This module consists of a subject (at least) to be chosen by the student from twelve subjects taught in fourth grade in any semester. All subjects have a half-yearly basis.
SKILLS AND LEARNING OUTCOMES THE STUDENT
ACQUIRES FROM SUCH MODULE / SUBJECT:
· Ability to analyze and synthesize
· Ability to organize and plan
· Working in an international context
· 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 convey attitudes and values in professional practice in all of physical activity and sport areas, participating in improving society (2 *).
· Ability to design, plan, organize, implement and evaluate sports and recreational activities programs of a continuing nature and / or possible, considering all the factors that affect their development in different professional contexts, social and economic (8 *).
· Ability to participate in the direction and / or management efficient entities, both public and private, that develop physical activity services in any of their spectra (recreation, health, sport, education, etc..), Identifying, defining and systematizing the processes needed to achieve its objectives (10 *).
· Ability to intervene in society with yuor own criteria manifesting a theoretical, academic and profesional discurse related to physical activity and sports science (11 *).
Plan, schedule, implement, monitor and evaluate the processes of training and competition at different levels.
Participate in the efficient direction and / or management of entities, both public and private, that develop physical activity services in any of their spectra (recreation, health, sport, education, etc ...), identifying, defining and systematizing the processes needed to achieving its objectives
Select and use the adequate spaces, materials and sports equipment for each type of activity.
PART I. COMPETITION ANALYSIS
Item 1. Interaction attack - defense in the competition
1.1. Descriptive analysis of the phases of the game in competition
1.2. Quantitative analysis of individual and collective behaviours in competition
Item 2. Analysis of handball players specific effort
2.1. Analysis of the behaviors in the game characteristics
2.2. Behaviors depending on the time parameters
2.3. Behaviors depending on the intensity
PART II. TRAINING IN HANDBALL
Item 3. The means and orientation of handball training
3.1. The specific and basic means : definition, characteristics and classification
3.2. The training orientation within the parameters of quality and delay of fatigue
3.3. Quality training: methodological aspects and magnitudes of loads
3.4. Training orientated towards fatigue delay: methodological and magnitude aspect of loads
Item 4. Specific training in handball
4.1. Loads structuring and methodological issues for specific orientation towards quality training
4.2. Loads structuring and methodological aspects for training orientation towards the fatigue delay
Item 5. Basic training in handball
5.1 Motors skills training: displacements, jumps and throws. Orientation towards quality and fatigue delay
5.2 The conditional training -1 -: Strength: definition, structure and orientation of loads
5.3 The conditional training -2 -: Endurance: definition, structure and orientation of the loads.
5.4 Combined training: definition, structure and orientation of loads
5.5 Other aspects of basic training: cognitive and psychological aspects
PART III. TRAINING PLANNING IN HANDBALL
Item 6. Planning and programming of training
6.1. Definition, characteristics and planning variables
6.2. Structure and planning models in handball
6.3. The programming of the handball training contents
Item 7. The preseason
7.1 Objectives, phases and design preseason schedule
7.2 Structure and organization of specific loads
7.3 Structure and organization of basic loads
Item 8. The season
8.1. Competition analysis and structuring of the season
8.2. Mesocycles structuring and organization
8.3. Structure and organization of the competition microcycles
8.4. The training session: phases, objectives, content and structure of training loads.
8.5. The training control: objectives, means of control, structure and control strategies
Item 9. The transitional period
9.1 Objectives, criteria and structure of the transitional period
9.2 The content and training orientation in this period
PART IV. TEAM MANAGEMENT
Item 10. Team planing
10.1 The overall team planning.
10.2 The technical teams constitution
10.3 General Strategies
10.4 competition strategies
10.5 The intervention in training and competition
Formative activities with ECTS content, teaching-learning methodology and its relation the skills, the student must acquire
The formative activities that will take place in the units are product of suitable convenience between teaching and learning activities. They have been synthetically have collected on the following points, further classified according to whether they generate and individual or group intervention of students:
Classroom presentation of the concepts and procedures associated with the unit using the lecture method (2 ECTS for each Subject).
Classroom Activities monitoring individual or group activities, project work and deployment of them. Include project methodology and case study methodology, that will be developed as a group (1.5 ECTS for each Subject).
Fieldwork (1 ECTS for each Subject).
Tutoring (group or individual) and evaluation (0.5 ECTS for each Subject).
Student Independent Study (1 ECTS for each Subject).
The way the students will be learn actively, with a strong involvement of his part, with daily work, and through monitoring by the teacher for each subject.
The teaching methodology is based on giving the students leading role, so that he builts his own learning. Promoting reflection, seeking information and problem solving gain great relevance, trying at all times to promote autonomous learning.
The units dynamics arises 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 hoped that students acquire a high level of commitment to their group partners as , thereby enhancing their ability to work and effort.
Pedagogical and educational intervention is orientated so that the students often have to agree, negotiate and work together, so each / a is enriched by the strengths of others daily work is more motivating and gaining in interest to be made of a 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 group and other individually and this interaction contributes to formative evaluation.
The twelve inits of the module will be assesed with similar procedures.
Skills acquisition by students like knowledge and procedures presentation, formative activities will be assesed through the continuous evaluation system, specifically, valuating the results of the implementation of the following assesing procedures obtained:
The evaluation will be concludee whith a recognition about the learning level obtained by the student, emboried in the numerical grade, in accordance with yhe legislation.
LEARNING RESULTS (potential relizations which can be rreasured or observed):
The case study method will be used, heving to analized a real team of the ASOBAL league season, and making an annual planification for this team.
Master exposure and collaborative work will be used in order to develop a sport promotive action.