TEACHING HANDBALL - IHF Handball at School Booklet Series

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These motor skills are trainable across the lifespan, but improve at a greater pace if theproper workouts are applied during the right periods of child development. These periodsare referred to as the optimal windows of trainability (sensitive period):FEMALESCreativitySpeed 1SupplenessCoordinationAgilityEnduranceSpeed 2PowerDecision-makingBalanceStrengthRate of growthChronological age5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20+NOVICEBEGINNER INTERMEDIATE ADVANCED EXPERTPhysical, mental - cognitive, emotional developmentMALESAgilityEnduranceSupplenessDecision-makingCoordinationSpeed 2Speed 1StrengthPowerCreativityBalanceRate of growthKey phases of motor and playing skills development38
3Development of body alignment,coordination and balanceProper body alignment while moving can help prevent repetitiveand excessive load on joints, muscles and spine, alleviating painand reducing the likelihood of injury. Good posture is essential forgood health. As a bonus, correct posture can boost kids’ confidenceand mood.In pre-school and school age, emphasis is placed on bodyalignment, coordination, balance and dissociation of movements,because it is an important basis for complete movements as wellas for the prevention of soft tissue injuries in the future (muscles,ligaments, especially major joints such as ankles, knees andshoulders). Based on a good foundation of these skills, playersgain greater certainty and accuracy of movement, to which thenext development of movement learning is related.Note: Nowadays, the main problem is the lack of physical and spatial body awareness. For thisreason, the precondition for the development of motor function is that children are exposed toas many variability experiences as possible. Children are not born with the skills of catching,jumping, throwing, etc. These skills have to be learned. However, children are born with theunderlying factors that allow them to perform and develop those tasks.Factors aff ecting skill development:Incorrect understanding of movement (lack of technique, player level, etc.).Poor motor skills (insufficient skills to perform the task).Poor coordination of movement (lacking dissociation of of right/left or or upper/lower parts). parts).Incorrect application of power (estimation of distance, speed of teammate, etc.).Lack of concentration (very simple/difficult tasks, fatigue, etc.).External factor (e.g., weather).Children are unable to learn complex skills inappropriate for their age on their own.To be the best PE teacher/coach of handball, you need to be good in these threedomains:1. Know yourself – know your personality, approach, methods, weaknesses, strengths,lifestyle, culture, ability to cope under pressure, mentality, where you go for help, whoyou ask for help, etc.2. Know your public – know your group, class, team, their environment, attitude,interaction, their leader, capacity, personality, mentality, etc.3. Know your sport ‘handball’ – know its rules, organisations, methods, strategies, tactics,specific skills required at each phase of development of young players, new trends, injuryprevention, recovery, etc.39
Page 1 and 2: 18121714TEACHING HANDBALLVOLUME 1:
Page 3: Title of booklet series: TEACHING H
Page 6: 9 CHARACTERISATION OF STAGES IN THe
Page 9 and 10: 2. BRIEF HISTORY OF HANDBALLGames s
Page 11 and 12: 3. Overview of different types of H
Page 13 and 14: 4. Basic structure and terminologyB
Page 15 and 16: In transition defence, players retr
Page 17 and 18: Passing:Penetration:Pistonmovement:
Page 19 and 20: 4.3 Handball FacilitiesHandball can
Page 21 and 22: 4.4 Light Version of RulesHandball
Page 23 and 24: The goalkeeper is not allowed to:18
Page 25 and 26: The defender is not allowed to:1014
Page 27 and 28: Free throw is given to the opponent
Page 29 and 30: Keep the distance of 3 metresKeep t
Page 31 and 32: 4.5 Handball EquipmentFor all types
Page 33 and 34: UNIFORMIn mini handball, the goalke
Page 35 and 36: 5. Handball at School PhilosophySch
Page 37: 6. METHODOLOGY AND APPROACH OF TEAC
Page 41 and 42: Eff ective teaching should:Make han
Page 43 and 44: Stage 1Stage 6SITUATED PERFORMANCEL
Page 45 and 46: Small-sided games is a generic desi
Page 47 and 48: FRAMEWORKS FOR DIAGNOSING LEVEL OF
Page 49 and 50: PROBLEM-DIAGNOSIS FRAMEWORKAre lear
Page 51 and 52: Design tasks that:Are fun, have goa
Page 53 and 54: The time allocated to handball is p
Page 55 and 56: 7. Basic collective playIn this cha
Page 57 and 58: attacks always depends on the playe
Page 59 and 60: At the advanced/expert levels, buil
Page 61 and 62: TRANSITION TO DEFENCETransition def
Page 63 and 64: 8. Handball Skills and TechniquesBa
Page 65 and 66: Good techniques of ball handling pe
Page 67 and 68: Basic position of passing141414Pass
Page 69 and 70: SHOOTINGThe aim of shooting is to t
Page 71 and 72: Body fake without the ballThe basic
Page 73 and 74: 8.2 Basic Defence SkillsThe insepar
Page 75 and 76: INTERCEPTING THE BALLBuilding defen
Page 77 and 78: A goalkeeper is the only player who
Page 79 and 80: Major offensive game problems and b
Page 81 and 82: With novice learners, the usage of
Page 83 and 84: Tactical concepts/skillsOn-the-ball
Page 85 and 86: 2 nd stage 1 st stage2 nd stage1 st
Page 87 and 88: Game form:5v5 game play, with a rud
Page 89 and 90:
Partial game forms - examples of th
Page 91 and 92:
Tactical concepts/ skills On-the-ba
Page 93 and 94:
Principles about assessment for lea
Page 95 and 96:
Note: Advanced/expert levels - In c
Page 97 and 98:
30-15 Intermittent fitness test (Bu
Page 99 and 100:
10. CURRICULUMHandball deserves to
Page 101 and 102:
10.2 Beginner School CurriculumMini
Page 103 and 104:
10.4 Advanced School CurriculumHand
Page 105 and 106:
11. Organisation of Handball Events
Page 107 and 108:
1212103655141913581718PROBLEM SOLVI
Page 109 and 110:
ADMINISTRATIONTournaments require g
Page 111 and 112:
12. ACKNOWLEDGEMENTSThe authors of
Page 113 and 114:
14. APPENDIX14.1 Developing Scope a
Page 115 and 116:
14.2 Example of Lesson FormDate:Pla
Page 117 and 118:
14.3 Guide for Events in SchoolsOrg
Page 119 and 120:
NOTES119
Page 121 and 122:
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