What constitutes a good methodological concept?
Playing can only be learned by playing. This principle is fundamental to the education of children. Individual technical characteristics such as good throwing power etc.
do not yet do justice to the situational characteristics of handball. Children and youths have to interact with fellow players in constantly changing game situations and react tactically against opponents. The acquisition of the technical elements is therefore closely related to at least simple tactical measures. The good pitcher has to recognize and look for situations in which he can play out his ability.
General information
- Elementary for every methodological concept, no matter what kind of sport, is the attractiveness and the offer of the sport. Most concepts hardly take into account the so important joy of playing of children. Applied to handball this means the throw on goal.
Those who do not offer the sport attractively will soon notice that children lose interest in this sport and switch to other, more exciting sports. – The small games undoubtedly represent a high value in the child-oriented education, but they are not a central component, but are only used in handball as a supplement. The target game throw on goal must never be neglected.
- Playing handball must be integrated into handball training as early as possible and is an absolute priority in training. – In childhood, the requirements are initially reduced by a smaller number of players. In handball this is realised by the mini-game 4+1.
- Thus the playing experience is the basis for all training points. However, the followers of other concepts must also be given the right that certain technical skills must be learned quickly to be able to play at all. These skills include throwing, catching and bouncing.
The basic principle is therefore the use of the game of handball. In addition to this, individual techniques are taught on so-called side streets. Training contents are always directed at the respective target game.
It is always important to practice and try out independently. The method concept for learning how to play handball is similar to a house. First of all, a solid, sustainable foundation must form the basis.
The foundation of the house, as well as the supporting pillars are the best of a motor versatility (see motor learning). Therefore, it is completely inappropriate to specialize small children in individual sports at an early age. The more variable the entire motor training takes place in childhood, the better the final result of the all-rounder.
The first goal of the handball trainer is the target game 4 + 1, which he must always keep in mind. – Learning to throw
- Bounce back
- Throwing at free rebounds
- Throw after a kick-off
- Overcoming the pitch
- Free running and throwing
- Play 2 on 1
- Play a two on two game
- Game 3 vs 2, 4 vs 2, 3 vs 3, 4 vs 3 and 4 vs 4
- First target game 4 + 1
- Target game 6 + 1
The goal-throw is an elementary content of every target game and is therefore trained first. It starts with the first form 1:0, each player throws freely without any other players or opponents acting on the goal.
It is important that a goalkeeper is always in goal for motivational reasons. Individual tactical measures of the throw are already developed. In the second learning stage, the movement with the ball (bouncing).
This is motivating for children and the attention is completely on themselves and the ball. The first aspects of the rules should already be conveyed, e.g. only three steps after taking the ball. In the 3rd learning stage, the situation is first created 1:1 by free bouncing The children learn how to play an opponent or defender by bouncing It should also be mentioned here that attack and defence should always be trained at the same time and not separately, as is often the case in practice In the 4th and 5th learning level the focus is on throwing and catching.
In the 6th learning level, the focus is for the first time on free running without the ball. The defender also learns in this situation that he must act between the opponent and the goal. The next two game levels, 2:1 and 2:2 are preliminary stages of the first target game 4+1, where the first group tactical actions of the game are trained.
Building on this, different game situations are tested in the 9th learning level until the game 4+1 in the cross-court is played in the 10th level. The order of the learning levels does not necessarily always have to be in this order. The children should also implement the game 4+1 earlier.
The variations in the number in attack and defence specifically provokes an advantage or disadvantage. – Learning to play by playing
- Always see technical training as tactical training
- Supplementary series of exercises are a necessary part of the training
- The following should be learned based on the requirements of the respective target game
- Do not train attack and defence separately, but always together
- Play experiences in the methodical cycle (play – practice – play)
- Learning to play means finding solutions to game situations. Playing in standard situations is the main focus.
