Bosic Hondbd|

Methods / Toctics / Technique

by Janusz Czerwinski and Frantisek Taborsky

TABLE OF CONTENTS

IMPRINT 1 I. THE CHARACTERIZATION OF THE HANDBALL GAME 2 II. THE DEVELOPMENT OF HANDBALL IN THE WORLD 2 III. METHODICAL INTRODUCTION 3 The Rules of Teaching 3 1. The Rule of Visual Teaching 3 2. The Rule of Regularity 4 3. The Rule of Awareness and to Be Active in Learning 4 4. The Rule of Step by Step Teaching 4 5. The Rule of Versatility 4 6. The Rule of Fixation 4 The Methods of Teaching 4 1. Analytic Method 4 2. Synthetic Method 4 3. Complex Method 4 The Forms of Teaching 4 1. The Form of Games and Pre-Games 4 2. The Strict Form 4 3. The Form of the Fragments of a Game 5 4. The Form of a Game: Simple,Educational and Basic 5 The Stages of Teaching a New Element 5 1. The Stage of Generalization 5 2. The Stage of Concentration 5 3. The Stageof Automation 5 The Rules for Teaching Beginners 5 A Physical Education Lesson 5 A Lesson Draft 6 IV. TECHNIQUE 6 General Remarks 6 Catching the Ball 7 1. General Remarks 7 2. Various Catching Methods 7 Passing 7 1. General Remarks 7 2.Types of Passing 7 Teaching of Catching and Passing 8 1. General Remarks 8 Shooting 8 1. Shot in Place 9 2. Leaning Back Shot 9 3. Vertical Jump Shot 10 4. Stride Jump Shot 10 5. Shots While Falling 10 Teaching of Shots 12 Dribbling 13 Teaching of Dribbling 13 Feints 13 1. Body Feints 13 2. Ball Feints 13 3. Performance of Feints 14 Teaching Feints 16 A Player’s Movement in Offence and Defence 16 1. Individual Defence Elements 16 2. Individual Defence Technical Elements 17 3. Stealing the Ball 17 4. Screening the Opponent without a Ball 17 5. Screening with a Ball 17 Teaching of Individual Defence 18 Goalkeeper 19 1. General Remarks 19 2. The Goalkeeper’s Play 19 3. Physical Conditioning 22 4. The Game Tactics 23 Teaching of the Goalkeeper’s Game 25

1. Posture and Footwork 25 2. Defending with Legs and Hands 25 3. Passing to Initiate Fast Attack 27 4. Speed of Reaction 27 V. TACTICAL MEANS 28 Individual Tactical Methods 28 1. Always to Be Held True 29 2. For the Players in Attack 29 3. For the Players in Defence 29 4. For the Goalkeepers 30 5. In Conclusion for All 30 Group and Team Tactical Methods 30 1. Bases of Cooperation in Attack and Defence 30 2. Transition to Attack 31 3. Transition to Defence 32 4. Attacking Systems 33 5. Defensive Systems 34 6. An Example of the Pratice of a Playing System 35 7. Involvement of Chosen Shooting Combinatons 40 8. Concluding Notes 44

Imprint

Editor and Responsible for the Contents: Janusz Czerwinski / EHF Methods Commission Frantisek Taborsky / EHF Competitions Commission

Publication: European Handball Federation Gutheil-Schoder-Gasse9 A-1100 Vienna / AUSTRIA Tel.: + 43 - 1 - 66 106 / 65 51 Fax: + 43 - 1 - 66 106 - 65 59

Co-ordination: Helmut Höritsch

Language Revision: Helmut Höritsch

Layout: Karin Gsöllpointner

Place of Publication: Gutheil-Schoder-Gasse 9 1100 Vienna / AUSTRIA

Printed by: AVIS-Werbung Pragerstr. 6 2000 Stockerau / AUSTRIA

Date of Publication: September 1997

1. THE CHARACTERIZATION OF THE HANDBALL GAME

Handball is a sport from the category known as sport games, and is becoming more and more popular in the world. A relatively rapid learning of this game, based on natural human motion, has allowed it to be popularized quickly. The development of the game is also influenced by its attractiveness based in variable action and direct conflict with an opponent. Such conflict calls for a good physical preparation of a player. The competitors playing handball have a neat stature because all the body’s muscles are used in a game. Permanent motion where all the joints of upper and lower limbs work, develops and improves their range of motion. Intense and permanent physical activity generates changes in the central nervous system and in the muscles as well as in organs such as the heart, lungs, liver and kidneys. The handball game is not only influenced by physical fitness. As any physical activity it is performed and generated by thinking. A player has to - in strenuous action - rapidly see, retain, estimate, conclude and act relevantly. Two teams attempt to gain victory which is the object of the game. The players must follow all the fair play rules and sports regulations issued in order to keep the game sportsmanlike. Handball is a team game, so it plays an important role in education. Players learn to cooperate with each other. A game must be tough but in accordance with the fair play rules, team work and a sportsmanlike conduct. All these positive aspects and forms of conduct result - as time goes - in socially acceptable behaviour in everyday life. This is the vital, educational aspect of playing handball.

2. THE DEVELOPMENT OF HANDBALL IN THE WORLD

The Danish encyclopedia “Athena Lexicon” says, that at the turn of the 19th century handball was popularized at the Oldrup Gymnastics School. In 1898, the teacher Holger Nielsen introduced a running game with two goals in which 14 persons, divided into two teams, took part. The game in which a ball was passed with the players’ hands was called handball. The first game rules were issued in 1906 at the Oldrup School published by “Wejdlendling Handball”. The Germans also claim to have developed the game. Klaudina, the author of a book “Das Handball Spiel”, published in 1941 in Leipzig, claims that handball derives from a game called “Konigsbergerball”, which was then renamed “Torball” - which means goal ball. Records on handball development in Germany is dated from the period after 1915. In 1917 Max Heiner, a teacher from Berlin began developing handball as a sport for women. Another important year is 1919. Famed propagator of handball, Karl Schelenz, a teacher of physical education at the German Academy of Physical Education, was also popularizing the game. Some changes in rules had been introduced. The dimensions of the playing field were increased to 80 x 40 m, the goal line moved to 8 m, and the goal dimensions were changed to 5 m in width and

2,10 in height. Those rules embraced playing with a ball and the body, which greatly influenced the technical development of handball. In 1920 handball was introduced into school programmes. Handball, however, didn’t have a separate federation in Germany.It was not until 1934 that Fachmat fur Handball was established. Owing to the extensive activity of that organization handball spread all over Germany. Czechoslovakia is the third country which claims to have created handball. In a book entitled “Metodej Zajec - Dejiny Hazeny”, published in 1948, the author says that Czechoslovakia is the homeland of handball, which originated from hazena (“hazet” means to throw). A founder of hazena, which was introduced in that country in 1906, was a teacher of physical education in Prague, named A.Kristd. He wanted boys to turn their interest from soccer, which he recognized to be a dangerous game, to hazena for which he developed rules. International handball began in 1928. In that year the first organization the IAHF (International Amateur Handball Federation) Congress held its meeting. The following countries organized the Federation: Germany, Czechoslovakia, Holland, Belgium, Austria, USA, France, Ireland, Denmark and Canada. After the 2nd World War in 1946. The representatives of the 15 countries created a new Federation, called IHF. The dynamic progress of handball in the world had begun. Nowadays it is played in more than 130 countries. In 1991 the European Handball Federation - EHF was founded with its base in Vienna. The Federation is responsible for development of handball in Europe.

3. METHODICAL INTRODUCTION

Physical education teachers and instructors are expected to have great experience in their work with children. It would be desirable to have trainers with extensive experience in teaching. A teacher at school must deal with the problem of how to teach children the basic technical and tactical elements of the game. To teach - means to conduct regular training which should result in learning a particular subject. Teaching is the method chosen by a teacher of using various measures to achieve the objective:

TM The Rules of Teaching TM Methods of Teaching TM The Forms of Teaching TM Steps or Stages in Teaching a New Element TM The Rules for Teaching Beginners

THE RULES OF TEACHING

The standards of a sensible, didactic process in a course of teaching are called rules. The basic rules are as below:

1. The Rule of Visual Teaching 2. The Rule of Regularity 3. The Rules of Awareness and to Be Active in Learning 4. The Rule of Step By Step Teaching 5. The Rule of Versatility

6. The Rule of Fixation

1. The Rule of Visual Teaching ...is mainly accomplished by the demonstration of a particular move and by arousing an interest in it which will encourage the pupil to perform the demonstrated exercises.

2. The Rule of Regularity ...means a permanent and correct repetition of the basic technical and tactical elements. A new exercise should relate to the previous one and will be a preparation for the more complex elements.

3. The Rules of Awareness and To Be Active in Learning ...are closely interacted and they have a vital impact on the results in training. Each player should know and understand the meaning of the performed exercise and its implementation in a game.

4. The Rule of Step by Step Teaching ...demands a variety of exercises from a teacher/coach. One must remember that the material to be taught must be suited to the level of the players. In teaching youths we have to keep in mind the following rules:

❍ developing a simple element into a complex one ❍ developing an easy element into a difficult one ❍ developing the known elements into the new ones.

5. The Rule of Versatility - a teacher must prepare the youths for performing various tasks. This refers to the fitness preparation as well as the technical and tactical performance.

6.The Rule of Fixation ...is dependent on a permanent repetition of the technical and tactical elements. Continuing the repetition we can produce the required behaviour which is essential in a game. A lesson includes the rules, methods and forms of teaching.

THE METHODS OF TEACHING

The methods show us how to act in order to achieve the required task. There are some methods used in the process of moulding behaviour.

1. Analytic Method The analytic method is a method of dividing the movement to be taught into particular elements. Having learnt these elements they are then incorporated into the whole exercise. The method is useful in teaching the difficult elements of movements in regard to the techniques and tactics of a game.

2. Synthetic Method The synthetic method is the most natural form of teaching in where we teach the whole move.

3. Complex Method The complex method is one which embraces the previous two methods. Part of the element is taught using the analytic method.

THE FORMS OF TEACHING which can be used in a lesson. The basic forms are as follows:

1. The form of Games and Pre-Games Different forms of games and pre-games are mainly used at the early stages of teaching.

2. The Strict Form The strict form is an essential form in teaching sport games. A teacher, using this form, chooses trainees, the directions of passing the ball and changing of the positions. Exercises are provided without an opposing team which is an important feature of this form.

3. The Form of the Fragments of a Game All exercises involving opponents are practised in fragments of a game. This form is used when teaching techniques as well as tactics.

4. The Form of a Game: Simple, Educational and Basic A simple game is used for beginners. In this type of game only those rules are being followed which are connected with previously taught technical elements. This results in a smooth flow of the game and the youths can enjoy the scores. During an educational game we perform the technical or tactical elements which have already been taught. Certain rules which must be abided by during the game are established by the teacher or coach. The basic form of the game is played according to the rules. It is a test in which one can verify to what extent the techniques and tactical elements have been learnt.

THE STAGES OF TEACHING A NEW ELEMENT

When teaching a new element a teacher should follow a certain order. This can be divided into three stages:

1. The Stage of Generalization Demonstration and verbal explanation are used during the stage of generalization. We emphasize on the most important features of the particular exercise and mistakes which might arise during performance. The central nervous system is being stimulated by verbal as well as visual factors.

2.The Stage of Concentration During the stage of a concentration a particular element is performed and the teacher eliminates the errors. The central nervous system is being affected just by stimuli vital for the taught element.

3. The Stage of Automation In the stage of automation the taught elements are being implemented. At the beginning of this stage the form of fragments of the game are introduced.

THE RULES FOR TEACHING BEGINNERS

The basic rule for working with children is not just to transform the training techniques used with adults. We must also remember that...

μ lessons and a game have to be shorter than in advanced groups μ effort has to be adjusted to the level of a group μ various exercises should be used μ equipment should be appropriate for the physical condition

of a particular group μ at least 1/3 of the exercises should be in the form

of games and pre-games μ a group must be under permanent medical control.

A PHYSICAL EDUCATION LESSON

The teaching programme is implemented in the form of a lesson. Each lesson lasts 45 or 90 minutes and consists of three parts:

1. Introduction 2. Main part 3. Conclusion

The subject of the lesson is arranged according to a plan which is called a lesson schedule. Correctly arranged lessons should provide a complete fulfilment of the didactic subjects.

They are as follows:

μ teaching of new elements/exercises μ improving known elements/exercises μ control and assessment

A LESSON DRAFT