1 – BASIC CRITERIA

The learning in Handball is going away to obtain thanks to the practice of certain exercises. These exercises must be fruit of the pedagogical originality of the trainer considering the elements which have. Generally the prescriptions been worth for are not it for the others, because they vary the situations and the conditioners.

It is not necessary to never lose of Vista the concept of systematic education:

All this process is known him like PLANNING, because it is not only limited to temporarily distribute to the objectives and the contents, but that in addition value the previous capacity of the players, it express the methodology to follow as well as the necessities as far as material and means. And finally it express the necessity to evaluate all the process with views to verify if it has been obtained what it was tried, involving a later revision of the system.

        Three types of planning exist, based on the time of duration of the same ones:

In the long term Planning general missions and little defined are formulated. They express final conducts of the individuals of general form and after a long period of time. An example can be, for the stage of global learning, "which the students are able to dominate the game of attack in ample space".

In the Planning in the mid term Specific objectives are formulated (also called implicit) that have a general statement but making specific those of the general missions. "To be able to dominate it happens with the companions, before adversaries, in ample space".

Finally, in the short term Planning Operative objectives are formulated (or explicit) that describe observable final conducts, of the player, at the end of the process. "To be able to happen, between two and with the opposition of a defender, seven times of correct form on ten attempts.

    These operative objectives must fulfill a series of characteristics.

• They must express the conditions in which one is going away to develop the practice.

• They must exactly specify the execution that is tried of the student.

• They must contain a criterion to evaluate the fulfillment of the objective.

            THE PROGRAMMING

An order for the attainment of the proposed objectives in the Planning is the distribution of the education contents following. It is a project of activities with determined and concrete an aim (objective).

Good a programming must have following the QUALITIES:

1º: Continuity of action: It must fulfill the totality of the process without jumps.

2º: Unit: Each session must fulfill the part of the totality of the process without jumps.

3º: Flexibility: It must allow to solve and to assimilate the nonforeseeable alterations with the minor of possible changes.

4º: Realism: It will be conceived to execute itself in a concrete reality.

5º: Clarity: It must be easy to include/understand and to follow by all those that use it.

JUAN ANTON following F. SANCHEZ BAÑUELOS settles down the criteria following or directives to program:

• Selection of the tasks to teach: In the case of the handball they come defined by the own contents from the handball as well as by the philosophy that our work or school guides.

One is due to concentrate to the player on a particular aspect of the game to ask for to the maximum its attention and to avoid dispersions.

It is good, also, for being used to to the player experiencing new sensations.

• Entailment of the contents with the objectives to obtain: The contents, as well as the means must be to the service of the fulfillment of the objectives and not the other way around. A relation of congruencia between the necessities of the individual with respect to the game of handball and the contents as well as between the objectives and the results must exist.

If we worked without having always at sight the OBJECTIVES (p.e. choosing the exercises of a book by its curiosity or beauty) we will take to the practice sessions of exercises or sessions of moved away games but of the true purpose of our work.

• Suitable use of the transference: It is the application or use of tasks learned in situations or different or more complex tasks. It can be:

POSITIVE, if the learning of a task facilitates the learning of another one. The handball training is based on the belief that transference between the exercises of training and the competition exists.

REFUSAL, when the learning of a task interferes in the learning of another one (p.e. the boat or the cycle of basketball passages and the one of handball).

• NEUTRAL, if neither it favors nor it harms.

Also it can be HORIZONTAL (if one takes place between tasks of a same level of complexity) or VERTICAL (if one takes place of simpler tasks to more complex tasks).

• Progressive distribution of the tasks according to its complexity: When raising the tasks it is necessary to consider that the dominion order will come dice from the PERCEPTIVO towards the EXECUTION and finally towards the DECISION MAKING.

It is necessary to make evolve the exercises of easiest to most complex. If an exercise is in the beginning too complicated it is forced to make it simpler without impoverishing it. At the same time to complicate those exercises that are excessively simple but from progressive way and always without surpassing the capacity of the player.

• Progressive distribution of the physical effort: In order to dose the intensity correctly we will have to consider:

The speed of execution to demand.

The duration of the exercises.

The difficulties.

The rotation of players and number of you happen.

The moments of recovery and their duration.

          To greater collective individual or tactical complexity técnico/táctica, greater power cost.

In the beginning, when the training or game situations are not controlled, a great number of repetitions (or very followed) or excessive run time was avoided the very complex exercises and with. As the exercises are controlled will be increased their technical complexity and the time will be increased or I number of repetitions.

• Progressive introduction of element competition:

1º. The average one like challenge: That the player tries to surpass itself to itself doing something.

• To manage to do "something".

• To manage to make that "something better" (more express, more far, more varied, more precise...).

2º. To improve to the opponent before means: to surpass to the others doing something. To manage to make it better than the others (to arrive before, to throw more fort, to fintar better...).

3º. To surpass the adversary: individually, by groups or equipment. To technically surpass the adversary, to surpass it tactical.

4º: To surpass to other equipment of periodic form: regulated competitions. Official and friendly parties.

• To objectively verify the acquisitions determining criteria of evaluation in observable situations.

Diminishing the space in which the acquisition is applied.

Increasing the speed of necessary execution for the obtaining of success.

• Forms of work:

+ total Game

+ Game with reduced strengths: all the land

+ Game with reduced strengths: reduced space.

+ pedagogical Situation problem.

+ analytical Exercises.

2 – TRAINING SESSION

It is the final and more visible activity of the programming process. It must be to the service of the same one. In her the activities take shape that will give rise to the attainment of the proposed objectives.

It must adjust to a scheme of organization of the time that includes a making operational of progressive form, a central part or main block of the session, and finally a small period of recovery and return to the normal values, physiological as as much psychological.

The commonest used system in Spain is the following one:

1º: PROGRESSIVE MAKING OPERATIONAL: One is at the same time to introduce the central subject of the session that serves to us as physiological heating and beginning from the psychological point of view. Its approximate duration will be of about 10 minutes.

2º: DEVELOPMENT Of The MAIN SUBJECT Or DIVIDES POWER STATION:
The exercises fundamental of the session are introduced treating to obtain the objectives proposed for the same one. Between the first part and second it does not have porqué to exist a clear rupture. Its duration will be variable.

3º: STAGE OF CULMINATION Or RETURN To The CALM: The physiological and psychological initial values recover so that the calm and relaxed skillful players go away to it. It will last between 5 and 10 minutes.

Aspects to determine in a training session:

1º: Place in where one is going away to make the session, can condition the development of the same one.

2º: Duration, will depend on the objectives to obtain, the level of the players and the general programming. Based on her it will vary the number and duration of the exercises, the intensities, etc.

3º: Number of players with whom we are going to celebrate the session. Of great importance at the time of designing, to organize and to control the different exercises.

4º: Objetivo/s and sub-objetivo/s that the session persecutes. It is the most determining element, all the other elements must turn around such. They will have to be in consonancia with the gathered thing in the work program.

5º: Material that we are going to need to design the exercises. It can condition but never to limit or to prevent.

6º: The exercises themselves. They must be tie to the objectives. Within them the form is due to determine to make the progressive making operational and the return to the calm.

7º: The organization, as much in which she concerns the departure organization like the development of the exercises, the rotation of the players, the possible variants, etc. The organization must facilitate the intervention of the players in her measured joust and, at the same time, allow to the fluidity of the exercise and the control of the group. In this last aspect the organization can give to more freedom in the taking of certain decisions of organization or stricter being. If it is wanted to deepen in this subject the reading of the book is recommendable:

"the education of the physical education" of MUSKA MOSSTON

Ed. Paidós. Barcelona 1982