FACULTAD DE CIENCIAS DE LA ACTIVIDAD FÍSICA Y EL DEPORTE
Grado en Ciencias de la Actividad Física y del Deporte
In this course, sports specialisation starts. This specialisation consists of two levels, the first level, which is studied in 3rd year, and the second level, which is studied in 4th year.
In this course, we pretend to acquire an specialisation level in handball.
The goals needed to acquire in this level are:
This program corresponds to the second level of one of the 12 sports that are eligible. The student must choose at least one
Working in an international context
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 CV information.
Ability to convey attitudes and values in professional practice in all areas of physical activity and sport, participating in the impruvement of society.
Ability to plan, schedule, implement, monitor and evaluate the processes of training and competition at different levels and different ages.
Ability to select and use the material and sports equipment suitable for each type of activity, identifying the technical characteristics of the various sports venues.
Ability to analyze and apply physiological, biomechanical, psychological and social principles to the different fields of physical activity, sport and recreation.
Ability to identify inappropriate practices that pose a health risk, in order to avoid and correct them in different kinds of populations.
Ability to assess the level of physical fitness and motor skills as well as programming and prescribing health oriented exercise at different ages.
Ability to promote and evaluate lasting and autonomous of habits practice of physical activity and health-orient sport.
Students must be able to understand the strategic development and conception of handball tactics. For which, they will have to master the concepts related to different play systems , whether offensive or defensive.
They must be able to develop different tools, questionnaires, spreadsheets, etc.. order to make the analysis of competition and training control.
They should know the different rules that exist in handball, rules of the game , disciplinary regime and competitions.
Just as it's organization at national and international level.
PART I. OPTIMIZATION OF INDIVIDUAL TACTICAL
Item 1. The pass
1.1. The pass as a tactic relation element
1.2. Improved use of the pass in opposition. 1.3. The pass in large and reduced spaces
Item 2. The offensive and defensive movements
2.1. Effective use of step cycle
2.2. Cuts and open area and supports
2.3. The shift fakes
Item 3. The shoots. 3.1. tactical shoot baes 3.2. Shoots from the first line (defenses next / distant)
3.3. Shoots from the winger 3.4. Releases from the pivot
Item 4. The individual tactics defensive
4.2. The interception
4.3. The blocking
Item 5. The goalkeeper
5.1. Displacement position and stopping technique
5.2. Interventions shoots from distance / proximity
5.3. Tactics and individual strategy. Coordination with the defense
PART II. COLLECTIVE GAME
Item 6. The groups game and collective game
6.1. The collective tactical procedures (timing and sequence of the basic means of collective tactics)
6.2. The offensive game systems. Individual functions in the collective game. The specific positions
Item 7. 3-3 attack system
7.1. Concept and goals 7.2. Features and variables
7.3. Tactical bases 7.4. Means and standard procedures
7.5. Methodology and development in regard of ofensive variables
Item 8. 2-4 attack system
8.1. Concept and goals 8.2. Features and variables
8.3. Tactical bases. 8.4. Means and standard procedures
8.5. Methodology and development in regard of ofensive variables
Item 9. Transformations attack sistems
9.1. Concept and goals 9.2. Features and variables
9.3. Tactical bases 9.4. Means and standard procedures
9.5. Methodology and development in regard of ofensive variables
Item 10. Defensive game system
10.1. Defensive systems. Concept and characteristics
10.2. Analysis of individual defense: Features
10.3.Tactical bases 10.4. Methodology and development in regard of defensive variables
Item 11. Defensive System 6-0
11.1. Concept and goals
11.2. Features and variables
11.3. Tactical bases
11.4. Means and standard procedures
11.5.Methodology and development in regard of defensive variables
Item 12. Defensive System 5-1
12.1. Concept and goals
12.2. Features and variables
12.3. Tactical bases
12.4. Means and standard procedures
12.5. Methodology and development in regard of defensive variables
Item 13. 3-2-1 defensive system
13.1. Concept and goals
13.2. Features and variables
13.3. Tactical bases
13.4. Means and standard procedures
13.5. Methodology and development in regard of defensive variables
Item14. 3-3 Defense System
14.1. Concept and goals
14.2. Features and variables
14.3. Tactical bases
14.4. Means and standard procedures
14.5.Methodology and development in regard of defensive variables
Item 15. Mixed defensive systems
15.1. Concept and goals
15.2. Features and variables
15.3. Tactical bases
15.4. Means and standard procedures
15.5. Methodology and development in regard of defensive variables
Item 16. Situations of numerical inequality
16.1. Attacke with numerical superiority and numerical inferiority
16.2. The defense whith numerical inequality
Item 17. The counterattack and defensive balance
17.1. Concept and goals
17.2. Features and variables
17.3. Fast break phases
17.4. The defensive balance
Item 18. Special situations
18.1. Using the air game
18.2. The free throw
PART III. REGULATIONS AND THE ORGANIZATION OF TEAM HANDBALL
Item 19. Regulations
19.1. The rules and their application
19.2. The reglament and disciplinary rules of matches and competitions
Item 20. Team handball related institutions
20.1. The federal level. Clubs and Associations (players, coaches and referees)
20.2. The educational and recreational activities (teaching unit)
Item 21. Handball in different contexts
21.1. Regulatory changes and regulations as contexts.
21.2. Beach Handball
Training activities with ECTS content, teaching-learning methodology and its relation to the skills the student must acquire
The training activities that will take place in the subjects, are product of the suitable convenience between teaching activities and learning. We have synthetically collected the following points further classified according to whether they generate an intervention of a individual or group of students:
Classroom presentation of the concepts and procedures associated with the subject using the lecture method (1 ECTS for each Subject).
Classroom Activities for monitoring individual or group activities, project work and deployment of them. Include project methodology and case study which methodology, will be developed as a group (1 ECTS for each Subject).
Fieldwork (1 ECTS for each Subject).
Tutorials (group or individual) and evaluation (0.5 ECTS for each Subject).
Student's independent study (0.5 ECTS for each Subject).
The students will learn actively, with a strong involvement on their part, with daily work, and through monitoring by the teacher for each subject.
The teaching methodology is based on giving the student leading role, so that he may construct his own learning. Promoting reflection, seeking information and problem solving gain great relevance, trying at all times to promote autonomous learning.
The dynamics of subjects is presented through cooperative learning highlighting positive interdependence and personal responsibility among members of each group. The projects to be undertaken are varied in each case, and deployed as a whole all training activities. It aims to create an awareness in students through each of them as similar as possible to the professional activity to be developed in the future, in relation to each subject. From the documentation, counseling, monitoring and guiding role that develops faculty groups are intended to function autonomously. In this way it is expected that students acquire a high level of commitment to their partners / as group, thereby enhancing their ability to work and effort.
Pedagogical and educational intervention has the aim for at the students to frecuntly agree, negotiate and work together, so each is enriched by the strengths of others; daily work is more motivating and gaining interest to be shared, learning is much more effective when based on "teaching others".
Tracking tasks by teachers loom large sense, sometimes in small groups, others in large groups and others individually this interaction contributes to formative evaluation.
The twelve module subjects will be evaluated using similar procedures.
The acquisition of skills by the student as well as training activities of presentation of skills and procedures will be assessed through a continuous assessment system and, in particular, assessing and evaluating the results of the implementation of the following evaluation procedures:
Test of practical application of knowledge.
Development of a group assessment on the subject.
Individual development of educational programming on the subject.
Development of essays on the subject of sports analysis.
Analysis of a teaching episode exposed on video material.
Level of participation in classroom and practice of sports 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