TGfU in the teaching of handball at school: impacts on the motor coordination and technique in the game

Mazzardo, Tatiane; Silva, Schelyne Ribas da; Greco, Pablo Juan; Monteiro, Gabriella Nelli; Silva, Willian José Bordin da; Araújo, Nayanne Dias; Aburachid, Layla Maria Campos

doi:10.1590/s1980-657420220017121

Cited by 4 publications

(3 citation statements)

References 26 publications

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“…Such expectations reinforce that skills must be taught so that players can understand and deal with different game situations, use spaces properly, offering options to their partners, as the players with the ball are required to make the best possible decisions (Gréhaigne & Godbout 1995, Morales-Belando et al 2018, Seco 2005. In this sense, some studies have shown the importance of teaching through games and situations that involve complexity for decisionmaking in handball in different contexts (Dorak et al 2018, Mazzardo et al 2022).…”

Section: Discussionmentioning

confidence: 99%

The teaching of offensive skills against different defensive scenarios in handball: analysis of coaches’ perspectives in different categories

MUSA,

MENEZES

2023

An. Acad. Bras. Ciênc.

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As it is observed that the selection of teaching approaches takes an important role in youth players' development, investigations regarding teaching handball at this age reveal a gap due to this theme. This study aimed to identify and analyze the coaches' preferred offensive skills through different defensive scenarios and how they are taught in youth handball teams. Twenty-two Brazilian coaches from teams U-12, U-14, U-16 and U-18 were interviewed (semi-structured interview). Data analysis was performed through the Collective Subject Discourse and presented according to the teams and defensive systems faced. The coaches' discourses showed an increasing expectation throughout the age groups, and the expectation the players can deal with different situations based on their analysis. In addition, it was also found that teaching approaches are based on a technocratic way with further attempts to transfer the learned skills to the game context for all age groups. Therefore, it is suggested that greater attention must be paid while choosing skills and teaching approaches at each stage of the sports training process, in a way to stimulate youth players to deal critically and autonomously with game situations.

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Section: Discussionmentioning

confidence: 99%

The teaching of offensive skills against different defensive scenarios in handball: analysis of coaches’ perspectives in different categories

MUSA,

MENEZES

2023

An. Acad. Bras. Ciênc.

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“…Inside health, interventions aimed at preventing injuries to adolescent athletes through strength training have proven effective in protecting the athlete's health and physical integrity 41,42 . Several other studies have chosen to apply a school intervention with handball under different contexts aimed directly at performance within the context of specific training [43][44][45] .…”

Section: Discussionmentioning

confidence: 99%

Effects of specialized physical education classes and handball training on health-related physical fitness in adolescent girls

Lemes¹,

Mello

Caporal³

et al. 2022

Journ. M. Health

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To identify the effects of an intervention in Physical Education classes and handball training on health-related physical fitness in adolescent girls. Methods: This is a quasi-experimental study with 26 girls (10 to 16 years old). Girls who reached 75% of participation in handball training (HT) (n= 12) composed the HT group. Girls who played only during Physical Education composed the PE group (n=14). Waist circumference (WC), body mass index (BMI), cardiorespiratory fitness (CRF), abdominal strength (ABDS), and flexibility were evaluated using PROESP-Br procedures. The delta of glass (DGlass) was adopted as the measure of the effectiveness of these analyses. Results: The girls involved in HT reduced WC and increased CRF, ABDS, and flexibility with large effect sizes (33% to 75% of individual improvements). We observed fewer improvements in the PE group, with a variation of 14% to 35% of positive effects. Conclusion: The HT in after-class time together Physical Education classes provide improvements until 75% in the physical fitness of adolescent girls. In another way, Physical Education classes also provided these effects; however, it was in a minor proportion of about 35%.

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“…In the last 5 years, various methodologies have been applied in different school contexts to teach handball, such as teaching games for understanding, integrative methodology, and the Handball at School program, with very positive results [ 11 , 12 , 13 ]. Non-linear pedagogy (NLP) has also been used as an alternative to develop motor skills through mini handball [ 14 ], as, according to this methodology, the human being is considered a biological system with constant interaction between all its component elements (physical, biochemical, emotional, etc.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Teaching Mini Handball through Non-Linear Pedagogy in Different Socioeconomic Contexts: A Pilot Study

Espoz-Lazo

Farías‐Valenzuela

Reyes-Contreras³

et al. 2022

IJERPH

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Mini handball is among the sports included as part of school physical education in Chile to improve children’s motor skills and to motivate their adherence to a healthy and active lifestyle in response to concerns about this country’s high level of childhood obesity. To this end, non-linear pedagogy (NLP) has been used to develop motor skills through mini handball in the school context. However, socioeconomic differences that influence the development of children’s motor skills have not been considered to determine whether the methodology applies to everyone. The aim of the present observational study is to describe and compare the effectiveness of the previously applied NLP methodology in two contrasting socioeconomic contexts to determine whether it helps to develop motor skills through mini handball in both school contexts. The Levine test was used to determine the homogeneity of the variances (p < 0.05), as the distribution of the data was not normal. The Kruskal–Wallis H statistical test was used to analyse within-group data. Additionally, the Mann–Whitney U test was applied for comparisons between groups. The results show significant improvements in the acquisition of the expected motor skills specific to mini handball. Additionally, a shortening of the gap was evidenced between the groups during the training process, with no significant differences at the end of the progression. Therefore, the investigated NLP is equally as effective for schoolchildren in two opposite socioeconomic contexts.

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TGfU in the teaching of handball at school: impacts on the motor coordination and technique in the game

Cited by 4 publications

References 26 publications

The teaching of offensive skills against different defensive scenarios in handball: analysis of coaches’ perspectives in different categories

The teaching of offensive skills against different defensive scenarios in handball: analysis of coaches’ perspectives in different categories

Effects of specialized physical education classes and handball training on health-related physical fitness in adolescent girls

Effectiveness of Teaching Mini Handball through Non-Linear Pedagogy in Different Socioeconomic Contexts: A Pilot Study

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