TABLE OF CONTENTS - Irish Olympic Handball …

1 TABLE OF CONTENTSIMPRINT1I. THE CHARACTERIZATION OF THE Handball GAME2II. THE development OF Handball IN THE WORLD2 III. METHODICAL INTRODUCTION3 The Rules of Teaching31. The Rule of Visual Teaching32. The Rule of Regularity43. The Rule of Awareness and to Be Active in Learning44. The Rule of Step by Step Teaching45. The Rule of Versatility46. The Rule of Fixation4 The Methods of Teaching41. Analytic Method42. Synthetic Method43. Complex Method4 The Forms of Teaching41. The Form of Games and Pre-Games42. The Strict Form43. The Form of the Fragments of a Game54. The Form of a Game: Simple,Educational and Basic5 The Stages of Teaching a New Element51. The Stage of Generalization52. The Stage of Concentration53. The Stageof Automation5 The Rules for Teaching Beginners5A Physical Education Lesson5A Lesson Draft6IV. TECHNIQUE6 General Remarks6 Catching the Ball71. General Remarks72. Various Catching Methods7 Passing71. General of Passing7 Teaching of Catching and Passing81.

2 General Remarks8 Shooting81. Shot in Place92. Leaning Back Shot93. Vertical Jump Shot104. Stride Jump Shot105. Shots While Falling10 Teaching of Shots12 Dribbling13 Teaching of Dribbling13 Feints131. Body Feints132. Ball Feints133. Performance of Feints14 Teaching Feints16A Player s Movement in Offence and Defence161. Individual Defence Elements162. Individual Defence Technical Elements173. Stealing the Ball174. Screening the Opponent without a Ball175. Screening with a Ball17 Teaching of Individual Defence18 Goalkeeper191. General Remarks192. The Goalkeeper s Play193. Physical Conditioning224. The Game Tactics23 Teaching of the Goalkeeper s Game251. Posture and Footwork252. Defending with Legs and Hands253. Passing to Initiate Fast Attack274. Speed of Reaction27V. TACTICAL MEANS28 Individual Tactical Methods281. Always to Be Held True292. For the Players in Attack293. For the Players in Defence294. For the Goalkeepers305. In Conclusion for All30 Group and Team Tactical Methods301.

3 Bases of Cooperation in Attack and Defence302. Transition to Attack313. Transition to Defence324. Attacking Systems335. Defensive Systems346. An Example of the Pratice of a Playing System357. Involvement of Chosen Shooting Combinatons408. Concluding Notes44 ImprintEditor and Responsible for the CONTENTS :Janusz Czerwinski / EHF Methods CommissionFrantisek Taborsky / EHF Competitions CommissionPublication:European Handball FederationGutheil-Schoder-Gasse9A-1100 Vienna / AUSTRIATel.: + 43 - 1 - 66 106 / 65 51 Fax: + 43 - 1 - 66 106 - 65 59Co-ordination:Helmut H ritschLanguage Revision:Helmut H ritschLayout:Karin Gs llpointnerPlace of Publication:Gutheil-Schoder-Gasse 91100 Vienna / AUSTRIAP rinted by:AVIS-WerbungPragerstr. 62000 Stockerau / AUSTRIADate of Publication:September 19971. THE CHARACTERIZATION OFTHE Handball GAMEH andball is a sport from the category known as sport games, and is becoming moreand more popular in the world. A relatively rapid learning of this game, based onnatural human motion, has allowed it to be popularized quickly.

4 The development ofthe game is also influenced by its attractiveness based in variable action and directconflict with an conflict calls for a good physical preparation of a player. The competitorsplaying Handball have a neat stature because all the body s muscles are used in agame. Permanent motion where all the joints of upper and lower limbs work,develops and improves their range of and permanent physical activity generates changes in the central nervoussystem and in the muscles as well as in organs such as the heart, lungs, liver Handball game is not only influenced by physical fitness. As any physical activityit is performed and generated by thinking. A player has to - in strenuous action -rapidly see, retain, estimate, conclude and act teams attempt to gain victory which is the object of the game. The players mustfollow all the fair play rules and sports regulations issued in order to keep the is a team game, so it plays an important role in education.

5 Players learn tocooperate with each other. A game must be tough but in accordance with the fair playrules, team work and a sportsmanlike conduct. All these positive aspects and formsof conduct result - as time goes - in socially acceptable behaviour in everyday is the vital, educational aspect of playing THE development OF HANDBALLIN THE WORLDThe Danish encyclopedia Athena Lexicon says, that at the turn of the 19th centuryhandball was popularized at the Oldrup Gymnastics School. In 1898, the teacherHolger 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 theplayers hands was called Handball . The first game rules were issued in 1906 at theOldrup 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 froma game called Konigsbergerball , which was then renamed Torball - which meansgoal on Handball development in Germany is dated from the period after 1915.

6 In1917 Max Heiner, a teacher from Berlin began developing Handball as a sport forwomen. Another important year is 1919. Famed propagator of Handball , KarlSchelenz, a teacher of physical education at the German Academy of PhysicalEducation, was also popularizing the game. Some changes in rules had beenintroduced. The dimensions of the playing field were increased to 80 x 40 m, thegoal line moved to 8 m, and the goal dimensions were changed to 5 m in width and2,10 in height. Those rules embraced playing with a ball and the body, which greatlyinfluenced the technical development of 1920 Handball was introduced into school programmes. Handball , however, didn thave a separate federation in was not until 1934 that Fachmat furHandball was established. Owing to the extensive activity of that organizationhandball spread all over is the third country which claims to have created Handball .

7 In a bookentitled Metodej Zajec - Dejiny Hazeny , published in 1948, the author says thatCzechoslovakia 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 He wanted boys toturn their interest from soccer, which he recognized to be a dangerous game, tohazena for which he developed Handball began in 1928. In that year the first organization the IAHF(International Amateur Handball Federation) Congress held its meeting. The followingcountries organized the Federation: Germany, Czechoslovakia, Holland, Belgium,Austria, USA, France, Ireland, Denmark and the 2nd World War in 1946. The representatives of the 15 countries created anew Federation, called IHF. The dynamic progress of Handball in the world hadbegun. Nowadays it is played in more than 130 countries.

8 In 1991 the EuropeanHandball Federation - EHF was founded with its base in Vienna. The Federation isresponsible for development of Handball in METHODICAL INTRODUCTIONP hysical education teachers and instructors are expected to have great experience intheir work with children. It would be desirable to have trainers with extensiveexperience in teaching. A teacher at school must deal with the problem of how toteach children the basic technical and tactical elements of the game. To teach -means to conduct regular training which should result in learning a particular is the method chosen by a teacher of using various measures to achievethe objective: The Rules of Teaching Methods of Teaching The Forms of Teaching Steps or Stages in Teaching a New Element The Rules for Teaching BeginnersTHE RULES OF TEACHINGThe standards of a sensible, didactic process in a course of teaching are called basic rules are as below:1.

9 The Rule of Visual Teaching2. The Rule of Regularity3. The Rules of Awareness and to Be Active in Learning4. The Rule of Step By Step Teaching5. The Rule of Versatility6. The Rule of Fixation1. The Rule of Visual mainly accomplished by the demonstration of a particular move and by arousingan interest in it which will encourage the pupil to perform the demonstrated The Rule of a permanent and correct repetition of the basic technical and tacticalelements. A new exercise should relate to the previous one and will be a preparationfor the more complex The Rules of Awareness and To Be Active in closely interacted and they have a vital impact on the results in training. Eachplayer should know and understand the meaning of the performed exercise and itsimplementation in a The Rule of Step by Step a variety of exercises from a teacher/coach. One must remember that thematerial to be taught must be suited to the level of the teaching youths we have to keep in mind the following rules:mdeveloping a simple element into a complex onemdeveloping an easy element into a difficult onemdeveloping the known elements into the new The Rule of Versatility- a teacher must prepare the youths for performing various tasks.

10 This refers to thefitness preparation as well as the technical and tactical Rule of dependent on a permanent repetition of the technical and tactical the repetition we can produce the required behaviour which is essential ina game. A lesson includes the rules, methods and forms of METHODS OF TEACHINGThe methods show us how to act in order to achieve the required task. There aresome methods used in the process of moulding Analytic MethodThe analytic method is a method of dividing the movement to be taught into particularelements. Having learnt these elements they are then incorporated into the wholeexercise. The method is useful in teaching the difficult elements of movements inregard to the techniques and tactics of a Synthetic MethodThe synthetic method is the most natural form of teaching in where we teach thewhole Complex MethodThe complex method is one which embraces the previous two methods.