FACULTAD DE CIENCIAS DE LA ACTIVIDAD FÍSICA Y EL DEPORTE

Grado en Ciencias de la Actividad Física y del Deporte

 


  Syllabus 9995002809 - BALONMANO I

CODE
9995002809

COURSE
TEAM HANDBALL

COURSE DESCRIPTION

How to play and how to teach handball


COURSE TYPE
ELECTIVE SUBJECT

ECTS CREDITS
4 ETCS OF 28

CONTEXT

The eleven subjects that make up the module are taught in TWO different COURSES. 1-5 The subjects taught in the first course (everly distributed in QUARTERS). 6-11 The subjects taught in the second course are done so in the same way as in the 1st year


STUDY MODE

PRESENCIAL


COMPETENCES


SKILLS:

Self learning.
Working in an international context
Teamwork
Responsibility
Ability to design, develop and evaluate teaching and learning processes related to sport and physical activity in response to individual and contextual characteristics of people and assuming educational and technical principles, and curricular requirements (1 *).
Ability to convey attitudes and values in professional practice in all areas of physical activity and sport, participating in improving society (2 *).
Ability to plan, schedule, implement, monitor and evaluate the processes of training and competition at different levels and different ages (3 *).
Ability to select and use the material and sports equipment suitable for each type of activity, identifying the technical characteristics of the various sports facilities (9 *).
Ability to analyze and apply physiological, biomechanical, psychological and social principles to the different fields of physical activity, sport and recreation (4 *).
Ability to identify inappropriate practices that pose a risk to health, in order to avoid and correct them in different types of populations (5 *).
Ability to assess the level of fitness and motor skills and prescribing health oriented exercise at different ages (6 *).
Ability to promote and evaluate habits lasting and autonomous practice of physical activity and health-oriented sports (7 *).
SPECIFIC SKILLS

During the course it is intended for students to develop the following skills:


LIABILITY

Involvement and engagement in the performance of their tasks.
Being organized and careful with the proper execution of work.
Always assume the consequences of what you do, good or bad.
Consider the "pros" and "cons" of each action, and the risk they convey, and act accordingly.
  
SELF-CONFIDENCE

Believing in the worth of one's ability to carry out a task.
Include expressed confidence in handling challenging situations, making decisions and dealing constructively with mistakes.
Ability to coherently disagree and develop their own ideas.
Acting decisively despite the disagreement of others.
Introduce yourself to others in a safe manner.
Show confidence in your own judgment.
State your position clearly in conflict.

COMMUNICATION SKILLS / INTERPERSONAL UNDERSTANDING

This competency is divided into two:  interpersonal  understanding (person as receiver) and communication skills (the person as station).

 INTERPERSONAL UNDERSTANDING

Wanting to understand others: being sensitive to the moods and feelings of others.
Listen attentively and perceive what is not being manifesteal.
Understanding the attitudes, interests, needs and perspectives of others.
Use knowledge based on listening and observing to predict the reactions of others.
Direct yourself toward the development of others.
Take adventage of diversity.
Listen carefully when others speak or act.
Being able to put yourself in the place of others.
Responding adequately to the reactions of others.
Take advantage of the opportunities offered by different people.

COMMUNICATION SKILLS

Knowledge structure and organize ideas to transmit them clearly.
Manage diverse information and decide which data to present.
Knowing persuasively present arguments supporting their own ideas.
Adapt speech (oral and written) to different types of audiences.
Develop consistent reasoning.
Issue clear and compelling messages (both verbal and nonverbal).
Be clear about what you thinks and feels.
Be correct in speaking and writing.
Managing anxiety while front of large audiences.


FLEXIBILITY

Have the ability to adapt and work effectively in different situations / individuals / groups.
Ability to understand and appreciate different perspectives or opposing an issue.
Adapt to changing requirements of a situation.
Easily accept changes in the organization or job requirements.
Coping with new challenges and risks.
Flexibly apply rules or procedures depending on the individual situation to meet the objectives of the organization.
Change views based on new information.

TEAMWORK

Work cooperatively with others, to be part of a team working together rather than separately or competitively.
Identifying with a common project and commiting its to their goals.
Not having the need to be a leader or have a position of formal authority (although you may have it and work within the team).
Request ideas and opinions for decision making and planning.
Equally value the opinion of all members of the group.
Pay attention to the different degrees of participation of the members. Integrating non-participants.
Promoting healthy disagreement and debate. Make constructive criticism.
Keep people informed about the group, share all relevant information
Express positive expectations towards others.
Publicly acknowledge the achievements of others.
Share both rights and duties.
Strive to have a good working environment
Placing group interests on top of personal intarests.
Avoid dominant attitudes. Act with tolerance.

PLANNING

Ability to analyze, define and prioritize actions to achieve a goal (objective).
Ability to set specific and realistic goals.
Ability to identify and use resources (human, technical and financial) to achieve the goal (objective).
Proper management of time.
Ability to recognize search and relate evolution significant information.

SELF

Self-assessment capacity, control and evaluation of your programs and plans.


TOPICS

Item 1. The handball, play and sport
1.1. History of Sport and Game basic features.
1.2. International Structure
1.3. National Structure
1.4. Regulation
1.5. Terminology and symbols

Item 2. Handball Analysis Model
2.1. Historical perspective of classical models
2.2. Definition of the phases of game model.
2.3. Cycle of the game phases
2.4.  Attack defense Interactionin the game

Item 3. Model development phases of the game
3.1. Common principles of the Game
3.2. Principles of the game phases (offense / defense)
3.3. Common objectives of the game
3.4. Targets on phases of the game (attack / defense)
3.5. Structuring and organization strategies and game systems (offensive / defensive)
3.6. Generic means: Offensive
3.7. Situations Group: Parity (1x1, 2x2, 3x3), superiority (1x0, 2x1, 3x2) and inferiority (1x2, 2x3)
3.8. Basic means ofcollective tactical offensive
3.9. Basic means of collective defensive tactics
3.10. Individual behaviors (attack / defense)
3.11. Proposals for development of Natural tactical intelligence

Item 4. The collective aspects of the game of attack.
4.1. Principles and objectives of the attack
4.2. Offensive game systems
4.3. Generic means of collective attack tactics
4.3.1 Circulation of the ball
4.3.2 Circulation of players
4.4. Situations of numerical superiority
4.5. Basic means of collective tactical offensive
4.5.1. Core Media width / amplitude
4.5.1.1. Successive penetrations
4.5.1.2. Crosses
4.5.1.3. Swaps
4.5.2. Basic media depth
4.5.2.1. pass and go
4.5.2.1. Locks
4.5.2.3. Screens
4.5.2.4. Curtains
4.5.2.5. Hangings
4.6. Methodology and exercises for learning attack behavior

Item 5. The collective aspects of defense game
5.1. Principles and objectives of the defense
5.2. Defensive game systems
5.2.1. Classification
5.2.1.1. Individual Defenses
5.2.1.2. Zone defenses
5.2.1.3. Mixed Defenses
5.2.1.4. Alternative Defenses
5.3. Generic means of collective defensive tactics
5.3.1 Tagging
5.4. Basic means of collective defensive tactics
5.4.1. Coverage
5.4.2. Dubbing
5.4.3. Change of opponent
5.4.2. Glide
5.5. Methodology and learning exercises for defense behaviors

Item 6. Individual aspects of the game
6.1. Common to both attack and defense: The displacements
6.2. Attack
6.2.1. Displacement feints
6.2.2. Pass
6.2.3. Releases
6.3. Defense
6.3.1. Harassment
6.3.2. Interception
6.3.3. Blocking.


ACTIVITIES

Item 1. The handball, play and sport
1.1. History of Sport and Game basic features.
1.2. International Structure
1.3. National Structure
1.4. Regulation
1.5. Terminology and symbols

Item 2. Handball Analysis Model
2.1. Historical perspective of classical models
2.2. Model definition phases of game
2.3. Cycle of the game phases
2.4. Interaction attack defense in the game

Item 3. Model development phases of the game
3.1. Common principles Game
3.2. Principles of the game phases (offense / defense)
3.3. Common objectives of the game
3.4. Targets on phases of the game (attack / defense)
3.5. Structuring and organization strategies and game systems (offensive / defensive)
3.6. Generic means: Offensive
3.7. Situations Group: Parity (1x1, 2x2, 3x3), superiority (1x0, 2x1, 3x2) and inferiority (1x2, 2x3)
3.8. Basic media collective tactical offensive
3.9. Basic means of collective defensive tactics
3.10. Individual behaviors (attack / defense)
3.11. Proposals for development of Natural tactical intelligence

Item 4. The collective aspects of the game of attack.
4.1. Principles and objectives of the attack
4.2. Offensive game systems
4.3. Generic means of collective attack tactics
4.3.1 Circulation of the ball
4.3.2 Circulation of players
4.4. Situations of numerical superiority
4.5. Basic media collective tactical offensive
4.5.1. Core Media width / amplitude
4.5.1.1. Successive penetrations
4.5.1.2. Crosses
4.5.1.3. Swaps
4.5.2. Basic media depth
4.5.2.1. Come in and going
4.5.2.1. Locks
4.5.2.3. Screens
4.5.2.4. Curtains
4.5.2.5. Hanging
4.6. Methodology and exercises for learning attack behaviors

Item 5. The collective aspects of defense game
5.1. Principles and objectives of the defense
5.2. Defensive game systems
5.2.1. Classification
5.2.1.1. Individual Defenses
5.2.1.2. Zone defenses
5.2.1.3. Mixed Defenses
5.2.1.4. Alternative Defenses
5.3. Generic means of collective defensive tactics
5.3.1 Tagging
5.4. Basic means of collective defensive tactics
5.4.1. Coverage
5.4.2. Dubbing
5.4.3. Change of opponent
5.4.2. Glide
5.5. Methodology and learning exercises for defense behaviors

Item 6. The individual aspects of the game
6.1. Common to both attack and defense: The displacements
6.2. The attack
6.2.1. Displacement feints
6.2.2. The pass
6.2.3. The releases
6.3. The defense
6.3.1. Harassment
6.3.2. The interception
6.3.3. The blocking.


EVALUATION

Evaluation Procedure

The twelve module materials will be evaluated with simillar procedures

The acquisition of skills by the student , as well as training activities presentation skills and procedures will be assessed through continuous assessment system and, specifically, assessing and evaluating the results of the implementation of the following procedures evaluation:

· Proof of practical application of knowledge.

· Development of a group project on the subject.

· Individual development of educational programming on the subject.

· Preparation of essays on sport related topics.
·

Analysis of a teaching episode exposed as video practice.

· Level of participation in classroom tasks and sports.

The assessment will conclude with an acknowledgment of the level of learning achieved by the student, the numerical grade materialized in accordance with the provisions of current legislation


SPECIFIC REGULATIONS

Spanish

Attendance at practical classes.

They will have to attend classes with the right clothes.

Trach suit and sneakers, this ideally should have the sole of a color that does not stain the floor.

For security reasons, piercings, bracelets, watches, rings and necklaces are not allowed.

Anyone who can not atlend make the sports practice for any reason, must attend class.


METHODOLOGY

The course has two parts, theoretical and practical, time distribution is 2/3 of practice and one third of theory.

The theoretical part takes place in a conventional classroom, where the contents are then developed in the practical sessions. It uses the lecture method, supported by PowerPoint presentations. Problem solving-based learning will be also used.

The practical part develops the theoretical, using methodologies of collaborative learning, cooperative learning and applying co evaluation and self-evaluation.

It will be recassery have to do different class assesments individually to perform these procedures in the practical sessions.

There will be a lab notebook in electronic format, using the tools of Office.

There will be a group assesment that will be presented in electronic format.

It will Be sought to obtain:

 


· Design of a teaching-learning process on physical activity and sport in response to individual and contextual characteristics of people and assuming necessary educational , technical and curricular principles.

· Design and development of teaching sessions in progression of difficulty with the objectives, content and methodology for the teaching and learning of sports.

· Draft teaching fundamentals in sports teaching and learning

· Conducting the planning, programming, implementation, monitoring and evaluation of teaching and learning processes at different stages.

· Produce a Diagnostic report of the level of fitness and motor ability to prescribe exercise, driving, technical and tactical oriented promote and evaluate lasting health and habits and autonomous practice of sport and physical activity.

· Behaviors and attitudes of students in training activities and practical sessions aligned with the codes of good practice.

· Understanding of concepts related to the principles of the game, technical and tactical resources, regulation, physiological, biomechanical, psychological and social aspects of the different fields of physical activity, sport and recreation at this stage.


LAST UPDATE
07/11/2016