1 - DIDACTIC SPORT

The work of a trainer, monitor, professor, etc., is the one to teach. Therefore, we were within the scope of the Didactics.

Concept DIDACTICA means, etimológicamente "Art to teach", with all the implications that it supposes. At the moment the concept has evolved, and the Didactics is framed within sciences of the education, that enters as well within Social Sciences. All of them move between the scientific objetivismo and the subjective speculation with more or less philosophical shades. In Ingles to these sciences it is known them with the name of "soft sciencies" (soft sciences), in contrast to which we know like exact sciences.

All these conditioners must be considered by the person who begins in the land of education to avoid principle errors which they condition his later educational work.

The methodology of used investigation moves between the work of laboratory and the work of field. Trying to isolate the variables that interest to control in the first case, and by means of the systematic observation of the phenomenon that interests in its natural space in the second case.

It is not necessary to also forget, that the process of education-learning in the field of the E.F. and the sports (and in the Handball concretely), and due to the diversity of situations that take place is going to make the existence impossible of global and unitary solutions. What yes it goes if possible are going to be a series of masterful lines, of directives that can affect of positive form the process.

1.1- THE NECESSITY OF A DIDACTIC SPECIFIES OF THE SPORT.

The sport has contents whose differentiation and specificity are impossible that they are more evident, therefore are necessary to adapt the Didactics to the development of an activity in which the corporal movement and the physical effort constitute the last contents.

We are going to see next a series of differentiating aspects between the education of the sport and education in the classroom:

All these differences can be summarized in:

a) Manifestation in the obtaining of results.

b) Methodology of education.

c) Interpersonal relations.

d) Structure of organization.

1.2. - THE EFFICIENCY IN EDUCATION

In principle it is necessary to differentiate conceptually efficiency from effectiveness, being valued the this last attainment of the proposed objectives, independently of the effort used in it. Therefore, and more in the field of the sport, it is necessary to speak of efficiency.

Education as process enseñanza/aprendizaje can be contemplated on the basis of two slopes:

+ the process in himself (existential methodologies, current expresionistas...).

+ Producto/Resultado ("the letter with blood enters").

Both conceptions are extreme, and is possible to think that the ideal would be in the interval, to set out like objective the global efficiency proceso/producto.

Process on the base to obtain for the player beneficial and enriching experiences and experiences.

And product on the base of learnings and significant improvements that they increase to the level and the capacity of the player, obtaining the proposed results.

This obtaining of the proposed results, supposes to reach the efficiency in the education, that is as well going to depend to obtain:

* High level of assimilation.

* Economy in the time.

* Education that benefits to many (individualización principle).

Therefore we would speak of efficient work on the part of the trainer if this he is able of

TO REACH WITH The GREATER One I NUMBER OF PLAYERS The MAS HIGH LEVEL OF LEARNING, IN The SMALLER POSSIBLE TIME And To TRAVES OF BENEFICIAL And ENRICHING EXPERIENCES.

2 - PRINCIPLES BASICS OF SPORT EDUCATION
2.1 - EDUCATIVE PRINCIPLES BASICS

The Physical education, and Deporte more concretely must be faithful to a ideario that can be synthesized in three basic principles:

- EDUCATION FOR the BEST KNOWLEDGE IF SAME, through the physical exercise and the sport, the person must learn to know itself better, to become aware from its possibilities and their limitations to be able to accept itself so as it is.

- ACTIVE EDUCATION, the physical activity must consider to the player like an active being who is able to mobilize his capacities (perceptivas, cognoscitivas and of execution) to reach solutions and results; it is not a mere receiving sponge or.

- EDUCATION EMANCIPATORIA, we must grant to the player levels of responsibility and agreed decision making to its possibilities.

2.2 - OBJECTIVES OF F.E. SPORT

The intentions of the Physical education and Deporte have settled down according to diverse levels of complexity; it can be said in general that is:

* INDIVIDUAL DEVELOPMENT

* ADAPTATION TO THE ATMOSPHERE

* SOCIAL INTERACTION

Of the different taxonomies they are extracted to obtain to these goals two great areas:

A) Area of development of the motor ability

B) Area of development of the physical training conditions

(This analysis only takes place like method, soon can go mixed; they go it generally. P.e. the race or the handball).

A)AREA OF DEVELOPMENT OF THE MOTOR ABILITY

The Motor Ability like " the capacity is defined to make a motor task of effective way, with the minimum cost of energy, time or both". It is the qualitative aspect of the movements.

B)AREA OF DEVELOPMENT OF CONDITION FISICA

The physical training conditions is defined as "the ability to make a work daily with vigor and effectiveness being slowed down the appearance of fatigue and made with the smaller power cost and avoiding the injuries" (H. Clarke).

It is the set of physical qualities that determine the capacity of a person and who orients to him for a certain sport practice. It is the quantitative aspect.

Own objectives of the Physical education and Deporte according to its areas of contents

AREA OF DEVELOPMENT OF THE MOTOR ABILITY

- Development of the perceptivo-motor capacity.

- basic Development of the abilities and skills.

- basic Development of the capacity of use of the abilities and skills to and more more complex situations of changing surroundings.

- Development of the abilities specific skills like adaptation process and refinement of the basic abilities.

- Development of the efficient and creative use of the specific abilities in its context of real application.

- Development of the capacity to solve motor problems improvising suitable answers.

- Development of the capacity to compose well-known motor elements creating unique motor answers in its globalidad.

AREA OF DEVELOPMENT OF CONDITION FISICA

- Development of the Resistance

- Development of the Flexibility

- Development of the Speed

- Development of the Force

3 - EDUCATION OF F.E. AND SPORT LIKE A PROCESS SISTEMATIC

The elements that compose the educational act are:

- STUDENT (Discente)

- PROFESSOR (Educational)

PROFESSOR... EDUCATION... STUDENT... LEARNING........ STUDENT

                       LEVEL                                        LEVEL

FINAL                                         INITIAL

So that this process takes place they are necessary:

- education CONTENTS (Knowledge).

- EXPOSITIONS DIDACTICOS (Formacio'n Especi'fica).

              - AVERAGE materials

3.1 - EDUCATION SISTEMATIC CONCEPT

Systematic education is that that adjust in its programming and execution to a scheme computer that implies a series of actions and a hierarchic sequence of performance.

Basic model of systematic education:

4 - ANALISIS OF THE MOTOR TASKS

The own matter of the education of the sports, and therefore of the Handball constitutes the set of motor tasks that compose it.

4.1 - DIVERSITY OF TASKS AND REQUIREMENTS FOR ITS APPRENTICE

The objective of the trainer of Handball is the education of tasks, that is to say, that the student learns them.

For it it is important to consider the specific characteristics of each task, which will determine the technique of education and the method to use.

In principle it is possible to be affirmed that the difficulty of a task will come dice by the amount and type from information that is necessary to handle on the part of the player who learns (p.e. will be easier to dominate the technique of the shot put that the game of Handball due to this. The player of Handball needs to process greater amount of information and quality more variable than the thrower of weight).

PROCESS OF EXECUTION OF A TASK (MODEL BASES):

MOTOR TASKS EXIST DIFFERENT, SOON REQUIRE DIFFERENT TREATMENTS DIDACTICOS.

Of the exposed model it is possible to be deduced that three basic mechanisms exist that allow the execution of the motor tasks:

1 - MECHANISM PERCEPTIVO

2 - DECISION MECHANISM

3 - MECHANISM OF EXECUTION And CONTROL Of the MOVEMENT

Mechanisms 1 and 2 can not exist or exist to a lesser extent, but the 3 must always exist since it is the base of the physical activity.

4.2 - MOTOR TASKS AND MECHANISMS PERCEPTIVES, OF DECISION AND EXECUTION
4.2.1 - MOTOR TASKS AND PERCEPTION

The degree of perceptiva complexity will come modified by a series from aspects:

4.2.2 - MOTOR TASKS AND The TAKING OF DECISION

Once the player perceives the outer situation must think the most correct action quickly to make (this thus does not happen in other sports like golf or the billiards in which the decision making does not have that necessity of rapidity.

The decision making is going to be in favor conditional of:

A: The number of decisions that there are to take and the diversity of intentions of the task: to a player of Handball they appear manifold diverse decision makings throughout a party and intentions in the game; to a saltador of height p.e. only one, to jump or not to jump.

B: The number of alternative answers whereupon we are in each decision making:

C: The time to make the decision: The situation of launching in handball will be very different for the same player if a launching of position or a launching of seven meters is before.

        Of all ways, in this point it is necessary to distinguish between two concepts that often are confused: speed of perception and speed or decision time.

D: Level of uncertainty whereupon makes the decision: Frequently during the game situations occur in which a high level of uncertainty others of smaller load exists along with. The decision of the doorman in the serve of the direct counterattack will have less complication if the player who runs goes completely only that if takes to a defender treating to cover the line of he happens.

E: Level of risk that tolerates the decision: sometimes certain decisions are conditional by situations of mental and even physical risk that mediatizan to this one.

F: The number of elements that is necessary to remember to make the decision: the more inexpert he is a difficult player the more turns out to him to take part in the game due to this problem, needs long time to remember the correct mechanisms of performance. As experience is acquired the situations are automated and as soon as it is necessary to remember situations.

4.2.3 - MOTOR TASKS AND THEIR EXECUTION

Within the execution of the tasks it is necessary to differentiate two aspects:

- QUALITATIVE ASPECTS (COORDINATION)

- QUANTITATIVE ASPECTS (CONDITIONAL)

QUALITATIVE ASPECTS

We spoke here of the coordination degree that demands the task or tasks, and that will depend on:

- the structure that has the movement and of the muscular groups that are necessary to imply in their execution.

- the speed and precision that the task requires.

QUANTITATIVE ASPECTS

We talked about here the conditional capacities that demand the tasks. Aspects within the physical training conditions exist that are not susceptible of modification:

Biotipo

The time of reaction

The fiber composition

The number of fibers...

What we can do with these aspects is to value them to orient to the sportsman towards certain sports or positions and to optimize them to the maximum. Other factors yes are modifiable, and most important of among them it is the capacity of the individual to adapt to the effort.