1 – GENERAL ASPECTS OF THECNICAL LEARNING

The TECNICA in the HANDBALL responds to the question HOW? within the development of the phases of the game. But we cannot forget that other two fundamental questions in the individual order for an optimal development of the game exist: WHERE? and WHEN? To these two questions it responds the INDIVIDUAL TACTICA.

The education of the technique of the sports has happened through several phases as far as conception or forms to see same and the importance that has been assigned to him within the game.

In years 60 and 70 great importance to the technique occurred from the biomechanic point of view (it was based on the conductista model), of there the name of MECHANIST CURRENT, that looked for the perfect and effective gesture imitation of which they make the champions. Models are constructed that must be reproduced through a generally analytical methodology. Once dominated to the basic gestures the nascent one it can play with others to form equipment, is constructed the game from the technique. This model is valid for sports with stable atmosphere but poor man in that pronounces itself in which multiple factors interact.

Later CURRENT GLOBALISTA (Influenced by the psychological theories of the Gestal) proposes a formation based on the considered technical learning necessary to respond to concrete situations of game. Part of the equipment like structured set that it has or several systems of game. In them the player has a defined and precise paper for which he must acquire and work certain gestures, the technique is secondly but she is not secondary, the individual technique like collective necessity.

At the present time one tends to a development of the technique from an EXPOSITION COGNITIVISTA with the preoccupation by the processes that take place within the individual. The gesture technical arises as a result of complex internal processes, after analyzing the conditions of the surroundings in where it makes his activity, and does not give rise to mechanical gestures but to "applicable MOTOR SCHEMES" in variable situations.

The stimulation of the sportsman takes place modifying the organization of the events and situations of the surroundings and gives rise to the elaboration of new behaviors product of the personal interpretation.

The evolution of the learning is centered in the capacity that has the sportsman to analyze the signals of the surroundings, knowledge to interpret them and to take varied motor solutions more and more fit to its necessities and I interest individuals: the sport activity based on the person.

It is more valid for the sports in that the competition situations are not stable and demand great interaction.

FACTORS THAT AN EFFECTIVE TECNICA INCLUDES/UNDERSTANDS

According to Meinel:

1. A division in the space and defined time or (to indicate of form needs the parts a movement or their components, preparatory, main and final when it is acyclic movements, and of the fusion of the phases when the movements are cyclical).
2. A dynamic division temporary indicated good (rate). Fluid succession of the phases of tension and muscular relaxation, assuring the economy del muscular work and del nervous system.
3. A good course of the movement. It defines the measurement of the reached coordination. An executed affluent movement always passes with fluidity, without giving to effort sensation its accomplishment.
4. A high elasticity of the movement. Capacity to be against to the external resistance, abrupt or violent movements, returning to the starting point without damage for the musculatura.
5. Premature forecast of the movement (anticipation), becoming aware from the course of the movement before its initiation.
6. Forecast of the other people's movements (anticipación).La previous determination of the consequences of a movement of the opposite is fundamental in the equipment sports.
7. Exactitude of the movement (precision). To adjust mechanically to the exact form of the execution, most favorable speaking, and her will leave the effectiveness and the attainment of the proposed aim.

METODOS OF EDUCATION OF THE TECNICA

Two fundamental methods for the education of the game techniques exist:

• Direct instruction
• Search

Direct instruction or reproduction of models

One is based on equipping the player with direct information to solve the technical problem, making specific to him how it must make his execution.

So that it is possible to be produced this method must occur two conditions:

1º. That a solution of proven well defined yield exists and.

2º. That the trainer communicates to the player this solution to him.

Actually this method can be carried out according to several types of strategy: GLOBAL or ANALITICA.

In the global strategy the technique in its totality is taught. Example: the execution of a feint in the second passage with exit by the weak point sets out and it is asked the students who make it of complete form. This form to teach the technique it is known him like global pure. If we asked to him the player whom is concentrated in the pivot between the first one and the second step would be using a global strategy with polarization of the attention. If is very difficult the learning we can decide on a global strategy with modification of the real situation: to place hoops in the ground and inside to paint I – Z based on pié to support, marking, consequently, the sequence.

Sometimes it is not possible to reproduce, of principle, the technical model to follow due to his complexity, is then when one resorts to the strategy ANALITICA that consists of dividing the technical gesture to make in simpler parts. This can be:

Pure analysis: The gesture in parts is divided based on which it is considered more important to learn in the first place and so on. Once learned all it is come to the final synthesis.

Sequential analysis: The technical gesture is divided chronological and it practices independently, once assimilated each part is come to the final synthesis.

Progressive analysis: The gesture in parts is disturbed. It is begun to with the execution of the first part and progressively they are added new elements until completing it. Example: The launching in jump.

This method will be to us very useful in the education of the technical-mechanical elements, when we respond to HOW. Nevertheless it would be to impoverish the formation act if we abused him in the application to the individual tactics.

Education by means of the search or resolution of problems

Very related to the exposed idea previously when we spoke of the cognitivista current in the sense that it establishes a clear relation between learning of the technique and cognitiva activity.

In this method the trainer presents/displays a problem that the player must solve (cognitiva dissonance). The player or players previously analyzes the situation to the search of solutions.

At the time of creating problems from this method of education we must consider several conditioners:

1º: That the solution to the problem does not have beforehand to be well-known.

2º: That it does not have to be too easy.

3º: That it must offer the possibility of achieving success but will produce demotivation.

4º: That the exposition of the problem does not have to give rise to greater volume of verbalización than of technical activity.

5º: That the result must be evaluable.

This style offers less possibilities of use in the education of technical-mechanical elements. If he is very useful, nevertheless, at the moment for applying the technical elements in space-temporary situations and with opposition, in the learning of the INDIVIDUAL TACTICA like answer to WHEN? And to WHERE.

2 – LEARNING PERCEPTION-MOTOR AND ITS RELATION WITH The THECNICAL OF THE GAME

From the point of view of the intentions of game the player must at any moment act based on HOW, WHERE? and WHEN? This implies on the other hand:

- a pick up of information of which it is developed to level of his motricidad, being the corporal scheme the reference that serves to him as base, and that consequently depends on the internal receptive sensations.

- a pick up of information of which it is developed on the land and that, therefore, depends on the external receptive sensations.

The perception, bases on which the intention is developed, gives rise to two fundamental phenomena for the dominion of the game on the part of the player:

• To select of the great amount and variety of elements of the game those important ones for the turn out of the same one and, in addition, to be able to learn to hierarchize them by importance order. This capacity it is known him like SELECTIVE ATTENTION. Frequently the difficulty for the dominion of the game technique does not come determined by a defect from execution, but not being able to fit the task from the perceptivo point of view. For that reason the familiarisation with the perceptivas peculiarities previously to the dominion of the technique is obligatory (execution).

• ANTICIPATION PERCEPTIVA. In order to gather and to recognize the level of the game the indications that allow to anticipate the evolution of a situation before it is materialized. It is what is going to allow, with time, to force a lack of attack or to intercept a ball.
  

These two elements are those that are going to determine the optimal speed of game that can obtain a player. To greater capacity of selection and greater anticipation it is going to be the speed possibility that can print to him to its technical gestures. In addition, he is something of which the own player must be conscious to avoid to accumulate errors.

CAPACITIES PERCEPTIVO-MOTRICES TO DEVELOP IN HANDBALL FOR The ACQUISITION OF The TECNICA

3 – METODOLOGY OF EDUCATION IN THIS STAGE

PRINCIPLES METODOLOGICS

- a global methodology Must be used predominantly (game) and the constant analysis of the observed behaviors.

- We must consider that we were in the stage of consolidation of the lateralidad, reason why must favor the development of the weak side and the improvement of the dominant side.

- the complexity degree must be reduced to the elevated number of repetitions of technical-tactical exercises.

- Intensity low and execution with variability that creates an ample motor availability, cradle in the application and use of basic movements.

- Work with small groups in ample spaces.

- Practical of diverse games and competitions.

GUIDELINES METODOLOGICS

1º - The exposition of problems is going to be preferable that give rise to the creation of flexible techniques that the accomplishment of repeated concrete stereotypes. The dominion of happens can be tried to obtain in the middle going two static companions or with a defender. In the first case it is going to give rise mechanized to the creation of gestoformas and in the second to the formation of a more or less ample repertoire to avoid the defender. It is for that reason that must be avoided to the maximum the mechanized learning treating of which this it takes place through movements:

Adapted to the concrete situation.

Applicable to other situations, and

Transferable to the real game.

This way a greater internalization of the movement by means of the establishment of relations takes place causa/efecto, besides to obtain a greater relation with the game.

In relation to these aspects it is not necessary to forget that the boy needs to complete the process:

TO PERCEIVE.................................. PENSAR/DECIDIR............................. TO ACT

..........conocimiento EJECUCION/RESULTADOS.....................

and not only the last one (to act).

In this stage the perceptiv activity is going to have greater importance, mainly what it talks about the perception of the surroundings, as well as the perception of one same one.

2º - It is going to be necessary to adapt the rules of game to the possibilities of the boy as far as:

- Land of game (smaller).

- semicircular Area (possibility of having shot angle from any position).

- Duration of the parties.

- I number inside of players and outside the field, and

- So large of the ball.

In this sense ANTON, J.L. proposes the following thing:

- In addition to the reduction of the area of portería and to give semicircular form him,

- To reduce to the game land to measures 20-22 meters in length by 10-12 of wide.

- To reduce portería to 3 xs 1.80 ms.

- To reduce the number of players to 3x3, 4x4 and 5x5 plus the doormen.

- Not more than two reserves by equipment.

- Two times of 10-12 minutes.

- multiple Games (multiballs, multitargets, I multiput...).

- To promote functions of referee-trainers in the players.

- Possibility of eliminating the center serve.

3º - Besides to learn, the boy must amuse itself. For it the use of playful forms is important. It is necessary to take advantage of the intrinsic necessities movement that has the boy.

4º - The most general objective is going to be to initiate the game. The most current situation in the collective game is the formation of "packages" or "clusters" in which the important thing is to have the ball although does not exist space advance. Before this it is necessary to create pedagogical situations that allow the boy (and to all the children) to participate in the game with ball. For it the execution of games or reduced training exercises goes to be essential in which the monopolización or the inhibition is difficult.

5º - From the tactical perspective it is necessary to begin to cause that the boy recognizes the difference

Possession of the ball............................... Nonpossession of the ball

Attacker.................................... Defender

6º - As far as the systems or strategies to apply, some ideas are exposed next that can give greater effectiveness to the learning process:

- To make use the space of rational form as far as width and depth.

- not to use specific positions, to leave the boy occupies the ample space freely.

- predominant Use of the defense man to man in all the field or certain zones.

- Related to the depth concept, to introduce the idea to take terrain.

- Concept of fight by the possession of the ball.

- Defense in two lines and attacks the defense in two lines.

- To omit the phase of organization of an attack.

- not organized defensive Crease. Relation man-man.

7º - The work methodology will have to be conditioned to a series of factors that we must respect at the time of designing the sessions:

a) The increase of the difficulty of the progression will come dice by:

- the exigency to make previous or later movements

- By the smaller time of realización/aumento of the speed of execution.

- Increase of the possibilities

- Modification of the positions, situations or directions.

b) Continuously to alternate sequences of work of GAME with the evolution of concrete CONTENTS ESPECIFICOS of independent form.

c) The PAUSES throughout the training are preferable many and short that few and very long, this way we will allow one better recovery and we will avoid losses of attention and concentration in the work.

d) He is advisable to give POSITIVE REINFORCEMENTS regularly to help the boy to autoafirmar themselves, to mature his own image and to help him in the learning process. You compensate, prizes or trophies are not so advisable because they can inculcar a mercantilista concept of the sport from these ages. The idea would be to foment the personal improvement before working to obtain prizes. To take advantage of what it makes well to fix it and to make reflect on the errors.

8 - In relation to the COMPETICION and To the DEGREE DE PARTICIPATION, the organization of multiple short matches is preferable before long leagues. In the same way, if it can, they will be to avoid the eliminatory championships, to guarantee a certain degree of participation.

As far as the stability of the equipment, the structure of these can be modified to guarantee that players always play together such and to assure a greater competitiveness.

The changes of players are better to make them based on criteria of time of participation that of yield.

One is not due to never forget that the competition, although is necessary so that the boy develops his learnings, can not be advisable if it limits the participation possibilities and if it believes in the excessive boy estress to obtain victories (is necessary Here to have well-taken care of with the extrasport element: family, spectators, professors, etc...).

The minimum volume of weekly work would have to be of two weekly sessions of a Maxima duration of 1 hour and 15 minutes.

The relation recommended between Training and Competition is located at the beginning of 2/1 (2 entrenamiento/1 started off), to locate itself later in 3/1.

Finally it is necessary to aim, with respect to the competition, that is due to mainly avoid the long displacements outside the city, confining itself the competitive dominion to the own city and to the own Sport School.

9. - In this stage between the 60 and 80 % of the work must still have generic character, and for it there is a series of complementary activities that can help the enrichment of the motricidad of the boy as they can be:

- Basic Gymnastics, for the general improvement, basic the physical qualities...

- basic Athletics, that contains elements that go away to use in the Handball of a specific way: races, jumps, launchings, coordination...

- the reduced Soccer, that improves the motricidad of the legs, óculo-pédica coordination...

- minibasquet, for the general coordination, the capacity of jump, the motricidad of the legs, refinement of the movement of arms and hands...

- aquatic Games, coordination, general resistance, force...

- Skating, improves the coordination of movements, educates the balance...

- Excursions and marches, activities in the Nature, resistance, adaptation to means...

- moralJudo, force, respect to the adversary, values...

10. - All these guidelines are guided by two fundamental axes:

- the MOVEMENT (fundamental in all physical activity), must predominate on another type of situations (explanations, reasonings, etc.).

- PARTICIPATION, to give possibilities all to improve its level. We are not in ages to select players but to teach and who all can be made playing Handball.

It is important that previous at the specific beginning in the field of the Handball the boy has had experiences in which elements of Handball coexist with other sport: INITIATION PRE-DEPORTIVA. That the elements get to control themselves that refined give rise to the sport technique: EDUCATION FISICA OF BASE.