other to determine who takes on
complete tasks in teams
what roles for the SEPEP
teams
program, they will also delegate

tasks amongst each of the roles
- Working with the strengths of a team
Students work with others to
they achieved agreed goals within set
determine what needs to be done
timeframes
before each game of Korfball
Historical Overview
Korfball was first developed in 1902 by Nico Broekhuysen, a Dutch school teacher from
Amsterdam. During a teaching position in Sweden, Broekhuysen observed students playing
the Swedish game ringboll, where mixed gender students played each other. Using three
zones, the students aimed to scored points for their team by shooting a ball through a ring
at either end of the court.
On his Broekhuysens return to Amsterdam, Broekhuysen was inspire and developed a

similar game that could meet the learning outcomes for his students. Using a mixed gender
approach, two zones, zoned positions, simplified rules and replacing the ring with a basket
on a pole, Korfball was invented.
Encompassing skill, cooperative play, controlled physical contact and gender equality,
Korfball became a popular sport throughout the Netherlands and its surrounding countries.
However, the sport also gained a considerable amount of controversy with reviews like
Korfball is a monster that spreads its claws to all sides. Given that it was a mixed gender
sport, journalists refused to pay little attention towards the sport. Reports made only
focused on the sport at being immoral or inappropriate.
By 1920, opinions surround Korfball changed significantly. The sport became global as it
became a summer Olympic sport in the Antwerp Summer Olympics. In 1928, Korfball
made its second appearance at the Summer Olympics in Amsterdam. In 1933, the
International Korfball Federation was founded.
By 1985, the Korfball international
Federation was officially recognized by the International Olympic Committee, allowing the
sport to be represented within the World Games.
Korfball is now played internationally by 57 different countries. In the Netherlands alone,

there are over 580 Korfball clubs, with more than 100,000 people playing korfball each
year professionally.
Organisational Components
Equipment (International Korfball Federation, 2012)
Ball
The korfball ball must be at least two colours and have a circumference
of 68.0cm to 70.5cm . The weight of the ball must weight between the
range of 445g to 475g.
(Sports Ball Shop, 2013)
Posts
The posts are fixed to the ground or on the ground within both zones, situated between the
two sidelines. The posts are 4.5 to 8.0cm in diameter.
Korfs
The korf (basket) is fitted to each post 3.50m above the ground. The korf faces towards the
centre of the field and is cylindrical in shape. The korf must be made of approved synthetic
material (IKF Korf Regulations) and must be a strong yellow colour.
Korfs:
Are 23.5 to 25.0 cm high
Have an inner diameter of 39.0 to 41.0cm on the upper side.
Have an inner diameter of 40.0 to 42.0cm on the bottow side.
Court/Field Dimensions
(Sportsballen, 2014)
Field of play
Field dimensions are 40.0m x 20.0m
The field is divided into two equal zones by a line that runs parallel to the two ends
of the field.
The free height is between 7.0m to 9.0m (preferably 9.0m)
Boarder Area
A boarder of 1.0m surrounds the field and must be free of obstacles at all times.
Major Rules (Cambridge Phoenix Korfball, 2014; Sportsground, n.d.)
1. Korfball consists of four team members: four male and four female.
2. Korfball is a non-contact sport. No deliberate physical contact is allowed.
3. Players may only mark/defend players of the same gender.
4. Players are not allowed to run with the ball.
i. If a player receives the ball while they are running and then shoots or
passes the ball, they are allowed to take a maximum of two steps before
releasing the ball.
ii. If a player receives the ball in a stationary position they can only pivot
on one foot.
5. Players are not allowed to dribble/bounce the ball.
6. The main offences that a player can commit include:
i. Contact: Pushing, holding, shoving, knocking
ii. Knocking the ball out of an opponents hand(s)
iii. Travelling: illegally moving with the ball.
iv. Playing outside of their half (e.g. defender entering the attacking half).
v. Touching the ball with the leg or foot.
vi. Playing the ball when on the ground.
vii. Solo-play (e.g. trying to move position by throwing and catching the ball
oneself)
viii.
Marking/defending a player of the opposite gender.
ix. Scoring from the defensive half or direct from a free pass.
x. To grab hold of or move the post.
xi. If a player commits any of the offences, then a restart, free pass or
penalty will occur.
Defending
Goals can only be scored when a player breaks free of their defender. An attacker is
considered defended when the defender (of the same gender) is:
1. Between the attacker and the korf
2. Close enough to the attacker that they would be able to touch their torso.
3. Facing the attacker.
4. Actively trying to block a shot.
Shooting
The attacker must break free from their defender before they can attempt a shot. An
attacker may successfully shoot a goal by:
1. Catching their defender(s) off balance
2. Running past their defender(s) and taking a pass from a team member and shooting
on the run.
3. Making distance from their defender by shooting over them.
Penalty
A penalty is a free shot from 2.5m and can be taken by an attacker within the section
rewarded the penalty.
Penalties are awarded for any infringement that prevented a scoring chance.
Free Pass
A free pass is taken from the penalty sport. All players must start 2.5m away from the
penalty shot.
A free pass is awarder for heavy infringements that are physical or disrupt an attack.
Umpiring Roles/Umpiring Signals (International Korfball Federation, 2012)

Referee
The referee controls the game. They:
Enforce the rules.
Determine the suitability of the conditions for play (e.g. slippery surface)
Use official signals to clarify decisions.
Indicate start, stop or restating of the game.
Take action against misbehaviour of player, coach, substitute players and public
members.
Timekeeper/Scorer
Timekeepers keep time, including stopping and starting the time as required. Scorers keep
track of the score for both teams playing.
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Umpiring signals
Substitute of a player
Stopping playing time
The referee raises their hands above their head and The referee lifts the arm on which they are wearing
with the forehand of each hand pointing towards each their watch and with the hand of the other arm
other, move their hands back and forth.
indicates that they will stop their stop-watch. To

indicate a restart of the playing time they give the
same signal and restarts their stop watch.
Time out
Changing zones after two goals
To indicate the awarding of a time-out, the referee
The referee makes a circling movement with one
makes a T-Signal with both hands.
finger above their head.
To touch the ball with leg or foot
To hit the ball with the fist
The referee touches the outside of their leg below the
The referee lifts an arched arm, clenches his fist and
knee with one of their hands. The leg can be lifted.
moves the arm slightly up and down.
To take hold of, catch or tap the pall when any part
To run with the ball
of the body other that the feet is touching the
The referee lifts both arms in front of their body and
ground
makes a turning movement with both hands.
The referee stoops down and touches the ground.
Solo play
To delay the game
Move hand up and down miming bouncing a ball.
The referee points to their watch with a finger.
To hand the ball to another player of ones own
To knock, take or run the ball out of an opponents
team
hand
The referee starts with their arms in front of their body
The referee lifts one of their arms with the palm of
with both hands vertical and makes a rotational
the hand facing upwards. With the other hand, they
movement with both arms showing the giving of the
make a sweeping movement away from their body
ball to another player.
over the palm of the raised hand.
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To push, to cling to, or to hold off an opponent
To push, to cling or to hold off an opponent
The referee points the palms of both hand forward and
The referee stretches both arms out wide with the
makes a pushing movement with both arms.
hands pointing at a slant to the ground.
To hinder an opponent excessively
Blocking the movement of the arm: The referee lifts
The referee makes a movement with both arms as if
one arm upward with the other hand taps down on the
embracing a person.
outside arm.
To play outside ones zones and out-ball
To hit a player in the body: The referee taps on his
Using a plat hand the referee moves their arm
chest with one hand and points towards the violating
backward and forwards as if along a line.
player with the other hand.
To shoot from a defended position
To shoot after cutting past another attacker
The referee lifts their arm into a defended shooting
The referee lifts both arms and crosses their forearms
position.
in front of their body.
To play in a dangerous manner
To influence a shot by moving the post/ To take
The referee lifts on of their forearms in front of their
hold of the post when jumping, running or in
body with their palm vertical and open. Using the fist
order to move away quickly.
of the other hand they punch against the palm of their
The referee takes hold of the post.
open hand while looking at the offending player.
Referee throw up
Re-start
The referee raises the thumbs of both hands above their Whenever a re-start is awarded the referee points to
head.
where the re-start should be takes from and with the

other arm gives the direction.
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4 second rule
Free pass
The referee raises one hand showing four fingers of
Within 2.5m after the referee has whistled to start
that hand. The same signal is also given at a free pass
the game: the referee lifts both forearms in front of
to indicate that they will whistle to restart the game
their body and with their palms vertical and moves
within, at least, 4 seconds.
their palms towards each other.
Free pass
Penalty
The referee puts up his arms showing an open palm
The referee points to towards the penalty shot with
and points to the penalty spot.
one outstretched arm while blowing their whistle.
Repeat infringement penalty
Shot Clock Signal
The referee points towards the penalty spot with one
The signal of one arm raised with a clenched fist.
outstretched arm while lifting the other hand with two

raised fingers and looks towards the offender.
Direction
Advantage
The referee raises their arm in the direction of play.
The referee raises both arms in the direction of play.
(International Korfball Federation, 2011; Scheidsrechtergebaren Korfball, 2010)
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Non-Participant Worksheets
Worksheet links to AusVELS
AusVELS level 10: Health and Physical Education
Worksheet 1: Comprehension
This worksheet focuses on the key terminology used within Korfball, including different
terms for the equipment, players, rules and organizational components. Specifically
crossword worksheet requires the student to demonstrate their understanding of the key
terms. Many of these terms will cross over between previously learnt material from similar
sports.
This worksheet links to the domain of Health and Physical Education: Students will be
introduced to new sports which will require them to adapt previously learnt skills in a
new context
NAME:_______________________________ DATE:_____________
Korfball
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OPPONENTS
SUBSTITUTIONS
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PASSING
TIME-OUT
FEEDER
PENALTY
UMPIRE
FREE-PASS
PLAYERS
ZONES
GOAL
POSITIONS
POSTS
REBOUNDS
Name:
Date:
Korfball
Across
1.
2.
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4.
5.
6.
an unlawful action
the scoring basket
When a player tries to change the position of the ball in his possession without the help of another player
When the ball goes out of play
a player who assists in scoring goals by passing the ball to the shooters
the term used to divide the court into attacking and defending
Down
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3.
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player trying to stop a goal

player trying to get a goal
when a defender catches a ball that was throw from another player
A pass given to attacking side when defending side when an infringement has been made
awarded to the opposing side after the attacking side has made an unlawful action
Worksheet 2: Skill/Tactical Analysis

This worksheet focuses on the skills, tactics and strategies that a player and team can use in a Korfball game.
Specifically, the worksheet requires the student to demonstrate their ability to develop tactics/strategies for
different game situations.
This worksheet links to the domain of Health and Physical Education: they learn and practice tactics and
strategies relevant to the sport, including the development of strategies to counter tactical challenges in game
situations.
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KORFBALL SKILL/TACTICAL ANALYSIS

(Korfball SA, 2007)
1. The main objective for an offensive korfball player is to off-balance their defensive opponent so that
they can gain enough distance to shoot for a goal. Describe (and draw) two basic shot options that a
korfball attacker can make to shoot for a goal.
2. The main objective for a korfball in defence is to maintain a distance to their attacker no more than
____________________ to their offensive opponent to prevent their opponent from taking a shot for
goal.
Describe a team strategy that would allow the defending team to adjust to changing defensive
situations.
4. Analyse the diagram below. Describe one strategy the attacking team could implement to score a goal.
Each attacking team member has been labeled A, B, C or D to aid your description.
A
C
D B
D
(Crydon Korfball Club, 2012)
3. Describe the potential advantages and disadvantages of Korfball players only being allowed to defend
players of the same gender.
Advantages
Disadvantages
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Section B: Minor
Games/Activities using Game
Sense/TGfU Approach
Minor Game/Activity 1
Game name: Escaping the defender
Description of the game:

Attacking team = 6 players
Defensive Team = 4 Players.
Aim is for the attacking team to pass the ball down into their attacking zone and make 10 successful consecutive
passes. The objective is for the attacking team to use a variety of tactics and strategies to create an opening and
escape their defender to receive a pass. The attacks also need to strategically pass the ball so that a defender does
not intercept it.
Game sense being used: Creating space, creating an opening, escaping the defender and passing to a leading
player.
Diagram:
Defending zone
Attacking zone
3
XX
X
X Attacking team
X Defenders
X4
2X
X X5
6X
Major rules:
1. Attackers 1 and 2 can only stay within the defending zone.
2. Attackers 3 to 6 can only stay within the attacking zone.
3. Attackers must aim to successfully pass the ball between each other 10 times.
4. Attackers can pass back to defending players a maximum of 3 times if required.
5. No contact allowed.
6. Same rules for korfball apply.
7. Rotate between positions when an intercept occurs.
Safety considerations:
Students are not to make contact with each other.
Watch for other players and the ball to avoid collisions.
Each field is set up with enough space between them (set up on oval or on double indoor/outdoor courts)
25
Modifications and Questions:

Tactical Skill/Strategy questions:
1. How can you work together as a team to open up a player for a pass?
2. If the defender intercepts your pass, what could you and your team do to try to regain possession?
Modifications:
1. Introduce a 5th defender within the defending zone to emphasize the strategies and tactics an attacking
team may need to use within a game.
2. Increase or decrease the number of consecutive passes, including out to the defending zone.
3. Increase or decrease the size of the playing area to increase or decrease the difficulty of the task.
Additional follow up questions?

1. When a 5th defender was introduced how did this effect the decisions you made? How did you overcome
the increased pressure?
2. What were some strategies that your team used to successfully pass or receive the ball? How could these
be used within a full game of korfball?
Game Name: Running in Shots

The game simulates a common situation in korfball, providing students with the strategies to utilize outside
assisting players. Player 2 passes out to player one and runs to number 1s position. Player 1 passes to the assist
player, Number 4. Number 4 runs through for a running in shot. Number 3 tries to rebound the ball.
Game sense being used: Creating space, using an opening, goal shooting, repossessing the ball, fast attacking
passes and variation in passes
Diagram:
X Attacking team
X Defenders
X3 X
X4
Major rules:
1. Major Korfball rules apply.
2. No contact
3. Students rotate between numbered positions each play.
4. Defenders apply pressure and try to intercept the ball.
Students are not to make contact with each other.
Watch for other players and the ball to avoid collisions.
Each field is set up with enough space between them (set up on oval or on double indoor/outdoor courts)

1. Why is it sometimes necessary to bring the ball back out of the line of the korf? How can that be a
strategic advantage?
2. What are some other strategies you could use to set up a run in shot?
27
Modifications:
1. Increase the number of defenders.
2. Allow players to choose the strategy of play, but finishing with a run in shot.

1. What other strategies and tactics did you use once another defender was introduced? Why was this
necessary?
2. What tactics and strategies did you find worked favorably? Why do you believe they were successful?
Game Name: 4 Korfmans
Description of the game: The class is divided up into four teams. Using a full size court/field, a member from
each team will be positioned in each corner of the court, they will be the korfmans. All other team members are
dispersed amongst the court.
The aim is to pass to any of the four korfmans to receive a point for your team. There will be two balls within the
court to pass around.
Game sense being used: Attacking options and strategies, Defensive options and strategies.
Diagram:
X
X
X
X
X
XX
X
X
X
X
X Korfmans
X Team 1
X Team 2
X team 3
X Team 4
X
X
Major rules:
1. Team scores a point for their team if the successfully pass to a Korfman
2. If a ball is caught by a Korfman they can pass out to one of their team members to restart the play.
3. All major korfball rules apply.
4. No physical contact.
5. If a ball goes out of the boundary, the closest Korfman passes it back into the game
Students need to watch other players and for both balls to avoid collisions.
No physical contact allowed.

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1. What strategies did your team come up with for the game? Did you focus on the attack, the defence or
both? Why and how?
2. When aiming to get the ball to a Korfman, what strategies did you have? Was it beneficial to throw to the
korfmans from your team, or the korfmans closer by? Explain.
Modifications:
1. Move the Korfman to the middle of each outside boundary instead of the corners to open up the receiving
area.
2. Introduce a third ball.
3. Have two teams verse each other instead of four, however maintain four korfmans. This will increase the
intensity of defensive and attacking strategies.

1. How did moving the korfman change the tactic/strategies you used? Did it make it easier or more difficult
to score and why?
2. Did the reduction to two teams change the strategy choices for the attack and defence? How?
Game Name: Pressure Defence

The class will be broken into groups of four and will either be named attacking team or defensive team. The
number of attacking teams and defensive teams need to be even. An attacking team will group together with an
defensive team. The attacking team will stand in a square roughly 5 meters apart from each other. The defensive
team will pair up with an attacking player. The aim of the defensive team is to create pressure on the passing and
receiving of the ball. The attacking team will only be allowed to pass the ball to the right. Defensive players will
defend closely to their attacker creating them to move more to receive the ball.
Game sense being used: Attacking options and strategies, Defensive options and strategies.
Diagram:
X
XX
Major rules:
-Students are only allowed to pass to the right
-A point is rewarded to the defensive team when they intercept or deflect the ball
-Students must stay in the square formation by moving with the ball
-If the defensive team take control of the ball then it is given back to the attacking team
-no contact
-all Korfball rules apply
-Groups will be given a designated area they will be required to stay in so they do not run into other groups
-Each group will be given the same amount of time being attacking and defending
-Students must be mindful of others and try to avoid physical contact

1. What can your group do to try and avoid the ball being deflected or intercepted by the defending
team? What strategies can you adapt to ensure you make a successful pass?
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2. As defenders what can you do as a team to apply as much pressure as you can to force an error? As
a team what strategies can you use to make sure you take control of the ball?
Modifications:
1. Change the direction of the ball to the left
2. Once the ball has been around the circle the direction is then changed to the other way
3. The ball can be passed either to the left or right but across the square

1. What strategies worked well when attacking the ball? What could you have changed to improve the
outcome?
2. What were the strategies your team that resulted in a successful turnover? Why did these work?
Game Name: First to 10

Students will be broken into four even groups. Each group will be given a Korf to shoot into. Students will be
placed a distance behind the Korf that they will be required to shoot from. The first group to 10 goals wins the
round. The type of shot that they students will be practicing will be the running in shot to start with and then it
will be change to other types of shots. Each student will have a ball that they will need to collect and then line
back up with. Students who miss will need to collect their ball and line up. Students who make the shot will
collect their ball and then let the next person go and line up in line again. Each group will need to count their own
scores. Each group will have a defender from another team that they will need to get around to make a shot.
Game sense being used: Determining what shot the students perform well, Deciding what shot to do under
pressure of a defender.
Diagram:
X
X X X X
X X X X X
X X X X
X X X X X
Major rules:
-Students will only get one shot at goal before they return to the line
-No physical contact
-A point is score when the ball successfully goes to the korf
-Students need to ensure they quickly collect their ball so the next player can take their shoot
-Students need to wait until the player in front of them is out of the way and the defender is ready before making a
shot
-groups will be placed a distance a part that will ensure they do not run into each other
33

1. As a defender are you better off standing back to see where the player is going to go or apply pressure by
being right up and close to the shooter?
2. What as they shooter can you do to put the defender off guard or to get around the defender?
Modifications:
1. Change the types of shots
2. Introduce two defenders
3. Allow students to decide what shots to use
4. Have a shooter and an assisted player that allows them to pass amongst each other to score the goal.
1. What shots worked well when playing one on one with the defender?
2. As a defender what worked well and how can you use this in a game?
Game Name: Rebounding

Students will be broken into 3 teams. One team will start as defenders, one as attacking and the other team will
begin off. The defending team will set up around the scoring end while the attacking team will start in the middle
of the court. The attacking team will attempt to make a shot at goal. A point is only scored when a player
successfully rebound the ball from the Korf. Once a shot a goal has been made the defending team will come off,
the attacking team will become the defenders and the other team will come on as the attackers.
Game sense being used: Attacking Strategies, Defensive Strategies, Rebounding Strategies
Diagram:
X
X
X
X
X
X
X
X
X
X
X
Major rules:
-No physical Contact
-All Korfball rules apply
-Students must pass the ball three times before they can have a shot at goal
-No physical contact
-attacking team need to wait until defending team is set up for commencing
-defending team need to get off as quick as possible so the next team can start
35

1. What strategies can your team incorporate into your team so the defending team to not take control of the
ball?
2. What might be the best place for a player to stand in order to get a rebound?
Modifications:
1. All team members must touch the ball before aiming for goal
2. 1 point for rebounding and two points for a goal
3. Only allowed a certain shot the attackers can do such as running in or long shots

1. As a defending team, what tactics did you implement that allowed you to intercept the ball or receive a
rebound?
2. Was it easier to stand in front or behind a player to receive a rebound? Why?
Section C: SEPEP Plan for

Implementation
37
Unit Plan of Activities

Content and Description
Week 1
Equipment
Students have already been introduced to SEPEP

expectations and allocated their roles.
Warm up equipment ordered by
Warm up
Coaches work together to conduct a class warm up Equipment Managers.

session, including simple skills drills.
Minor Game: Korfmans (minor game/activity

2 Korfballs (or netballs)
3)
Modifications: 3 Teams instead of 4 (using SEPEP 3 sets of coloured sashes

teams), 3 Korfmans set up as shown below:
X
X
Korfmans
rotate
positions and players.
Introduction to SEPEP: Matball
Matball Equipment ordered by the
Run according to the draw and timing organised
Equipment managers.
by the Sports Board.
Score and statistic sheets created by
Student carry out their roles when they are not
the Statisticians/ Scorers.
playing.
Digital Cameras as required by the
Teacher to facilitate and assist where required
Publicity Officers
indicating how the SEPEP unit is expected to run

for the duration of the unit.
39
Week 2
Warm up
Coaches run their own individual team warm ups
Equipment Managers.
and skill drills.
Netball in SEPEP format
Netball Equipment ordered by the
Equipment managers.
playing.
Publicity Officers

Coach Meeting:
Discuss Korfball positions.
Organise additional training if desired.
Pack up
Week 3
Warm up
Equipment Managers.
and skill drills.
Korfball SEPEP
Korfball Equipment ordered by the
Equipment managers.
playing.
Publicity Officers

Announcements
Pack Up
Week 4
Warm up
Equipment Managers.
and skill drills.
Korfball Finals
Korfball Equipment ordered by the
Equipment managers.
playing.
Publicity Officers

Equipment required for the event as
End of unit Event
organised by the Sports Board.
As organised by the Sports Board
Awards.
Announcements and Presentation of Awards
41
Organisational Factors
Team Selection
For a class of 24 students, each team will consist of eight student, consisting of both male and females (preferably
4 male, 4 female). There will be a total of three teams, thus allowing one team to carry out their roles and
responsibilities while the other two teams play a game.
The teams will be allocated at the teachers discretion. The teacher will have developed an understanding for the
students abilities prior to the SEPEP unit, and ranked the players according to their skills and abilities in similar
sports (e.g. Netball, Basketball, Handball, etc).
Student roles
Each team will be provided with a list of the roles/duties they can select from for the SEPEP unit. A description
of each role will be as follows (ACHPER, 2009; Moris, n.d.):
Sports Board Member

Roles and responsibilities
Work with the other Sports Board Members to
High level of responsibility.
develop a draw for each week.
Ability to communicate with others.
Establish and implement a timing system for each
Ability to listen to others ideas.
game.
Willingness to spend some time outside of class
Notify the Publicity Officer of any weekly
time to organise events.
announcements.
Creativity
Coordinate and develop awards for recognition of
Organisation skills.
effort and achievements for each week (to present

at end of unit event)
Skills you will need
Plan, organise and run an end of unit event.
Captain
Develop and run warm-ups
Leads skill and strategy practice providing
Excellent
constructive feedback to players
skills.
Leads and facilitates team discussions: team
Good organization skills.
allocations, tactics and strategies.
Communicates with other student roles for

specific
requirements:
team
publicity,
Leadership qualities
communication
and
Fairness to all players and other team captains.

Ability to identify areas for improvement.
Knowledge of Korfball, Netball or Basketball.
equipment hire, etc.
Equipment Manager:
Follow up equipment requirements from each
Outstanding organisation skills.
coach for their training sessions.
Patience.
Develop an equipment list for each lesson
Good management skills.
Pick up equipment from the P.E. storeroom.
Creative and inventive.
Manage equipment including counting out and

in all of the equipment and reporting any
damaged equipment to the teacher.
Working with the other equipment managers,

set the dress code theme/uniform for each week
(at least a weeks in advance)
Nominate best dressed award for each week

and design award.
motivation
43
Statistician/ Scorer (x2)

Develop score sheets and statistic sheets that

covers at least three different elements.
Publish scores and results each week
Develop a ladder and modify it each week.
Using excel, present and compare the teams

statistics (e.g. pie graph, bar graph)
Confident in presenting data in excel.

Excellent
mathematic
skills,
particularly
percentages and averages.
Excellent organization skills.

Good communication skills.
Focused and observant.
Umpire x 2
Work with umpires from each team to develop a
Detailed understanding of the rules for each
list of rules for each sport.
game developed through research
Agree on rule modifications where required.
Learn all of the rules and the accompanying

signals.
Ensure all of the rules are followed within the

game/s.
Manage disputes if they arise.
Vote for Best and Fairest.
Clear, confident voice

The ability to communicate with players.
The desire to be fair to all.
Publicity Officer:
Publish a poster/notice board that communicates
Good writing skills
students SEPEP roles/duties and other SEPEP
Photography skills
communications.
Develop a pro-forma to develop player profiles

for the tournament.
Computer skills
Creative with a sense of humour.
Excellent communication skills.
Take digital photos of the players, teams and

action shots during the game.
Working with other publicity officers, publish a

weekly newsletter discussing weekly highlights,
results, announcements and publishing photos.
Roles Selection
Prior to commencement of the SEPEP unit, the class will be provided with a handout (Appendix 1) that describes
the students roles and the skills they require for that role. The students will be provided with a Nominations
handout (Appendix 2) that allows them to nominate their two role preferences. Students will also nominate who
they feel would suit a specific role from their class.
The Nominations handouts will be collected and the teacher will compile the results and allocate student roles
fairly based on the nominations and their own discretion. Student roles will be published a week prior to the
commencement of the SEPEP unit.
45
Pro-forma Templates
Game Draw
Week 1
Game 1
Game 2
Game 3
Team 1 VS Team 2
Team 2 VS Team 3
Team 3 VS Team 1
Team 3 sits off

Team 1 sits off
Team 2 sits off
Team 1 VS Team 3
Team 3 VS Team 2
Team 2 VS Team 1
Team 2 sits off

Team 1 sits off
Team 3 sits off
Team 2 VS Team 3
Team 3 VS Team 1
Team 1 VS Team 2
Team 1 sits off

Team 2 sits off
Team 3 sits off
Team 1 VS Team 3
Team 2 VS Team 1
Team 3 VS Team 2
Team 2 sits off

Team 3 sits off
Team 1 sits off
Week 2
Game 1
Game 2
Game 3
Week 3
Game 1
Game 2
Game 3
Week 4
Game 1
Game 2
Game 3
Score Card
Home team___________________________
Away Team___________________________
Goals
Player
Number
Goals
Player
Number
Name
1st Half
Name
2nd Half
1st Half
2nd Half
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
Running Total:
Running Total:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Total
Total
Home team: _________ __
Away Team:____________
Score: ______________ __
Score:_________________
Captain:_____________ __
Captain:_______________
Umpire:_______________
Umpire:________________
47
Results
Week 1
Team 1
Team 2
Team 2
TOTAL
SCORED
Team 1
Team 2
Team 2
TOTAL
SCORED
Team 1
Team 2
Team 2
TOTAL
SCORED
Team 1
Team 2
Team 2
TOTAL
SCORED
Team 1
Team 2
Team 3
TOTAL
AGAINST
Week 2
Team 1
Team 2
Team 3
TOTAL
AGAINST
Week 3
Team 1
Team 2
Team 3
TOTAL
AGAINST
Week 4
Team 1
Team 2
Team 3
TOTAL
AGAINST
Ladder
Win
Team 1
Team 2
Team 3
Win=3 points
Draw= 1 point
Lose= 0 points
Draws
Loses
For
Against
Difference
Points
49
Statistic
Match 1
Team
Intercepts
Forced
Errors
Unforced
Errors
Shot on
Goal
Goals
Long
Shots
Running
in Shots
Veering
off Shots
Rebounds
Team 1
Team 2
Match 2
Team
Intercepts
Forced
Errors
Unforced
Errors
Shot on
Goal
Goals
Long
Shots
Running
in Shots
Veering
off Shots
Rebounds
Team 1
Team 2
51
Match 3
Team
Intercepts
Forced
Errors
Unforced
Errors
Shot on
Goal
Goals
Long
Shots
Running
in Shots
Veering
off Shots
Rebounds
Team 1
Team 2
Award
e
This certificate is awarded to
for excellence in
Signature
Date
Appendices
55
Appendix 1
SEPEP Roles
Sports Board Member
Work with the other Sports Board Members to
High level of responsibility.
develop a draw for each week.
Ability to communicate with others.
Establish and implement a timing system for
Ability to listen to others ideas.
each game.
Willingness to spend some time outside of class
Notify the Publicity Officer of any weekly
time to organise events.
announcements.
Creativity
Coordinate and develop awards for recognition
of effort and achievements for each week (to

present at end of unit event)
Plan, organise and run an end of unit event.
Captain
Develop and run warm-ups
Leads skill and strategy practice providing
Excellent
constructive feedback to players
skills.
Leads and facilitates team discussions: team
Good organization skills.
allocations, tactics and strategies.
Communicates with other student roles for

specific
requirements:
equipment hire, etc.
team
publicity,
Leadership qualities
communication
and
motivation
Fairness to all players and other team captains.

Ability to identify areas for improvement.
Knowledge of Korfball, Netball or Basketball.
Equipment Manager:
Follow up equipment requirements from each
Outstanding organisation skills.
coach for their training sessions.
Patience.
Develop an equipment list for each lesson
Good management skills.
Pick up equipment from the P.E. storeroom.
Creative and inventive.
Manage equipment including counting out and in

all of the equipment and reporting any damaged
equipment to the teacher.
Working with the other equipment managers, set

the dress code theme/uniform for each week (at
least a weeks in advance)
Nominate best dressed award for each week

and design award.
Statistician/ Scorer (x2)

Develop score sheets and statistic sheets that

covers at least three different elements.
Publish scores and results each week
Develop a ladder and modify it each week.
Using excel, present and compare the teams

statistics (e.g. pie graph, bar graph)
Confident in presenting data in excel.

Excellent
mathematic
skills,
percentages and averages.
Excellent organization skills.

Good communication skills.
Focused and observant.
particularly
57
Umpire x 2
Work with umpires from each team to develop a
Detailed understanding of the rules for each
list of rules for each sport.
game developed through research
Agree on rule modifications where required.
Learn all of the rules and the accompanying
signals.
Ensure all of the rules are followed within the
Clear, confident voice

The ability to communicate with players.
The desire to be fair to all.
game/s.
Manage disputes if they arise.
Vote for Best and Fairest.
Publicity Officer:
Publish a poster/notice board that communicates
Good writing skills
students SEPEP roles/duties and other SEPEP
Photography skills
communications.
Take digital photos of the players, teams and

action shots during the game.
Develop a pro-forma to develop player profiles

for the tournament.
Working with other publicity officers, publish a

weekly newsletter discussing weekly highlights,
results, announcements and publishing photos.
Computer skills
Creative with a sense of humour.
Excellent communication skills.
Appendix 2
SEPEP NOMINATIONS
Name:______________________________
Individual preferences:
Sign:_____________________________
Nominations
1. __________________________
Name:_____________________________
2. __________________________
Role:______________________________
SEPEP NOMINATIONS
Name:______________________________
Sign:_____________________________
Nominations
1. __________________________
Name:_____________________________
2. __________________________
Role:______________________________
SEPEP NOMINATIONS
Name:______________________________
Sign:_____________________________
Nominations
1. __________________________
Name:_____________________________
2. __________________________
Role:______________________________
59
Section D: Statement of
Authorship
Statement of Authorship
Section
A: Overview of Unit
Plan
Sub section
o Introduction and Rationale
Group member who

completed task
Carly Whitlock
Signature
Carly Whitlock
CW
Nikita Giel
NG
Nikita Giel
NG
Carly Whitlock
Nikita Giel
CW
NG
CW
o Links to AusVELS
o Historical overview
o Organisational Components
o Non-participation
worksheets
- Comprehension
- Tactical analysis
B: Minor
Games/Activities using
Games Sense/TGfU
o Description of minor games

and activities
- 1, 2 & 3
- 4, 5 & 6
Nikita Giel
Carly Whitlock
NG
CW
C: SEPEP Plan for

implementation
o Unit plan
o Organisational factors
Carly Whitlock and Nikita

Giel
CW, NG
D: Statement of
Authorship
o Statement of Authorship
o References
o Presentation
Carly Whitlock and Nikita

Giel
CW, NG
61
References
ACHPER. (2009). Sport Education Module [PDF]. Retrieved April 6, 2014, from
http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/social/physed/phasesport.pd
f
Cambridge Korfball League. (n.d.). Scorecard. Retrieved from
http://homepage.ntlworld.com/nick.armitage/Library/CKA_Scorecard_2006.gif
Cambridge Phoenix Korfball. (2014). Simplified rules of korfball. Retrieved May 16, 2014, from
https://sites.google.com/site/cambridgephoenixkorfball/about-korfball/simplied-rules-of-korfball
Coachkorfball.
(n.d.).
Individual
korfball
skills.
Retrieved
May
18,
2014,
from
http://www.coachkorfball.com/1001/2-0.php
Croydon
Korfball
Club.
(2012).
06Jan02:
Invicta
croydon.
Retrieved
May 17,
2014,
from
http://www.croydonkorfball.com/index.php?p=match_reports/020106
Ely Vikings Korfball Club. (2014). Latest News. Retrieved May 16, 2014, from http://www.elyvikings.com/
International Korfball Federation. (2011). Referee signals of korfball 2011. Retrieved May 16, 2014, from
http://www.bearstedkorfball.co.uk/images/policies/signals.pdf
International Korfball Federation. (2012). The rules of korfball. Retrieved May 16, 2014, from
http://www.ikf.org/wp-content/uploads/2013/01/Complete-Rules-of-Korfball-from-2012-07-01-rev.pdf
Korfball SA. (2007). Advanced coaching & playing tips. Retrieved May 16, 2014, from
http://sa.korfball.org.au/advanced.htm
Moris,
C.
(n.d.).
SEPEP
hockey
resource
kit.
Retrieved
May
19,
from
http://caseymorris.weebly.com/uploads/1/3/7/9/13796730/sport_education.pdf
Scheidsrechtergebaren Korfball. (2010). Referee signals korfball. Retrieved May 16, 2014, from
http://m.alo.nu/rs.html
Sportsballen. (2014). Trainingsmateriaa. Retrieved May 16, 2014, from

http://www.sportballen.com/contents/nl/d46_01.html
Sports Ball Shop. (2013). Korfballs. Retrieved May 16, 2014, from
http://www.sportsballshop.co.uk/acatalog/Korfball-Balls.html
Sportsground. (n.d.). Introduction to korfball. Retrieved May 16, 2014, from

http://www.sportsground.co.nz/files/site/269/95/Pdf/130915090413UYJAYIDD.pdf

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KORFBALL

HMALS4006 Major Games: Unit Plan Resource

(Ely Vikings Korfball Club, 2014)

Nikita Giel 30091356 & Carly Whitlock

Section A: Overview of Unit Plan Resource 3

Section B: Minor Games/Activities using Game Sense/TGfU Approach. 23

Section C: SEPEP Plan for Implementation 36

Section D: Statement of Authorship.. 58

Section A: Overview of the

Introduction and Rationale

Link to Unit Plan

Health and Physical

- Students develop proficiency in a range

Students will develop the skills

of high-level movement and

necessary for the sport of

Korfball so they can be used in a

- Students focus on identifying and

Students evaluate their

implementing ways of improving the

performance in a game and

quality of their performance during

discuss ways in improving to

games, physical activity and sport

benefit their team and

- Students will be introduced to new sports

Students will be introduce to the

which will require them to adapt

new game of Korfball and use

previously learnt skills in a new context

skills they have learnt previously

- Students will learn and practice tactics

Students will work as a team to

and strategies relevant to the sport and

develop tactics and strategies

activities in which they are participating

that are necessary in the game of

in. This will include the development of

strategies to counter tactical challenges

game sense games and activities

- Students undertake a variety of roles in

Students will participate in a

team games such as player, coach,

SEPEP program for Korfball

umpire and administrator. They will

that will require each student to

assume responsibility for the

take on a role such as sports

organization of aspects of a sporting

board member and equipment

- Students work collaboratively,

Students will work with each

negotiating roles and delegates tasks to

other to determine who takes on

complete tasks in teams

what roles for the SEPEP

program, they will also delegate

- Working with the strengths of a team

Students work with others to

they achieved agreed goals within set

determine what needs to be done

before each game of Korfball

On his Broekhuysens return to Amsterdam, Broekhuysen was inspire and developed a