Teaching handball to U-16 and U-18 women’s teams: coaches’ perspective on the long-term

Menezes, Rafael Pombo; Ramos, Nilo César; Marques, Renato Francisco Rodrigues; Nunomura, Myrian

doi:10.1590/S1980-6574201800040001

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Brasil

Motriz: Revista de Educação Física

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Original Article (short paper) • Motriz: rev. educ. fis. 24 (4) • 2018 • https://doi.org/10.1590/S1980-6574201800040001 copy

Teaching handball to U-16 and U-18 women’s teams: coaches’ perspective on the long-term

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Aims:

To identify the teaching approaches preferred by Brazilian coaches in the U-16 and U-18 women’s teams and whether it is possible to apply long-term goals for handball training.

Methods:

Six experienced coaches were interviewed individually in a semi-structured format. Data were transcribed and analyzed according to the Collective Subject Discourse (CSD) method.

Results:

Coaches revealed a choice for the situational approach and global-functional approach in U-16 teams. In U-18 teams, coaches’ choices were for the technique and situational approaches. The change of coaches’ choice might be based on players’ specialization, suggested to U-18 teams when coaches highlighted the increased demand for performance. On players’ transition from U-16 to U-18 teams, the coaches showed less preference for the global-functional approach and increasing evidence of the technique approach.

Conclusion:

Global-functional and situational approaches should be given a prominent position in these teams, especially due to the development of technical-tactical aspects. However, the technical approach was recognized as a central position in U-18 teams, probably related to players’ specialization and technical improvement, although it does not offer a rich environment for the development of players’ decision making.

Keywords:
team sports; sports coaching; youth sports; sports pedagogy; handball

Coach	Age	Experience as Physical Education Teacher (year)	Experience as coach (years)	Experience in U-16 teams (years)	Experience in U-18 teams (years)
C1	49	28	28	7	7
C2	48	28	13	3	3
C3*	42	19	20	10	15
C4*	31	10	13	3	4
C5*	42	8	14	5	5
C6*	44	15	20	8	11
Mean±sd	42,7±6,4	18,0±8,6	18,0±5,9	6,0±2,8	7,5±4,6

CI-1: Technique approach (C1,C2,C5)
CSD1: The tendency to have a more technique situation, with more isolated technical exercises^C1,C2,C5, 50% technique^C1. We will practice a bit isolated for a short time, otherwise the player becomes disinterested^C5; if it is throwing, then let’s go, only throwing^C1. It is not that monotonous thing, but it is with a lot of encouragement: bungee cord, bed sheet on the elastic cord to block the goalkeeper’s view, mini-volleyball net, goal post inside the court for the wing’s throws, tennis balls^C1. All you can give as stimulus of light, heavy, larger, smaller, lighter, height, jumps the bench then receives the ball and throws, receives a charge, gives a little push, loses balance, jumps and throws^C1.
CI-2: Situational approach (all coaches)
CSD2: I will not quit using the situational [when compare to U-14], but it will decrease^C1. In the U-16 I think it begins to have a little more game situations^C2, I already start placing blocks^C3, I cut out the game and I get in that situation where I need to make a pass and I cut out of the game and put it there in practice^C4. You can work the relationship between offense and defense^C5 in depth^C2, do some work 1x1, 2x2, to start in this progression, and start doing 3x3^C2,C3,C5,C6, 4x4^C3,C4,C5. I always tell the athletes: “I’m giving you the options, I do not know what will be happening in the game”^C4.
CI-3: Teaching through games (C1,C2,C3,C4,C6)
CSD3: In the U-16 it should already start making these games of “keep away”, in which I have to move and know that the other is also moving^C3. In the game I work with the distance of the pass [short, medium, long]; the passes at this moment may be varied^C2. The game enriches enough when you see that some players still have difficulty; the game is a tool for you to teach these players who have difficulty in the execution of specific movements; not everyone will get the same reading and that player who is still not being able to understand the situations will have the opportunity^C2.
Continues to enter the pre-sport, but not as the protagonist, I will not quit using games, but I will decrease it^C1,C2,C6, but I keep it because the kids like it^C6. The playful serves only for warming-up at times, which will be part of the preparation for practice^C4,C6.

CI-4: Technique approach (all coaches)
CSD4: You have to improve technique to the fullest, working especifically^C4,C5,C6, with a lot of repetition for the player better understand what is being said^C5. It is the age that you can get the most out of the player in relation to technique, because he already has good knowledge^C6; this technique is specific on offense and defense^C1.There is a sequence of passing exercises, all of the players shifting: shoulder pass, jump pass, rolling pass^C2,C3. In the U-18 we can have longer passes, I didn’t do long passes in the U-16 or U-14 because the margin of error is still too large^C3.
There is practice that you will start with the technique as a warm-up^C2, like face to face, making passes^C3; there are exercises used for warm-up, to warm-up the goalkeeper, shots from the positions^C1. I say that the warm-up should not be face to face, but we do it to warm-up the joints^C3.
CI-5: Situational approach (C1,C2,C4,C5,C6)
CSD5: Everything is a cutout of the game, show the options; It starts working the answers in the U-16 and in U-18 improve them. The player needs to understand that what she’s thought to do can change and she has to make decision^C4. These situations will always make me work passing, throw, dribble; is embedded in this action the throw and the pass with pressure, always with game stimulus^C1. Work specific game simulation^C5 and maintain smaller situations^C1,C2,C4,C6, using numerical superiority and inferiority^C6 such as 4x3, 3x2 and the 5x4^C1, but begins to create more difficulty for the players^C4. I also use a lot of transition, ball recovery, with 2x1 on the entire court, 3x2 on the entire court, in sectors^C1. You have to make she understand that she is playing with ball, without the ball, with the ball close, with the ball away, and he has to position him/herself in respect to it^C4.
CI-6: Teaching through games (C2,C4)
CSD6: In the U-18 I think there are sessions in which you can use small games that serve as warm-up^C2,C4. Games are just for play, it is just to warm-up sometimes^C4. Games in U-18 as warm-up do not necessarily a handball game, I can give them another sport, there’s a lot of wealth of information^C2. There is a game that I give them where the goalie is there, she will be scored on from outside [the court] which is handball while at the same time playing soccer^C2 [in the internal space of the court, similar to the dynamics of hockey].

CI-7: Increase of performance demands (C1,C4,C5,C6)

CSD7: U-18, actually, my U-16 starts to do physical work, then this 50-50 I talk about [50% technique and 50% global and situational], has a little part of these 50% of technique that the players are going through the gym 3x a week, are already doing something on the track, push-ups^C1. The main part of the practice is serious, demanding performance^C4; my practice is an hour and a half where you come out soaked [with a lot of sweat], without wasting time^C1. In the U-18 becomes clearer that performance counts a lot, the player has to be aware that if he made 10 passes and missed 8 he will not start playing and will be a while before getting in^C4. U-18 he’s starting to understand the competition, then the coach has to guide so they have better direction, which will make this player understand that is important to become a great player; it is at this time that he chooses whether to play or not, if he will work or study^C5. I think that it starts to direct the player’s positions^C6, starting to make a little of specific work, because it is almost practically defined the position of each one of them^C6.

Universidade Estadual Paulista Universidade Estadual Paulista, Av. 24-A, 1515, 13506-900 Rio Claro, SP/Brasil, Tel.: (55 19) 3526-4330 - Rio Claro - SP - Brazil
E-mail: motriz.rc@unesp.br

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[1] Corresponding author Rafael Pombo Menezes, PhD University of Sao Paulo, USP, School of Physical Education and Sport of Ribeirao Preto Ave Bandeirantes, 3900 - Campus USP, 14040-907, Ribeirao Preto-SP, Brazil Email: rafaelpombo@usp.br