TEACHING HANDBALL - IHF Handball at School Booklet Series

Recommendations

Info

Example for observation of students:Beginner formSTUDENTS’NAMEAttackOn-the-ball skillsOff-the-ball skillsDefenceTeamworkand attitudesPhysical fitness Global level NotesNote: Performance level on a scale of 1 to 4 (in which 1 is poor, 2 fair, 3 good, 4 great).Beginner game play performance assessment rubric – Qualitative assessmentGame playcompetenceGame sense and competence in on-the-ball skills and movement patterns to successfully play with full-courtpressurePoor Fair Good GreatIs unable to createadvantageIs unable to create advantagemost of the timesIs able to createadvantageIs able to createadvantage consistentlyATTACKDecisionmaking(with ball)+Support+ExecutionOn-the-ball skills- Loses ball when underpressure (bad decision ortechnique deficits)- Takes too much timeto penetrate when anopening arises (losesadvantage)Off-the-ball actions- Lack of space and bodyawareness to evadeopponent-Is unaware of making spaceand to support teammatesunder pressureOn-the-ball skills- Struggles in maintainingball under pressure (slowand predictable passes)-Recognises freeteammates andreleases ballOff-the-ball actions-Struggles in makingspace and to supportteammates underpressure- Evades opponentsporadicallyOn-the-ball skills- Passes ball successfullyunder pressure-Receives ball moving,threatening to score, andjump shoots with appropriatemotion- Assists an open receiverto scoreOff-the-ball actions-Uses space effectively tomake forward progressionand to attack goal-Adjust position as neededby the flow of the gameOn-the-ball skills-Appropriate decisionmaking(passing, faking,dribbling or shooting)-Beats defender in openspaces (1v1)-Is able to free teammatesto scoreOff-the-ball actions-Creates new paths ofaction- Gets easily open bytimely employing cuts/fakesDEFENCEHardly plays individualmarkingPoor basic defensivepositioningUnderstands individualresponsibility conceptTries to keep individualmarkingRecognises his/her rolesimmediately after losingballPlays individual markingconsistently withoutmaking foulsAdjusts pressure to dangerand helps teammatesIntercepts ball and playsfast breakTeamworkand attitudesBlames teammatesDisrespectful behaviour(with referees)Needs supervision to stayon taskOccasionally breaks thebasic rulesAccepts referee decisionPlays within rulesExhibits self-controlShows good sportspersonshipand fair playInspires classmatesShows reliable leadershipSupports classmates andhelps them to improve94
Note: Advanced/expert levels - In clubs, the observer goes even deeper, using statisticsof player and team activities to assess development. In recent years, a video analyst playsa major role in this function, creating a database of individual player activities, team tacticsand strategies, and all the data are associated with adequate statistics.Health-related physical fitnessHandball can be a valuable tool for the promotion of health and healthy lifestyles. From thispoint of view, it is reasonable to describe here a possible set of tests to evaluate the progressof physical conditioning promoted by the sport. Of course, health also includes mental health(self-confidence, happiness, socialisation, etc.), and this cannot be evaluated by these tests. So,remember that this focuses only on the conditional aspects of fitness, and that many other testsbesides the ones provided here could also be adequate for this purpose.A motor test (or test battery) is the most commonly used diagnostic method for determining thelevel of motor skills (performance). Motor tests must ensure test reproducibility, test verifiability(known as Test Quality Criteria), and include a developed scoring system. In different countries,different test systems are used to determine the level of motor skills in handball. However,testing has the same goals, and it is the inclusion of tests that closely match the level of motorskills needed to achieve optimal performance in the game.Testing is primarily used to determine player strengths and weaknesses, so as to design themost appropriate handball conditional training programme. For example, assessment of lowerlimb power and strength asymmetry might be useful to identify players with severe bilateralasymmetries and strength deficits, which can be useful when designing individual training programmesfor injury prevention and performance.Another use of testing is for talent identification, to direct the player to be better suited in thegroup, to play in a more appropriate position or to compete at a more appropriate level.The following are examples of simple fitness tests which can be easily reproduced on fieldand measure strength, power, cardiorespiratory function, anaerobic capacity, agility and bodycomposition (weight, height and Body Mass Index).Body compositionMotor skills(key components)RubricsLower body strength and explosive powerUpper body strength, power and enduranceMultidirectional movement (forward, lateral,and backward) testMaximal aerobic function, anaerobic capacity,neuromuscular and change of directionqualities, and inter-effort recoveryStrength and endurance of the abdominalsand hip-flexor musclesWeight, height and Body Mass IndexAssessments/testsStanding long jump | Single hop test (complementary) | Triple hoptest (complementary) | Vertical jump testOverhead medicine ball throw (forwards) | Press-up testAgility T-Test (Sassi et al, 2009)30-15 Intermittent Fitness Test (Buchheit, 2008)Sit-up test95
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 and 38:
6. METHODOLOGY AND APPROACH OF TEAC
Page 39 and 40:
3Development of body alignment,coor
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: Principles about assessment for lea
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: 121
show all

TEACHING HANDBALL - IHF Handball at School Booklet Series

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?