HANDHEARTBALL SCHOOL VOL 7 ENGLISH

Juan Carlos Pastor April 2021

Jacobo Cuétara Interview by Miguel Morales

Ana González y Eduardo Gurbindo Interviews

Carlos Britos The best exercises in the world

Fernando Gurich THE SLOVAK HANDBALL SPORTS PROJECT

Gabry Martu Consume Handball

Imanol Álvarez Analysis in Super Amara Bera Bera

Manuel Ortega Anticipation Processes

Juanjo Martínez Beyond handball

Vol. 7

©Eliza Sólya/MOL-PICK Szeged

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JUAN CARLOS PASTOR PROLOGUE

IMANOL ALVAREZ ARTICLE

MIGUEL ÁNGEL TOMÉ MINI HANDBALL

FERNANDO GURICH ARTICLE

JORGE SUAREZ

TIPS PHYSIOTHERAPY

THE INTERVIEW WITH M. MORALES JACOBO CUETARA

MANUEL ORTEGA ARTICLE

57 60 65 73 79 84 86

JAUME MIRO CALAHORRA TIPS PREP PHYSICS

CARLOS BRITOS ARTICLE

JUANJO MARTINEZ ARTICLE

ALEX NOGUES TIPS XPS

PLAYER INTERVIEWS

GABRI MARTU NETWORKS

UNAI ARRIETA

TIPS PSYCHOLOGY

WE APOLOGISE IF THE TRANSLATION DOES NOT CONFORM TO WHAT THE AUTHORS HAVE WRITTEN.

Fases de Juego 40 ATTACK

CLAUDIO HERNANDEZ

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DEFENCE

DIEGO GARCIA

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COUNTER-ATTACK

RICARDO CLAVIJO

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ASSEMBLE

JORGE DESANTES ©Eduardo Ágreda

Juan Carlos Pastor

Coach SC Pick Szeged

• We all know that about 31 years ago, in Pucela, things changed, something started that we can still see today, and that is that there was a very important change in our handball.

How did this different way of seeing and working with handball come about? That new system.

Out of necessity. First I would like to make a special mention to my school San Viator, first working a lot first as a player with Julio de Paz, and then as a coach with Alberto Muñiz, and then there was Father Jaime, who was the spirit.

I worked a lot on individual technique, and we were a bit different to the rest of the teams, when the teams worked on 6:0, we pressed all over the pitch, then we went down to 3:3 in midfield, then to 3:2:1 higher, then to 5:1, the idea was to develop players, and then if we were in the youth teams, we worked on 6:0, etc...

We created an ideology with Alberto Muñiz, we talked about the 1990s.

I worked as assistant coach with Manolo, and they gave me the opportunity. And we weren't big, we were quick and smart, so the only way to compete with other people was to be smarter than them. We couldn't play one-on-one, so we had to look for other formulas, where we could win the ball back and score goals, and that was the instruction. First we had to score more counter-attacking goals, to have less situations to attack their positioned defence and then we had to have other ways of not going into contact and avoiding exclusions, but we had to have other ways of provoking exclusions.

Another thing we were looking for was to be one more player in defence for more minutes, that way we could put pressure on them, and then attack them again without their defence. Or to play quickly so that they couldn't make changes, in short, what we were looking for was to attack as few times as possible against their defence.

Play very quickly, make lots of transitions, recover balls, fake, recover, don't go into contact, be smarter than them in defence.

We also started to use other defences, mixed defences, 5:1 defences, but they didn't work as they usually did, and that created doubts when attacking them because we weren't used to them.

Then in attack, as we weren't big and we didn't have any shots, the play of the pivots was very important. But we couldn't look for ways to play with him either, like everyone else did, so we looked for new ways, more open, outside blocks, and when the defenders were already passing those blocks inside, we started with continuity.

In short, every time they have put an obstacle in our way, we have adapted, in the same way that when we have had different players, we have adapted the way we play.

JUAN CARLOS PASTOR

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• That system, looking for quicker situations, making the opposing teams less comfortable, provoking more mistakes, working from training sessions on the combination of phases, something that we coaches work on more and more every day, has continued to evolve, but nowadays, if you had the opportunity to look through a window into the future, or if you had the opportunity to change the way of understanding our sport, what do you think would change?

What is clear is that every day there are bigger, stronger and faster players.

There will be fewer pauses in transitions and we will have fewer changes in attack and defence.

I think that instead of losing the specialist defensive player, because of the speed we are talking about, we are going to lose the specialist attacking player, and I'll explain it to you. There are players who only play in the last few years, in attack and only on one side, and as a coach you won't want them unless they are very good. But for example, if the defensive specialist is going to be around for even more years, because the short change full-back will be able to change. That's why everyone has to attack and defend. If you only attack and you're only going to be usable on one side, you're not going to be interesting for the coach.

Then another problem will be the pivots that only attack, it is a more problematic change, and either you are a third pivot specialist, which means you are taken out for superiority, that is, when you don't have to make the change attack defence, or for the 7x6, that you are so good that you are going to create clear goal situations or 7m, and other teammates can change and sometimes the other team doesn't get the ball out quickly from the centre.

Players who only attack have it more complicated. Unless, because of your team structure, you can camouflage that player. For example, a central defender who can defend as a three, or a winger who can defend as a two.

For example, a left back who doesn't defend, as it forces you to have an outside player who can defend as a 2, in order to position that player on the outside in defence. That's why sometimes people don't understand that you sign from defence, not from attack. They think that you sign cards, and then they start playing. We should think that the most important thing is the structure of the team, then sometimes, as in the national teams, not all the best players can be there, what has to be there is the best idea of the team.

Another thing that should evolve is to remove the 7x6, although we all use them. We should say that there can only be 6 players of your team in the opponent's field, otherwise there is no risk. This way when we had one more player, we could have more aggressive defences to try to recover balls, and there would be more richness in attack to attack these 5x6 situations.

JUAN CARLOS PASTOR

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• Do you think that some of the rules of beach handball could in the future become part of court handball, seeking to further increase the spectacular nature of the game?

Let's start from the premise that it is a different sport. It may come at some point, which would be another formula, goals from your own half, they are worth doubles, but what for? So that you don't change the goalkeeper. You can continue the 7x6, but those goals from your own half are worth doubles, then the opposing team thinks about it.

What we do need, as in basketball, is more assistants on the bench. It can't be that in the Champions League we only have 4. At least 5 and I would like to have 6.

It would be ideal to have a doctor, physio, 1st coach, 2nd coach and goalkeeping coach, which is becoming more and more important every day. Here in Hungary we give a lot of importance to the goalkeeping coach.

• Of all the coaches there are and have been, which one has influenced you the most in your way of seeing handball?

I have never spoken to him, (because I have seen many videos, in fact, my self-taught tool has been that, and I have studied the best handball schools, because in the old days, you saw more of the best handball in the national teams, and as the Champions League has expanded, the best handball is in the Champions League, above the national teams. But it wasn't like that before, there weren't so many teams, they got together, there were the Swedes, the Russians, the Spanish. Before there was only one team from each of those leagues, but there came a time when there were four teams from the Spanish league. And at that time I saw a lot of the Russians, the Swedes, and the French).

And the coach, Constantini, because he started to change, to put the pivot in intelligent places. For example, details, I studied the Yugoslavians, they had a lot of richness, they put the pivot forward, and I started to do it, to have less changes, and this was a way for them to improve their mobility.

When there were more complicated games, we looked for other solutions.

Therefore, the tactical coach was Constantini, and if we talk about daily work, it would be Manolo Cadenas. I was lucky enough to be with him in Valladolid. Then he went to Leon, and I had the opportunity to lead Valladolid, as head coach.

And then I continue to watch a lot of games, which is very important to keep learning.

• And nowadays, Spanish coaches, although they have been in fashion all over the world for a long time, what would you say to all these coaches who dream of being in elite teams, that it is possible, that it is something very difficult, what would your words be? And we know that nowadays, it is a plus to have been a professional player, to be able to lead a high performance team.

Now most coaches, depending on where they are going to train, there are determining factors. For example, in Germany, either you speak German, or it's almost impossible to get in, when I think the most important thing is to speak handball.

JUAN CARLOS PASTOR

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That's a point. It's easier to become a coach having been a player, because you already have opportunities like being put as a second coach. But there are cases, in which I include myself, I have not been an elite player. I was a goalkeeper, the third goalkeeper of Michelin, in Ademar when they played in the first national team. But there was a moment as a player, even though I was already training, when I was 21 years old, that there was no light in being a player, and I dedicated myself to coaching.

What do you have to do to be a good coach, if they think that they immediately want to be first or second coach, you have to be trained. I've coached fry, children, cadets, ........, all categories, I've been 2nd and then 1st coach. It is true that, at the age of 27, I already had a position as head coach.

There are other coaches who have not been great players, and who have become world-class coaches, and we all know some examples.

What happened to me, even though I was a goalkeeper, I started to think more like a centre-back.

Why? Because when I started coaching and teaching youngsters, I was in one of the teams as a centre-back, so that those players knew what they had to do, the style of play,... Even at university, instead of playing goalkeeper, I preferred to play as a centre-back.

It's true that the path is more difficult, but it exists, you just have to work at it and train yourself.

• You've been out of Spain for some time now, do you see yourself returning to the Asobal league in the short term? And to the women's league?

At the moment it is very complicated, from a professional point of view.

What is clear in order to be able to accept a project, are the following points: a.-Sporting project b.-That they love me c.-My family d.-Economically we will reach an agreement (generally).

And it is true that every time the league is more beautiful, as there are more teams (8-10 teams that can fight for Europe, some in no man's land, etc ...) unlike before, that there were more teams in no man's land. It is true that we can say that the level has dropped a little in recent years, but also the possibilities for young players to play in Asobal is greater.

The most important thing about the Asobal league, and I want to emphasise this, is that Barca is there, because if they were, it wouldn't be so visible.

Therefore, from a professional point of view, I find it difficult to return, but from a personal point of view, it's another thing if one day I have to go back home.

I have never trained girls, only once, in a Valero Rivera Clinic, the best, in Lanzarote, the girls from Puerto del Carmen came, what a Clinic, how they trained that day, the best Clinic, it was amazing.

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• To conclude, we all know that scouting is more than necessary to get to know the opponent and work on the basis of this. But from what age do you think it is interesting to do this type of scouting, not only of the rivals, but also of the training sessions themselves?

From anyone. They have to see what they do, we have to record, cut, and it is much more important in training periods, our corrections than those of the opposing team. If we want to train, we have to show them what they are doing right and wrong and correct it. It is something very important that we have always done, the only thing is that now, everything is easier and more agile.

We have to create something called culture. And that's where basketball beats us. You should watch a lot more handball, and it seems that now the commitment is not the same. It is also true that it is easier to have a chance, before it was more complicated, because before it was 12 per call-up, even in certain leagues, they force to include juniors in the games, and that's why the commitment is not the same as before.

• Finally, what would be your impressions or comments on this atypical year of the pandemic in your team?

Everything that has happened to us has happened to us, in fact, I have only had one player who has not tested positive.

Everything has happened to us, even going to play in the Champions League, with 7 juniors, but that's what we've had to live with.

But we have to recover, because there are important games coming up, we've had cup games, now the Champions League is coming up, and more commitments, and we still have players coming out of quarantine, and people who aren't here. But we have to keep fighting and working.

Because here, when you test positive, they take away your licence for 1 month, 6-8 weeks, and I have had many players in this situation. Now they take away your licence for 3 weeks when you test positive.

But we have to look forward and adapt.

JUAN CARLOS PASTOR

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HANDHEARTBALL / EDITORIAL

BEYOND THE 40X20 JOSE RAMON BELDAD

ALVARO DE LARA

New volume of the magazine, and in this case, we are going to get into aspects that go beyond the simple game. Aspects that encompass and make our sport even richer.

We will see how social networks are more and more present every day and in different ways.

We will have situations where coaches must give more of ourselves, and not only worry about what happens on the court, but as a whole. The analysis of data, of big teams, the new ways of managing this information and how fast everything is advancing. We will see how they work in other countries from the base, with talent programmes, and with incredible structures, which make and will make the performance of present and future players increasingly greater. And as always, all this always comes from the people who dedicate time and a lot of effort to improve our sport every day. Thanks to all of them.

And of course, handball, with great professionals worldwide, who will contribute their grain of sand, so that we understand a little better their way of working.

And of course a lot of 40x20, in the form of articles, tasks, and of course, tips that will help us to continue training.

From Handheartball, we hope that one more issue is of your interest, and we invite you to share in social networks all our content, because it belongs to everyone.

EDITORIAL

Thank you very much

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ANALYSIS IN SUPER AMARA BERA BERA

Imanol Álvarez Arruti / ARTÍCULO • Coach Super Amara Bera Bera

©Bera Bera

Analysis In Super Amara Bera Bera Data management How the pandemic turned into an opportunity

Anyone can do it. These four words are the most important part of this article. Anyone who

wants to and considers it important or necessary can improve the performance of their equipment with the help of data. I have not invented anything. I know that. But in our sport, data is an issue that we don't pay much attention to or we do it the same way we did thirty years ago when the technological possibilities were different. But something is changing.

ARTICLE

The spring of 2020 will be remembered as a historic moment, the greatest health catastrophe of the last century struck the planet. It brought us indoors. It introduced us to videoconferencing. Online courses and clinics flourished, which we attended in our pyjamas with a coffee and in no hurry because we couldn't go anywhere else. We had to adapt and the handball world did.

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IMANOL ÁLVAREZ ARRUTI

ANALYSIS IN SUPER AMARA BERA BERA

By a series of coincidences, at that time I met two professors from the University of Castilla-La Mancha (UCLM) who were passionate about handball and experts in data: Eusebio Angulo and Francisco Pascual Romero. I also met Anselmo Ruiz de Alarcón, who, in my opinion, could be considered the guru of data in Spanish handball. Before the pandemic we had arranged to meet but for one reason or another it had not been possible. At that time, we met each other in the living room of his house. Pandemic stuff. With this cocktail shaker full, only one ingredient needed to be added: my partner in the management of Super Amara Bera Bera: Alex Nogués. A bench animal, restless from a technological point of view and with a brutal capacity for work and learning. The virus and the zoom platform stirred the cocktail shaker and time at home gave the concoction a bit of a kick. Everything changed for the better. Now, as in good wineries, daily work and experience will ensure that next year's wine will be better than this one.

Excel report that we get live.

Live analysis

ARTICLE

We designed an Excel sheet to take the data of each live match. Following Anselmo's advice: "simple, it should collect only the really important data". It's alive! It changes every week. We add the data we think is important and remove the data we don't add. We continually evaluate and change it. It should never be closed.

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IMANOL ÁLVAREZ ARRUTI

ANALYSIS IN SUPER AMARA BERA BERA

Currently we are working with the following metrics, among others: • Pace at which we are playing The unit of measurement is no longer time. For us, the unit of measurement is possession. We assess whether a match is fast or slow according to the number of possessions played by both teams. After observing several matches we can assess whether we are interested in playing at a high or slow pace depending on the performance obtained at different paces with much more precision than the "eyeball".

• Offensive and defensive effectiveness Assessing whether we attack and defend effectively does not depend on the number of goals we score or concede. Now we relate goals to possessions. We can score 25 goals in 65 possessions which would give us an efficiency of 0.38. However, if we score 23 goals in 58 possessions our efficiency would be better, 0.39. We think this is a more realistic way of assessing our offensive or defensive ability.

• Percentage of possessions in the different phases of the game Furthermore, by marking the different phases of the game in our table: positional attack, counter-attack 1st wave, counter-attack 2nd wave, goal kick, and relating them to the possessions we obtain the percentage of the match that we spend in each of the phases. The same can be used to analyse opposing teams.

• Own and opponent's throwing percentages Similarly, taking into account the pace of the game (number of possessions), we can obtain interesting data on the number of shots we take or receive per x number of possessions. We obtain the shots we take and receive per 100 possessions.

• Percentage of losses in relation to the number of possessions As with goals or shots, relating the number of turnovers to the number of possessions played allows us to obtain a more realistic value of this parameter that is so decisive in the resolution of matches. In this way we can obtain the percentage of losses per possession or per 100 possessions and in the long run we will obtain values that will give us a more accurate measure for our team, the rival teams or the competition in which we participate.

ARTICLE

• Other metrics that we have designed and see live

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IMANOL ÁLVAREZ ARRUTI

ANALYSIS EN SUPER AMARA BERA BERA

Post match analysis - Panels Visualisation With the XPS scouting tool we carry out the video analysis of the match. The records obtained can be almost infinite. The limit is set by us. After exporting the data to a CSV file, we again obtain a series of metrics that in our case we chose to present through Data Studio. With this Google tool we make our presentations and our reports. We load the data of each of the matches we analyse with XPS and we obtain the data that we define as important. It is essential to carry out a prior analysis of the problems we want to solve or the needs we want to cover.

Below, I show an example of a visualisation panel in Data Studio of a metric that we use and think is very necessary when it comes to going a little further in measuring the contribution of the players: Plus/Minus The plus/minus is an example of a metric that we obtain after cutting the games and exporting that data to a CSV. We get for example the difference between the offensive efficiency of the team when a player or a combination of players are on the field versus the offensive efficiency of the team when the player or group of players are not playing.

Individual and group Plus/Minus Report

ARTICLE

By analysing a single match the values obtained can be confusing due to the special circumstances of each match, but after analysing a minimum of matches we will obtain very interesting values about the influence of a player or a group of players in the different phases of the game. At the moment, we are doing this manually, but in the not too distant future we hope to be able to obtain this data through computer vision.

I end as I began. Anyone can do it. You can do it and you can improve it. Something is already moving in this field and we think it is unstoppable. We coaches will have more tools to prepare our teams both in training sessions and in matches. It would take a push from clubs and federations to take care of the data. Following in the footsteps of other sports, we think there are endless possibilities, even to market them in different ways. We have taken a step forward and we are sure that it has only been the first one.

Thank you very much for your support.

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IMANOL ÁLVAREZ ARRUTI

MINI HANDBALL - TASKS MIGUEL ANGEL TOMÉ GARCÍA SUPERIOR SPORTS TECHNICIAN IN HANDBALL NATIONAL HANDBALL COACH 2009-10 FEMALE ALEVIN TEAM COACH OF THE KUKULLAGA HANDBALL CLUB (ETXEBARRI-BIZKAIA)

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TASK 1 - ENTERING AND LEAVING THE CAS

DESCRIPTION: One team defends an area, "the castle", this area can be a circle, a rectangle, a square, the area, ......, in our case a circle. The "invaders" or attackers have to enter the castle, the circle, without being touched by the "lords of the castle" or the defenders.

The invading team can move by boat (benjamines/alevines) or with the adapted ball (prebenjamines).

The team of lords of the castle can be formed by the same number of players as the invaders (individual defence) or by one more person (defence with help and defensive collaboration).

OBJECTIVE: To improve marking and defence Improve unmarking Improve defensive movements Improve offensive dribbling Individual and group defensive work. Defensive collaboration. Help.

Attacking gaps or free spaces.

FEEDBACK: In offensive movements on the bounce insist on not looking at the ball, but with the head high looking and looking for the free spaces which is where they should attack.

In defensive movements, insist on crossing the legs.

Insist on collaborating with teammates in defensive tasks.

Shooting with one or the other hand, whether or not it is the dominant hand.

Take advantage of the cycle of steps to invade the castle.

VARIANT: "GET OUT OF THE CASTLE".

El mismo juego, pero con el objetivo de salir del circulo.

MINI HANDBALL – MIGUEL ANGEL TOMÉ GARCÍA 16

TASK 2 - GUARDING-DEFENDING THE TREASU

DESCRIPTION: Throwing from the free hit zone (5 m. and 7 m. area in minihandball) and hitting the cones that will be placed inside the area.

Improve the accuracy and speed of execution of the throws.

Look for an unmarked player who wins the free hit zone either in penetrations or in movements without the ball.

Move freely around the attacking zone, in order to shoot from the free-kick area, BUT WITHOUT USING THE RESOURCE OF THE BOOT. Defend the free kick area with exits and lateral movements. Get defensive collaboration by being one less defender. Use arms to defend passes and shots.

Observe all the attacking players before passing. Look for the best passing option in three seconds.

FEEDBACK: Correct static players. Get the attacking players to anticipate the pass and move before receiving the ball.

Correct them to not only look at the ball, and to look for the free spaces from where they can achieve the objective of shooting to hit the cones.

MINI HANDBALL – MIGUEL ANGEL TOMÉ GARCÍA 17

TASK 3 - PASS AND GO ON DIFFERENT PASS LINE

OBJECTIVE: IMPROVE THE PASS AND GO FINISH IN THE CENTRAL AREA OF THE AREA INDIVIDUAL DEFENCE DESCRIPTION: THE EXERCISE CONSISTS OF A 2 AGAINST 2 IN MIDFIELD IN WHICH THE PASS AND GO IS THE PROTAGONIST. YOU CAN ONLY FINISH THE EXERCISE WITH SHOTS FROM THE CENTRAL AREA MARKED BY THE CONES. THE FIGURE OF THE COACH ALSO APPEARS AS A PASSER IN THE FACE OF A POSSIBLE GOOD DEFENSIVE WORK AND THUS AVOIDING THE PASSES OR THE THREE SECONDS OF BALL POSSESSION. IN ORDER TO FORCE THE ATTACKING PLAYERS TO CONTINUOUSLY MOVE FORWARD, THE USE OF BOUNCING IS ELIMINATED. CORRECTIONS: ATTACKING PLAYERS MUST CONTINUALLY PASS AND UNMARKED. THEY CAN NEVER STAND STILL ON ONE POINT. THEY MUST ALWAYS MOVE AT MAXIMUM SPEED AND ALWAYS WATCH THE DEFENDER'S REACTION. IF THEY CANNOT FIND A PASS BETWEEN THE TWO ATTACKING PLAYERS, THEY CAN PASS TO THE COACH TO AVOID ANY KIND OF TECHNICAL FOUL. THE DEFENDING PLAYERS MUST TRY TO RECOVER THE BALL OR MAKE THEM LOSE POSSESSION. INSIST ON STEALING, MARKING, DISSUASION, USE OF HANDS AND ARMS TO AVOID PASSING BETWEEN ATTACKERS. INSIST ON NOT ONLY FOCUSING ON FOLLOWING THE ATTACKER BUT ALSO ON KNOWING WHERE THE BALL IS IN ORDER TO DEFEND THE PASSING LINE.

MINI HANDBALL – MIGUEL ANGEL TOMÉ GARCÍA 18

TASK 4 - THE "10 PASSES" BY ZONES

DESCRIPTION: We divide half a court into three parts. In our case we have called them zone 1, 2 and 3.

The players are divided into two teams, one as passers and the other as defenders who have to recover the ball, either by stealing it or because the other team has lost it on the back lines, midfield or wings.

The players can only move around their own area.

We play with one ball.

The team in possession of the ball will add +1 as long as the pass is between different zones. If it is a pass between teammates in the same zone it does not add up to a pass.

OBJECTIVE: Players with the ball must observe all teammates looking for the best passing option and thinking about adding up to 10 passes. TO BROADEN THEIR VISION OF THE GAME. Quick decision making between short pass or long pass.

Quick decision making on which teammate to pass to.

The players who have to recover the ball defend their teammates individually. The aim of the defenders is to win the ball back and when they get it, they quickly add passes to get to 10.

Defensive work, individual defence and passing lines.

VARIANT: Players can change zones but only add up when passing between different zones.

MINI HANDBALL – MIGUEL ANGEL TOMÉ GARCÍA 19

THE SPORTS PROJECT OF SLOVAK HANDBALL

Fernando Gurich/ ARTICLE

• •

National Coach, Mastercoach Technical Director of the Slovak Handball Federation

Five years ago the Slovak handball federation embarked on a comprehensive change of its organisation. It started with an internal restructuring in all departments of the federation (already initiated a few years earlier by the current president, Jaroslav Holesa), with the aim of importing different styles of handball that could refresh the ideas of Slovak handball.

As a result of this process, the Danish coach Heine Jensen (also in charge of the national team) was put in charge of the technical direction and a project was started that has been evolving year after year. At the same time, other coaches were recruited to run the specialised handball training centres.

Here, my adventure in Slovak handball began.

The beginnings: March 2017, arrival in Bratislava.

ARTICLE

At that time, the Slovak federation decided to create eight specialised handball training centres in different parts of Slovakia, four of them for men and four for women.

This is the beginning of a period in which I will be in charge of the men's youth national team and I will be responsible for the centre located in the capital of the country, Bratislava, where the following activities take place an exhaustive evaluation of the state of the centre in order to detect opportunities for improvement with a view to the start of the following season. The work methodology will be coordinated by the national technical management, in the same way as the national teams.

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FERNANDO GURICH

THE SPORTS PROJECT OF SLOVAK HANDBALL

At the beginning, there is no established working methodology, so there is freedom to establish the work to be carried out in each centre. This is how the first sketches of what the work in the centres will be like begin to be generated. The bases of physical work (running and strength) are planned, but there is absolute autonomy to decide the technical-tactical content to be carried out in the centres.

During the season, the people in charge of the centres form a team to design the work model for the centres together with the national technical management.

In addition, in those first months, I formed and directed a technification group with the players with, in my opinion, the best prospects in the centre. The Slovakian educational model allows the players to train several mornings a week, so there are two mornings of strength work and two mornings of on-court training with two groups of players, one aged between 14-16 years old and the other between 14-16 years old.

The Slovakian educational model allows players to train several mornings a week, so two mornings of strength work and two mornings of on-court training are planned with two groups of players, one aged between 14-16 years and the other between 16 and 19 years.

I am also in charge, together with the centre's coaches, of designing the work that will be carried out in the centre and the model of play that we intend to implement (the main ideas and the nuances will have to be designed later by each coach).

These are months with a lot of activity, visits to small clubs and many meetings that serve to lay the foundations of what will be the work of the next season.

My work also begins in the national youth team, where we try to transfer the same concepts that we will put into practice in the centre, following the lines of work that are intended to be established in the national teams.

ARTICLE

The 2018/2019 season: The new season starts and the first real steps begin, where the work done so far can be evaluated. The national teams follow the proposed calendar and the work designed by the technical management.

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FERNANDO GURICH

THE SPORTS PROJECT OF SLOVAK HANDBALL

The training centre starts the season with a training camp at high altitude. All the teams of the different age groups of the centre attend the training camp. It is a unique opportunity to meet and get to know all the coaches and players, as well as to explain the way of working.

Each coach receives the annual planning, as well as the relevant mesocycles, microcycles and work objectives, from which each coach is free to design their work sessions. Collections of exercises are prepared, as well as examples of work and special emphasis is placed on how to carry out explanations and corrections to the players. The sessions are supervised and the players take part in the sessions.

During the season, regular meetings are held with the coaches, as well as with the rest of the people in charge of the centres and the technical director to monitor them.

During this season the work with the national youth team continues. Preparations are underway for the Euro Championship which will take place in Tulln.

Changes in the 2019/2020 season: This season starts with important changes. Both on a personal and professional level. Jensen leaves Slovakia and the coaching. The federation decides to offer me the position of technical director. My role will be to advise the senior national teams when they need it and to coordinate and direct the work of the children's and junior categories.

The federation asked me to start working with the new junior generation.

The first decision was made to give continuity to the work previously done with the junior generation, it was decided that the second coach of the youth team would take over the management of the junior team, following the systematic and the game model that we had already begun to implement previously.

ARTICLE

This is where the project that I want to explain begins.

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FERNANDO GURICH

THE SPORTS PROJECT OF SLOVAK HANDBALL

ARTICLE

The design of the handball project in Slovakia: From this point onwards, it is proposed to renew the work plan established so far, the content of which I will now explain.

The initial project has evolved each year. It was not considered necessary to make drastic changes, but rather to gradually modify the concepts and work intentions in order to achieve the model we are aiming for.

I believe that it is a serious mistake to think that "my way of working is better than that of others". Therefore, I consider it important to analyse the following aspects: • What has been done so far?

• How has it been done so far?

• What is working? And then we will try to maintain.

• What can we improve? And it is realistic to implement an improvement.

• Where do we want to be in the period of time that the project will last?

After carrying out this analysis, a strategy to follow is proposed, "we have a plan".

This plan is divided into two parts: ü The daily work: The way of working of the technification centres is modified, dividing the country into three large zones, which are coordinated by three supervisors: East, Centre and West.

In each of these zones there is a men's and a women's technification centre.

Annually, all the centres receive the programme with the objectives to be worked on, distributed over the work period, and monthly they receive the work to be carried out in each of the categories.

Quarterly training clinics of two or three days are scheduled. Once a month, training sessions are held in each category with the participation of the most outstanding players from each region. These are coordinated by the supervisors and coaches of the centres and run by these coaches with the help of the technical management and the coaches of the different national teams.

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FERNANDO GURICH

THE SPORTS PROJECT OF SLOVAK HANDBALL

ü Work with the national teams: Initially the work was carried out only with the junior and youth categories. These had an activity every month, where they worked for three to five days, to which had to be added the activities during the international weeks. In the national teams they followed basic ideas, but each national team followed the model of play that each coach wanted. This is clearly not very functional.

One of the first decisions taken was to extend the work to the cadet stage and to carry out a previous work of training and monitoring of talents in the infantile stage called Talent Program.

The Talent Program begins its activity with monthly activities lasting four days, bringing together forty players (forty boys and forty girls) with whom we work mainly on physical and individual technical-tactical aspects.

ARTICLE

This Talent Program is also used for the training of coaches. Four coaches in each category participate in this monthly training, at least one associated with each technical centre.

Likewise, the figure of guest coach is created to help clubs that are not associated with any centre. The aim is to transfer the idea of work established by the national federation to the daily training of the clubs.

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FERNANDO GURICH

THE SPORTS PROJECT OF SLOVAK HANDBALL

In each activity, these trainers receive a notebook with the main tasks to be carried out in the different training sessions, and they develop complementary tasks or exercises according to the guidelines set out in previous workshops. All of them receive indications related to how to carry out the corrections and the most relevant aspects to focus on.

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The national cadet team meets in scheduled activities during the international weeks, where they work on collective aspects that complement the work carried out in the Talent Program.

The coaching staff of this team is made up, in turn, of coaches who take part in these activities, thus giving continuity to the idea of work and the system of play.

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THE SPORTS PROJECT OF SLOVAK HANDBALL

The next decision, no less important, was to propose a common and progressive game model for the different stages.

Thus, the national cadet team (precadets in the Slovakian system), previously non-existent, begins its training with the development of two defensive systems (one that will be maintained in the following stages and another, which will be an intermediate step to the auxiliary defensive system that will be worked on in the following stages) and a basic form of the offensive system of play. This system will evolve progressively, being extended in the youth and junior stages as shown in the graph above.

The continuity of the project.

At present, the world of sport is suffering severely from the consequences of the pandemic that is ravaging the world. In the case of Slovak sport, it has prevented us from continuing this work and training since last October. Therefore, it is difficult to assess the state of development of this project at the moment.

Also, the continuous evaluation and adaptation to the trends of the game is a necessity in the development of any sports project.

ARTICLE

Therefore, the keys to determine the current situation of this project will have to be assessed taking into account the impact of this period for the players (on an individual level), and examining the sporting momentum of the national teams.

This will determine whether it is possible to continue with the proposed roadmap, or whether, most likely, it will have to be modified and adapted to the new sporting circumstances that arise.

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FERNANDO GURICH

THE SPORTS PROJECT OF SLOVAK HANDBALL

ARTICLE

Likewise, it is necessary to anticipate future needs and demands, possible decrease in the number of licences, sporting moments, periods of inactivity or without competition, etc.

Therefore, one of the main keys of the project will be to transfer the model of play developed in the basic categories to the senior national teams, where it will be necessary to progressively take over from one generation to the next. In this way, the players who have taken part in this training process will be prepared to take the next step naturally and form part of the senior national team without this entailing a change in their game or in their way of working, guaranteeing a rapid and effective adaptation.

In this way, the supply of players to the senior national teams from the lower categories will be guaranteed, without drastic changes in the national team, either in their game or in the performance of the national team.

This continuity with the established training model will offer a real vision of the evolution of handball in the country.

In short, it is a beautiful road ahead.

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FERNANDO GURICH

JORGE SUÁREZ SUÁREZ Physiotherapist

Mail: fisio_78@Hotmail.com Twitter: @fisio_78 Instagram: @fisio_78

LOW BACK PAIN IN HANDBALL On this occasion I am going to deal with pathologies that affect a specific area of the spine, the lumbar area, as it is of great anatomical importance and its pain is quite incapacitating. Low back pain (lumbago) affects the general population in an important way, being one of the main consultations for musculoskeletal pain in health systems.

Genetic aspects, psychological aspects, postural habits, lifestyle habits... form a biopsychosocial compendium that have a great influence on the appearance of pain. In the field of sport, all this basic situation is also affected by the loads and efforts that increase the chances of a pathology appearing. In handball, with its high physical demands and being a contact sport, it could be said that all players will have at least one episode of low back pain in their careers.

The severity of these episodes may even prevent them from participating in training and matches. The truth is that what usually happens is that players continue to train and compete but at the cost of enduring pain, aggravating the possible injury and even chronifying the process and always with a decrease in performance.

Anatomy of the area Being specific when referring to the lumbar spine, and from a bony point of view, this is made up of a set of five vertebrae that articulate with the dorsal spine above and with the sacrum below. These vertebrae are joined together by the intervertebral discs, all of which are reinforced by ligaments and muscles. The main function of the lumbar spine is to provide stability and to protect the spinal cord. For this, they must be in the best possible functional state.

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Therefore, any of these structures can be injured and cause pain, either locally or in a referred manner: • Intervertebral disc. It can be damaged causing protrusions and hernias.

• Fractures. These are not common, as high impact trauma or large sudden increases in load are necessary (stress fractures). Degenerative fractures usually occur in old age or due to metabolic bone diseases.

• Ligaments. There are a wide variety of ligaments in this area and they can be injured.

• Muscles. There are intrinsic muscles, which only relate to the spine, and extrinsic muscles, which relate the spine to other areas of the body. Any of them can suffer pathology that generates pain.

• Spinal cord and nerves. Injuries to the spinal cord are rare, caused by major trauma and usually involving fracture. Nerve pathology is more common and can cause local symptoms, in the affected area (e.g. low back pain), and referred symptoms, at a distance (e.g. sciatica).

Function of the zone The most important function of the spine is to provide axial passive stability to the body and to protect the spinal cord. In order to fulfil this function, the lumbar spine is very strong and has a great capacity to support axial loads without losing the ability to move in the three planes of movement. However, this is not its main characteristic and so it does not have a very large range of motion (the greatest range of motion is in flexion and extension).

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Now, is it correct to consider the lumbar spine simply from a static point of view? Is it a rigid and isolated structure? Not in my opinion.

To begin with, it has a close relationship with the neighbouring structures, the pelvis and both hips in the lower region and the dorsal spine in the upper region, and must function together biomechanically. In this way, any deficient functioning or pathology in any of these areas will automatically influence the others.

Furthermore, together with the abdominal and lumbar musculature, it will form part of the core or nucleus to form the central area of the body, with a very important biomechanical function.

Therefore, it is from this dynamic point of view that we are going to understand this area as a transmitter of forces between the lower and upper limbs. In this way, it must not only provide stability but also be able to withstand these transitional forces, and for this we must ensure that it has adequate levels of strength to be efficient and not suffer injuries.

Lumbar Spine Injuries Adding static vision to vision will help us to better identify injuries that may occur in this area. In this way, many will have cause and consequence in all the interrelated structures mentioned so far.

In handball, the lumbar spine is affected in the development of the game; feints, changes of direction, jumps, landings, but the situations that will stress this area the most are throws and actions with contact. In throwing, the central zone must be stabilising so that the upper limb can be biomechanically efficient, also transmitting the forces from the lower limbs.

In contact actions such as accidental collisions, defensive actions or fights (imagine a pivot) the spine will have to withstand high stresses and shear forces.

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A first way to classify the possible lesions is according to the mechanism of production, as follows: • Acute Injuries. Sudden onset, they can be caused by trauma or excessive exertion. They can cause sports activities to be interrupted and have symptoms that can last for a few days depending on the severity. It is important to treat them appropriately and ensure that they are not perpetuated over time.

• Chronic injuries. Of progressive onset due to repeated microloads and overexertion or poorly treated injuries. They become established little by little and remain over time. They will affect the athlete for life, with a more complicated treatment, especially if they have a degenerative component.

It is also possible to use a classification according to the structures affected, so the most common ones can be: • Ligament sprains. There is a wide variety of ligaments in the joints of the spine and they can be injured.

• Muscle strains or tears. The musculature that protects the spine may suffer some kind of pathology. Some of the muscles that attach to the spine and connect it to other bones and joints may also be affected.

• Pain related to the intervertebral disc. Small alterations in this structure can cause pain.

• Disc protrusions or herniated discs. When the damage to the disc is greater and structural, it begins to have fissures and ruptures that cause it to come out and can put pressure on the spinal cord or nerve roots.

• Spondylosis or spondylolisthesis. Damage to the structure of the bone and joint that causes one of the vertebrae to lose alignment with neighbouring vertebrae.

• Stress fractures. Sudden increases in load by amount or duration that cause the bone to break.

• Nerve-related pain. Nerve roots can also be injured at the level of the spine causing pain in the area or referred pain along the nerve pathway.

Finally, it should be remembered that many of these injuries are not incapacitating in their early stages and only when they progress and worsen do they significantly limit the players' performance, as well as becoming health problems that are more difficult to solve. It is therefore necessary to deal with them in an appropriate manner and carry out the correct treatment to prevent them from becoming chronic or irreversibly aggravated.

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Miguel Morales' interview with: Graduate in Journalism from the UCLM and member of the RTVCLM Board of Directors.

JACOBO CUETARA v Born in Ribadesella, in March 1980), he graduated in Physical Activity and Sport Sciences from the University of León, obtaining an End of Degree Award for the best academic record. He has a Master's Degree in Handball Coaching, as well as the relevant qualifications as National Handball, Volleyball and Bodybuilding and Weight Training Coach. § How did you experience your beginnings in the world of handball?

JC.- Good afternoon. As a child I always liked handball and I used to watch it on TV, but there were no men's teams in my town (there was always a lot of tradition in women's teams). But when I was 11 years old, my coach for many years, Jose Miguel Coro, decided to start a team. I remember that stage with great affection, we were a group of friends who were progressing and at the same time we enjoyed parallel activities to what was the competition. If we played in another town, we didn't just go to play the match, we were taken to the beach, to go karting, to a museum, etc. We would go to spend the day and not just to compete. § What idols did you have as a child?

Which personalities does Jacobo Cuétara idolise?

JC.- The truth is that I've never been one for idols. When I was younger I liked basketball very much and my idol was "Magic" Johnson, and when I started handball Andrei Tiumentsev. ©Eduardo Ágreda

§ What do you remember from your time as a coach so far?

JC.- It is difficult to decide, I could highlight one memory from each stage.

The Asobal Cup title with Ademar, the permanence in my first season in Aranda in a match in Valladolid, the runner-up with Bidasoa playing in Logroño, or the match against Sporting Portugal in the Champions League last season. It's difficult to decide, I also have very good memories of "processes", for example, youth teams that we started with a very low level and we grew and improved, generating a very special relationship with the kids and that I still maintain with many of them today.

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Miguel Morales' interview with: Graduate in Journalism from the UCLM and member of the RTVCLM Board of Directors.

JACOBO CUETARA You hold several titles and awards as a coach, especially the 'Best coach of the ASOBAL League 2018-2019', achieving the runner-up position in the league -and being for many the Champion of mortals-, getting places for the EHF Champions League and EHF Cup... § what was "the secret" to getting there?

JC.-In my case, I would highlight my education.

From a very young age I knew I wanted to be a coach, I studied and trained for it. In addition, I had the advantage of spending many years at Ademar León, I worked as an assistant coach with great coaches such as Jordi Ribera, Manolo Cadenas and Isidoro Martínez; but at the same time I was still coaching at grassroots level and fulfilling more functions as physical trainer of the first team and Technical Director of the youth team. Let's say that I trained for many years academically and as a coach.

But to be able to be in the elite you need a "cocktail" of qualities and factors, factors such as someone betting on you and taking advantage of opportunities. There are coaches who have a thousand opportunities, and others who are just as good or better but never get the chance.

Something in my career that has made it easier for me is that I have coincided with managers who have believed in me and who have been patient in bad times. That is something to be grateful for.

JC.-In our club it has been a global performance.

At the time we started from a lower sporting and economic level, and since then, with the improvement of our sporting level, the club has managed to follow in that wake and also grow in the economic, social and institutional spheres.

Today we are competitive in everything with our rivals, with the exception of FC Barcelona.

• Physical preparation is very important at the start of a competition, to prevent injuries and to keep the team 'plugged in'... How are you finding competing this season, without losing the rhythm of competition?

JC.-It's been very complicated, most of the teams are being much more irregular than in other seasons. It is very difficult to plan when there are constantly so many changes in the calendar, not counting contagions and confinements.

It requires constant changes and adjustments in planning. The ability of coaches to adapt is a quality that has become very important this season, it affects us all. We have to work harder, but we keep working, we can't complain.

• In this year's Cup, Bidasoa Irún had a great tournament where, despite the defeat against one of your exes, Ademar León, how does Jacobo Cuétara prepare, motivate and experience those matches?

• In this sense, how do you achieve so much in such a short time and, above all, having a team with a smaller budget than FC Barcelona, Logrono, Fraikin BM Granollers or Ademar León?

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Miguel Morales' interview with: Graduate in Journalism from the UCLM and member of the RTVCLM Board of Directors.

JACOBO CUETARA JC.-They are very special competitions, very beautiful. We have grown very quickly in recent years to the point where we have the obligation to win every game, we have gone very quickly from the excitement of growing to the obligation to win. As a group and even as a club we have to adapt to this growth, it's not easy, it's a pressure we're not used to and it's our next challenge.

The motivation comes from the excitement of participating in one of the great moments of Spanish handball, it is very easy to motivate because everyone is excited. For us it is more of a challenge to relieve the pressure on the team because of the favouritism that we are not used to, that is what is difficult for us today.

This season's Copa del Rey was a great experience for us. We knew we didn't come at a good time, and we've been left with a bittersweet feeling. On the one hand, we managed to qualify for the semi-finals, it was a step we had to take as we had missed out in the two previous editions and the club had not achieved it since 1996. But on the other hand, we lost in the semi-finals when we were very excited about being able to enjoy the Final.

•

If you had the opportunity to go back to your youth... Would you repeat the same steps you have taken so far? Why?

JC.-Yes, in general terms, yes, without a doubt.

However, when you manage teams and people, you always have memories of mistakes with both the team and the people that you would do otherwise. It's a fact of life.

What three words would best define your team?

JC.- Collective, trust, involvement.

•

• A symbiosis of experience and youth can be one of the factors that help a project to be well-founded, long-lasting and attractive.

What other factors would you include?

JC.-Project is a concept that refers to a complex planning, and that in our sport is unfortunately used in a very "cheerful" way.

I think the key is to make a good analysis of where you are, where you want or can get to, and the means and factors that can facilitate or hinder it. These means and factors are different depending on each club and context. And from there, the most important thing is to work hard and be patient.

I'll give you an example, when I signed for Villa de Aranda we generated as the basic idea of our project to be a springboard for young players, who came with us to work hard and then could go to other clubs with higher aspirations, reason?

Economically we could not compete against others, we had to differentiate ourselves.

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Miguel Morales' interview with: Graduate in Journalism from the UCLM and member of the RTVCLM Board of Directors.

JACOBO CUETARA To do this, we increased the base exponentially, we became strong in certain markets we could access such as Brazil and last season in the Baltics, and we made the following analysis of young Spanish players.

What was happening with the young Spanish players? We had the difficulty of not having a university in Aranda, so we had to look for solutions to bring in quality young players. What we did was to specialise in players who had already finished their degree but who had not made the leap to Asobal, or who were studying training courses, or in short, who had not made the leap at 18-19-20 years of age and who could do so later. Let's say that we adapted the project to the factors of the context in Aranda, Javier Muñoz who is playing in France or Tomás Moreira in Logroño are great examples of that project.

• Do you see yourself making the leap to a European club in a few years' time? What challenges do you still have to meet?

JC.-Maybe, every year there is a temptation, but I am very happy in the club where I am and competing in the Asobal league. For me it is very important to be happy developing my profession and I am happy here, and I am in a club that is growing, where we are fighting to reach the finals, playing in European competitions and enjoying the Asobal league, a league where any team can beat you and where there is a lot of equality.

The challenge is always to do our best.

• Thank you very much for your attention, Jacobo.

JC.-A pleasure, many thanks to you and congratulations on your work.

©Eduardo Ágreda

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ATTACK AGAINST 3.3 - TASK CLAUDIO DANIEL HERNÁNDEZ RODRÍGUEZ COACH OF THE WOMEN'S TERRITORIAL, WOMEN'S YOUTH AND WOMEN'S CADET HANDBALL CLUB MOYA TILOVER. REGIONAL COACH OF THE CANARY ISLANDS INFANTILE BOYS' TEAM Villa de Moya (Gran Canaria)

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ATAQUE DEF. 3.3 THANKS I would like to thank Álvaro and José Ramón for inviting me to participate in this wonderful adventure that is HandballHeart School. You will always find my help in any action that promotes handball. I hope I can do my bit.

INTRODUCTION TO 3:3 ATTACK VS. DEFENCE Attacking is one of the 4 basic phases of our sport. In it, the goal is clear: to score a goal.

However, there are many ways to achieve it. From individual solutions, to procedures with a start and an outcome worked collectively, involving two or more players. This would be collective offensive tactics.

Let's get into the matter at hand. The 3:3 defence is a 2 line defence, what many would commonly refer to as an open defence, which seeks to prevent the circulation of the ball in the opposing attack, as well as its recovery. It is mainly seen in lower categories (youth and infants), although some teams also use it in higher categories, more as an alternative defence than as a main defence. According to this, the design of tasks to attack a 3:3 defence should be focused on very simple exercises, which are capable of being carried out in the youth and infantile categories (and which also work perfectly well in cadets, juniors and seniors). I don't think it is necessary in training stages such as these, to make too elaborate combinations, as they would be particular solutions, which are going to require more time to work on, and which will not be applied too often in higher categories.

Here I propose a series of very simple exercises, ranging from the simple to the complex, trying to make them tasks that any coach can use or adapt to their groups, starting with exercises that can be done from the youngest players, which have alternatives to complicate them according to the level of the team, to some more complex combination, as an example of how to combine the basic resources that are proposed. My aim is that the coach who is starting from scratch, can have a series of basic but effective didactic exercises to work on, and those who have the same or more knowledge than me, can see other examples of work to feed their own. I invite each coach to work on these basic tasks for attacking a 3:3 defence, and from them, to design their own combinations if they consider it necessary, always adapting to the level and characteristics of the team they have.

Note: for these exercises I have kept a working structure where 2x1-2x2 to 4x4, front lines and pivots, without wingers, participate. Other situations could be considered where the wingers participate directly in the game, coming out to receive, circulating, or other combinations.

ATTACK DEFENCE 3.3 – CLAUDIO DANIEL HERNÁNDEZ RODRÍGUEZ 37

TASK 1 - ATTACK DEF. 3.3 PASS AND GO

DESCRIPTION: 2X1 1ST LINE+PIVOT AGAINST ADVANCED DEFENDER, FROM A PASS AND GO. WE MAKE 3 ROWS IN THE 3 FIRST LINE POSITIONS. WE PLACE A DEFENDER IN 3:3 FOR EACH OF THESE POSITIONS. ADD A PIVOT. FROM THIS STRUCTURE, WE PLAY 2X1 BY ZONES. WHEN WE FINISH IN ONE ZONE, WE START IN THE NEXT ONE, AND ROTATE. THE EXERCISE IS VERY SIMPLE. THE PIVOT STARTS A NINE-METRE OUTWARD MOVE, WITH THE INTENTION OF OFFERING A LINE OF PASS TO THE FIRST LINE, TO START THE GAME FROM THIS PASS. THE FRONT-ROW PLAYER MUST PASS THE BALL TO THE PIVOT, AND UNMARKED FROM HIS OPPONENT, IN ORDER TO RECEIVE A RETURN IN AN ADVANTAGEOUS POSITION TO ATTACK THE GOAL AND SHOOT. SPECIFIC RULES: THE PIVOT CANNOT SHOOT. WITH THIS, WE TRY TO ENCOURAGE BOTH PLAYERS TO WORK ON THEIR PASSING AND PASSING AND GO, UNTIL THE FRONT ROW PLAYER MANAGES TO GET RID OF HIS OPPONENT. WE ALWAYS START FROM THE PASS AND GO.

ATTACK DEFENCE 3.3 – CLAUDIO DANIEL HERNÁNDEZ RODRÍGUEZ 38

TAREA 1 – ATAQUE DEF. 3.3 EL PASE Y VA PROGRESSIONS AND VARIATIONS: AS EXPLAINED IN THE INTRODUCTION, THIS WOULD BE A VERY SIMPLE FIRST EXERCISE, INTRODUCTORY TO THE CONCEPT OF PASSING AND IT GOES FOR FRY. I THINK IT IS A VERY USEFUL TOOL TO FACILITATE THE ATTACK, PLAYING IN NUMERICAL SUPERIORITY 2X1, UNTIL THE MOVEMENT IS AUTOMATED. THEREFORE, THE MOST IMMINENT PROGRESSIVE VARIANT IS TO ADD A DEFENDER TO THE PIVOT, GOING FROM A 2X1 TO A 2X2. (ONCE WE HAVE EQUAL NUMBERS, THE PIVOT CAN SHOOT).

THEN WE CAN ALLOW THE 1ST LINE TO ATTACK DIRECTLY, FAKING THE PASS TO THE PIVOT, AND USING THE PASSING CYCLE TO GET PAST HIS DEFENDER. AS ONE OF THE ADAPTATIONS THAT THE ADVANCED DEFENDER IS GOING TO MAKE IS NOT TO DEFEND HIS PARTNER FROM THE START, BUT THE OUTGOING PIVOT, SO AS NOT TO ALLOW THE START OF THE ACTION..

CORRECTIONS: - THE PIVOT CANNOT RECEIVE INSIDE NINE METRES (THE PIVOT MUST START INSIDE NINE METRES, AND COME OUT WITH A QUICK AND SURPRISING MOVEMENT, IN ORDER TO GET FREE FROM HIS DEFENDER AND RECEIVE).

- NO PASSING IF THERE IS NO CLEAR PASSING LINE (THE PIVOT'S UNMARKING MUST BE TO AN EFFECTIVE AREA FOR THE PASS TO TAKE PLACE) - TRY NOT TO USE THE BOUNCE, EXCEPT AS A RESOURCE, ALWAYS AVOIDING DOING IT IN FRONT OF THE DEFENDER, AND DOING IT WITH THE HAND FURTHEST AWAY FROM HIM. - ALWAYS LOOK FOR THE RIGHT PASS. NORMALLY IN THIS ACTION THE BOUNCE PASS IS MORE DIFFICULT FOR THE DEFENDER TO CUT OFF THAN THE DIRECT PASS. - BE CAREFUL WITH PASSES TO THE WEAK SIDE, AS THEIR TRAJECTORY TENDS TO PASS CLOSER TO THE DEFENDER, AND THEREFORE THEY ARE EASIER TO INTERCEPT.

ATTACK DEFENCE 3.3 – CLAUDIO DANIEL HERNÁNDEZ RODRÍGUEZ 39

TASK 2 - ATTACK DEF. 3.3 WITH BLOCKING

DESCRIPTION: 2X1 1ST LINE+PIVOT AGAINST ADVANCED DEFENDER, STARTING FROM A BLOCK. WE MAKE 3 ROWS IN THE 3 FRONT LINE POSITIONS. WE PLACE A DEFENDER IN 3:3 FOR EACH OF THESE POSITIONS. ADD A PIVOT. FROM THIS STRUCTURE, WE PLAY 2X1 BY ZONES. WHEN WE FINISH IN ONE ZONE, WE START IN THE NEXT ONE, AND ROTATE. THE EXERCISE IS VERY SIMPLE. THE FRONT ROW PLAYER PRETENDS TO START THE ATTACK IN A TRAJECTORY, TO MOVE THE DEFENDER, WHILE THE PIVOT GOES UP TO PREPARE FOR THE BLOCK. THEN, THE BALL HOLDER CHANGES TRAJECTORY, LOOKING TO PASS CLOSE TO THE PIVOT, SO THAT THE PIVOT CAN BLOCK THE DEFENDER, ALLOWING THE FIRST LINE TO ADVANCE UNOPPOSED TOWARDS THE GOAL. THE PIVOT, AFTER THE BLOCK, MUST CONTINUE THE PLAY, AS LATER WE WILL ADD A DEFENDER FOR REAL 2X2 PLAY, WHERE THE PIVOT'S DEFENDER WILL COME TO THE AID, AND IT WILL BE THE PIVOT WHO IS ALONE. NOTE: IF THE BLOCKING IS NOT DONE CORRECTLY, THE PIVOT CAN RECEIVE AND ATTACK. SPECIFIC RULES: WE ALWAYS START FROM THE PASS AND GO.

ATTACK DEFENCE 3.3 – CLAUDIO DANIEL HERNÁNDEZ RODRÍGUEZ 40

TASK 2 - ATTACK DEF. 3.3 WITH BLOCKING

PROGRESSION AND VARIANTS: WE CONTINUE WITH THE IDEA OF FACILITATING THE ATTACK, PLAYING IN NUMERICAL SUPERIORITY 2X1, UNTIL THE MOVEMENT IS AUTOMATED. THEREFORE, THE MOST IMMINENT PROGRESSIVE VARIANT IS TO ADD A DEFENDER TO THE PIVOT, GOING FROM A 2X1 TO A 2X2.

WE CAN THEN ALLOW THE 1ST LINE TO ATTACK DIRECTLY, PRETENDING TO GO TO THE BLOCK, AND THEN CHANGING DIRECTION, AS THE DEFENDER'S ATTENTION WILL BE ON TRYING TO ANTICIPATE THE BLOCK, AS HE KNOWS THAT THIS IS THE SITUATION THAT IS GOING TO OCCUR.

CORRECTIONS : - DO NOT INITIATE THE BOUNCE ACTION. EXHAUST THE CYCLE OF STEPS IN THE CHANGE OF DIRECTION ACTION TO GO TO THE BLOCK. - DO NOT GO STRAIGHT TO THE BLOCK, AS THIS MAKES IT EASIER FOR THE DEFENDER TO SEE THE PIVOT, MAKING IT EASIER FOR HIM TO SKIP THE BLOCK. (MOVE TO THE OPPOSITE SIDE AND THEN CHANGE DIRECTION).

- ADJUST THE TIMING OF THE BLOCK. IF YOU ARRIVE TOO EARLY TO THE BLOCK, IT WILL BE EASIER FOR THE DEFENDER TO SKIP THE BLOCK, AND IF YOU ARRIVE TOO LATE, THE BLOCK CANNOT BE EXECUTED. - AFTER THE BLOCK, YOU CANNOT PASS TO THE PIVOT IF THERE IS NO CLEAR PASSING LINE (THE PIVOT'S UNMARKING MUST BE TO AN EFFECTIVE AREA FOR THE PASS TO OCCUR).

- TRY NOT TO USE THE BOUNCE, EXCEPT AS A RESOURCE, ALWAYS AVOIDING DOING IT IN FRONT OF THE DEFENDER, AND DOING IT WITH THE HAND FURTHEST AWAY FROM THE DEFENDER.

ATTACK DEFENCE 3.3 – CLAUDIO DANIEL HERNÁNDEZ RODRÍGUEZ 41

TASK 3 -PASS TO PIVOT + RETURN OR BLOCKING

DESCRIPTION: 2X1 1ST LINE + PIVOT AGAINST ADVANCED DEFENDER, STARTING WITH A PASS TO THE PIVOT + RETURN OR BLOCK. WE MAKE 3 ROWS IN THE 3 FRONT LINE POSITIONS. WE PLACE A DEFENDER IN 3:3 FOR EACH OF THESE POSITIONS. WE ADD A PIVOT. FROM THIS STRUCTURE, WE PLAY 2X1 BY ZONES. WHEN WE FINISH IN ONE ZONE, WE START IN THE NEXT ONE, AND ROTATE. THIS EXERCISE IS A COMBINATION OF THE 2 PREVIOUS ONES (PASS AND GO AND BLOCK). WE START WITH A PASS TO THE PIVOT WHO GOES OUTSIDE NINE METRES TO RECEIVE. FROM HERE, THE PIVOT RESPONDS ACCORDING TO THE FRONT ROW: IF WITH THE SUPPORT PASS OVER THE PIVOT, THE FRONT ROW MANAGES TO GET UNMARKED EFFECTIVELY, HE RETURNS THE BALL TO HIM (PASS AND GO), WHILE, IF HE DOES NOT MANAGE TO GET UNMARKED FROM HIS PARTNER, HE MUST OFFER A BLOCK SO THAT THE FRONT ROW, WITH A CHANGE OF TRAJECTORY, CAN BENEFIT FROM THIS BLOCK, AND RECEIVE THE BALL IN AN ADVANTAGEOUS SITUATION. SPECIFIC RULES: THE PIVOT CANNOT SHOOT THE FIRST TIME HE RECEIVES THE BALL. ALWAYS STARTS WITH A PASS TO THE PIVOT.

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TASK 3 -PASS TO PIVOT + RETURN OR BLOCKING PROGRESSION AND VARIATIONS: THIS EXERCISE IS ALREADY ACQUIRING A CERTAIN COMPLEXITY, AS IT REQUIRES THE INTERPRETATION OF THE PARTNER'S RESPONSE, AS WELL AS A BLOCK WITH THE BALL. I WOULD WORK ON IT FROM INFANTS, OR VERY HIGH LEVEL FRY GROUPS. WE CONTINUE WITH THE IDEA OF FACILITATING THE ATTACK, PLAYING IN NUMERICAL SUPERIORITY 2X1, UNTIL THE MOVEMENT BECOMES AUTOMATIC. THEREFORE, THE MOST IMMINENT PROGRESSIVE VARIANT IS TO ADD A DEFENDER TO THE PIVOT, GOING FROM A 2X1 TO A 2X2.

THEN WE CAN ALLOW THE 1ST LINE TO ATTACK DIRECTLY, FAKING THE PASS TO THE PIVOT, AND USING THE CYCLE OF STEPS TO OVERCOME HIS DEFENDER. ONE OF THE ADAPTATIONS THAT THE ADVANCED DEFENDER IS GOING TO MAKE IS NOT TO DEFEND HIS PARTNER FROM THE START, BUT THE OUTGOING PIVOT, SO AS NOT TO ALLOW THE START OF THE ACTION. CORRECTIONS: - THE PIVOT CANNOT RECEIVE INSIDE NINE METRES (THE PIVOT MUST START INSIDE NINE METRES, AND COME OUT WITH A QUICK AND SURPRISING MOVEMENT, IN ORDER TO GET FREE FROM HIS DEFENDER AND RECEIVE).

- NO PASSING IF THERE IS NO CLEAR PASSING LINE (THE PIVOT'S UNMARKING MUST BE TO AN EFFECTIVE AREA FOR THE PASS TO TAKE PLACE) - TRY NOT TO USE THE BOUNCE, EXCEPT AS A RESOURCE, ALWAYS AVOIDING DOING IT IN FRONT OF THE DEFENDER, AND DOING IT WITH THE HAND FURTHEST AWAY FROM HIM. - ALWAYS LOOK FOR THE RIGHT PASS. NORMALLY IN THIS ACTION THE BOUNCE PASS IS MORE DIFFICULT FOR THE DEFENDER TO CUT OFF THAN THE DIRECT PASS. - BE CAREFUL WITH PASSES TO THE WEAK SIDE, AS THEIR TRAJECTORY TENDS TO PASS CLOSER TO THE DEFENDER, AND THEREFORE THEY ARE EASIER TO INTERCEPT. - DO NOT INITIATE THE ACTION ON THE BOUNCE. EXHAUST THE CYCLE OF STEPS IN THE CHANGE OF DIRECTION ACTION TO GO TO THE BLOCK. - ADJUST THE TIMING OF THE BLOCK. IN THIS ACTION, IT IS VERY IMPORTANT THAT THE FRONT ROW PLAYER TRIES TO PASS VERY CLOSE TO THE PIVOT, SO THAT THE DEFENDER CANNOT GET IN THE WAY AND THE BLOCK CAN BE MADE.

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TASK 4 - ATTACK DEF. 3.3 WITH FRONT LINE SPLITTING

DESCRIPTION : 4x4 FIRST LINES AND PIVOT. CENTRE PASSES TO A FULLBACK, AND GOES TO DOUBLE PIVOT TO A LATERAL ZONE. PIVOT RESPONDS BY MOVING TO THE OPPOSING SIDE ZONE, TO LEAVE THE CENTRE ZONE FREE FOR THE FULLBACKS TO ATTACK. EITHER OF THE TWO FULL-BACKS CAN ATTACK INTO SPACE. IDEALLY, THE FULL-BACK WHO DOES NOT HAVE THE BALL SHOULD INITIATE A CLEARANCE WITHOUT THE BALL, SO THAT HE CAN RECEIVE THE BALL AND TAKE ADVANTAGE OF THE SPACE. IF NOT, THE BALL HOLDER STARTS, ALWAYS USING THE CYCLE OF STEPS TO TRY TO GET PAST HIS OPPONENT.

VARIANT: A SIDE COULD BE SPLIT INSTEAD OF THE CENTRAL ONE. THIS COULD BE AN INTERESTING SOLUTION IF YOU ARE LOOKING TO FINISH ON THE OUTSIDE, AS THE SPACE WOULD BE GENERATED IN THAT AREA. VARIANT 2: THAT THE FULL-BACK DOUBLES UP WITH A SUPPORT PASS TO THE WINGER. THIS WOULD ALLOW THE CENTRE-BACK TO INITIATE THE CLEARANCE WITHOUT THE BALL WITH MORE RUN, AS WELL AS INCLUDING THE PARTICIPATION OF THE WINGER. CORRECTIONS: - DO NOT INITIATE THE ACTION IN A BOAT. USE THE STEP CYCLE TO OVERCOME THE PAIR. - TRY NOT TO USE THE BOUNCE, EXCEPT AS A RESOURCE, ALWAYS AVOIDING DOING IT IN FRONT OF THE DEFENDER, AND DOING IT WITH THE HAND FURTHEST AWAY FROM THE DEFENDER. - TRY TO ENSURE THAT THE PLAYER WHO STARTS IN THE CENTRE DOES SO AT A STRONG POINT. (IF THERE IS NO LEFT-HANDED PLAYER, PREVENT THE RIGHT-HANDED PLAYER ON THE RIGHT FROM STARTING IN THAT SPACE).

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TASK 5 - ATTACK DEF. 3.3 WITH SPLITTING + EXIT RECEIVE FROM P

DESCRIPTION: 4x4 FIRST LINES AND PIVOT. THIS EXERCISE WOULD BE A COMBINATION OF TASKS 3 AND 4.

CENTRAL PASSES TO A FULLBACK, AND GOES TO DOUBLE PIVOT TO A LATERAL ZONE. PIVOT GOES OUT TO RECEIVE, AND FROM HERE, HE RESPONDS ACCORDING TO THE 1ST LINE: IF WITH THE SUPPORT PASS OVER THE PIVOT, THE 1ST LINE MANAGES TO GET UNMARKED EFFECTIVELY, HE RETURNS THE BALL TO HIM (PASS AND GO), WHILE, IF HE DOES NOT MANAGE TO GET UNMARKED FROM HIS PARTNER, HE MUST OFFER A BLOCK SO THAT THE 1ST LINE, WITH A CHANGE OF TRAJECTORY, CAN BENEFIT FROM THIS BLOCK, AND RECEIVE THE BALL IN AN ADVANTAGEOUS SITUATION.

ATTACK DEFENCE 3.3 – CLAUDIO DANIEL HERNÁNDEZ RODRÍGUEZ 45

TASK 5 - ATTACK DEF. 3.3 WITH SPLITTING + EXIT RECEIVE FROM PIV

VARIANT: THAT ONE SIDE BE SPLIT INSTEAD OF THE CENTRAL ONE. THIS COULD BE AN INTERESTING SOLUTION IF YOU ARE LOOKING TO FINISH ON THE OUTSIDE, AS THE SPACE WOULD BE GENERATED IN THIS AREA. PROGRESSION: WE CAN ALLOW THE PIVOT, ON RECEIVING, TO TURN AND ATTACK.

CORRECTIONS: - THE PIVOT CANNOT RECEIVE INSIDE NINE METRES (THE PIVOT MUST START INSIDE NINE METRES, AND COME OUT WITH A QUICK AND SURPRISING MOVEMENT, IN ORDER TO GET FREE FROM HIS DEFENDER AND RECEIVE).

- NO PASSING IF THERE IS NO CLEAR PASSING LINE (THE PIVOT'S UNMARKING MUST BE TO AN EFFECTIVE AREA FOR THE PASS TO TAKE PLACE) - TRY NOT TO USE THE BOUNCE, EXCEPT AS A RESOURCE, ALWAYS AVOIDING DOING IT IN FRONT OF THE DEFENDER, AND DOING IT WITH THE HAND FURTHEST AWAY FROM HIM. - ALWAYS LOOK FOR THE RIGHT PASS. NORMALLY IN THIS ACTION THE BOUNCE PASS IS MORE DIFFICULT FOR THE DEFENDER TO CUT OFF THAN THE DIRECT PASS. - BE CAREFUL WITH PASSES TO THE WEAK SIDE, AS THEIR TRAJECTORY TENDS TO PASS CLOSER TO THE DEFENDER, AND THEREFORE THEY ARE EASIER TO INTERCEPT. - DO NOT INITIATE THE ACTION ON THE BOUNCE. EXHAUST THE CYCLE OF STEPS IN THE CHANGE OF DIRECTION ACTION TO GO TO THE BLOCK. - ADJUST THE TIMING OF THE BLOCK. IN THIS ACTION, IT IS VERY IMPORTANT THAT THE FRONT ROW PLAYER TRIES TO PASS VERY CLOSE TO THE PIVOT, SO THAT THE DEFENDER CANNOT GET IN THE WAY AND THE BLOCK CAN BE MADE.

ATTACK DEFENCE 3.3 – CLAUDIO DANIEL HERNÁNDEZ RODRÍGUEZ 46

THE ANTICIPATION PROCESSES IN THE HANDBALL GOALKEEPER

ARTICLE

Manuel A. Ortega Becerra/ ARTICLE • • •

Professor at Pablo de Olavide University Master Coach (EHF) Coach CD Universidad de Granada (1st National Women's Division)

1.- Introduction The choice of the subject matter for this article is justified by the important personal motivation that links me to the specific position of goalkeeper, as it has been and still is a great personal passion. Precisely as a former player (goalkeeper) and coach I have detected and experienced the lack of knowledge of those factors that contribute to obtaining the maximum performance in the game in this specific position. Although in recent years, fortunately, the trend has changed and improved, until not so long ago knowledge was based on intuition, subjective interpretation of the game and practical experience.

Unfortunately, there is often a lack of objective and reflective analysis in the search for the improvement of training systems for the specific position of the goalkeeper, despite the importance that has been given to his figure, as a determining factor in the performance of his team.

2.- Technical-tactical considerations of the intervention on the handball goalkeeper Anticipation in sport, or the ability to predict future events based on information from the previous movements of other athletes, is one of the most relevant perceptual skills for the performance of certain sporting activities that require a quick and accurate response (Abernethy, Wood and Parks, 1999; Abernethy and Zawi, 2007). This perceptual ability becomes especially important in sports where interception of a fast-moving ball is required.

Anticipating and/or reducing response time has a major impact on the goalkeeper's performance by enabling him or her to act more effectively in the face of opponents' shots.

It is possible that, in certain circumstances, anticipating the thrower's action may be a compromise for the goalkeeper, as the game advises delaying the intervention. The key is to have the relevant information as early as possible in order to decide when and how to intervene with the highest level of precision in execution.

For a correct analysis of the anticipatory activity of the handball goalkeeper, it is necessary to know the context in which his actions take place and the internal logic of the technicaltactical skills that he displays, as well as the factors that condition his performance.

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• General aspects of the handball goalkeeper's interventions.

The handball goalkeeper's intervention is an eminently perceptual action that presents a mixed regulation. The goalkeeper's action is a skill of intercepting a mobile that tries to avoid him, in which there is an external regulation process corresponding to the spatial (direction and height of the ball) and temporal (speed of the ball) perceptual parameters and an internal regulation, corresponding to the execution of the skill, in terms of the time needed to intercept the ball. According to Antúnez (2003) these basic skills serve as a foundation for the acquisition of more complex and higher level skills that are more specialised and specific to a given sport and are called specific skills. Figure 1 shows schematically the motor evolution of interception from its basic motor patterns.

ARTICLE

Figure 1.- Diagram of the evolution of the interception motor (Antúnez 2003).

The execution of the technical gesture ultimately depends on the mechanism of execution and on it depends that the result of the motor process is in accordance with the purpose of the sporting action. For this reason, being the main objective of the handball goalkeeper not to concede goals, the actions that he/she carries out to achieve this goal must be considered as actions that adjust to some global or invariant aspects of a motor programme and which are identified as basic technique (Gutiérrez, Soto and Santos, 1992). This basic technique is understood as the combination of automated and organised movements according to a specific spatial-temporal disposition, therefore the handball goalkeeper presents a series of movements that are specific to him and that can be considered as specific skills or basic technique of the handball goalkeeper and that evolve from a basic motor pattern.

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MANUEL A. ORTEGA BECERRA

THE ANTICIPATION PROCESSES IN THE HANDBALL GOALKEEPER

ARTICLE

The specific skill or basic technique of the handball goalkeeper when intercepting the trajectory of the ball thrown towards the goal is called intervention and can be defined as the movements made by the goalkeeper aimed at stopping the ball with any part of his body in an attempt to prevent the ball from entering his goal (Antón, 1993).

The intervention can take three forms depending on the result of the interception: Stop: the goalkeeper intercepts the trajectory of the ball by managing to catch it with his hands.

Control: the goalkeeper intercepts the trajectory of the ball by cushioning it with some part of his body and leaving the ball in a situation that allows him to catch it for a later action.

Clearance: the goalkeeper intercepts the trajectory of the ball by deflecting it without gaining subsequent control over the ball.

Individual tactical aspects of the handball goalkeeper's interventions.

The goalkeeper's intervention aimed at intercepting the ball is influenced by a relevant aspect of the game, as the goalkeeper is at a clear disadvantage compared to the thrower. It is the latter who has the initiative as the ball's keeper. The goalkeeper's main objective, therefore, must be to obtain an advantage over his opponent or at least a balanced situation, which means that the goalkeeper needs to use a series of resources that help him to minimise the uncertainty in the location of the throw and allow him to make a balanced intervention. The goalkeeper's activity takes place in an environment of uncertainty, where the individual is forced to constantly adjust his motor response, thus conditioning the technical actions and at the same time providing them with a high tactical component. Figure 2 summarises the individual tactical considerations for the goalkeeper and the thrower when the goalkeeper is in front of the ball possessor who is in an unbeatable position to score (Antón 1990).

Figure 2.- Diagram of individual tactical considerations for the goalkeeper and the thrower (Adapted from Antón 1990).

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MANUEL A. ORTEGA BECERRA

THE ANTICIPATION PROCESSES IN THE HANDBALL GOALKEEPER

ARTICLE

3.- Anticipation strategies for handball goalkeepers For the goalkeeper it is very important to have the ability to anticipate the trajectory of a throw, hence the need to perceive signals or pre-indexes that help to use anticipatory behaviours of the motor response, which allow the analysis of relevant information and reduce redundant information. Thus, when defending certain throws, handball players need to use anticipation strategies in their interventions, which are summarised below (Ortega, 2010; Guitérrez-Davila, Rojas, Ortega, Campos and Párraga 2011): a) There is a general and intentional anticipatory strategy of handball goalkeepers in the case of long-range shots, which implies that the goalkeeper's intervention begins before the ball leaves the thrower's hand. b) Handball goalkeepers slow down their movement in the first moments of the intervention, so as not to reveal to the thrower which side of the goal he is heading towards. They take certain precautions that allow them to be more effective in detecting the location of the throw, preventing the thrower from changing it and, if necessary, being able to change the direction of his movement. c) Goalkeepers do not recognise the throw-in height indicators until the ball has started its flight towards the goal after leaving the thrower's hand. Whereas the pitch location side indicators are detected prior to the ball leaving the thrower's hand. d) Goalkeepers tend to lower their CG (slight leg flexion) until they decide the height of the intervention in order to be able to use the energy resulting from the shorteningstretching cycle caused by the leg flexion to propel themselves towards the place where the ball is headed.

Figure 3 shows schematically the different positions that the goalkeeper's CG occupies at different moments of the execution of the throw, in this figure we can appreciate the above, seeing how the increase in lateral displacement speed of the CG that occurs close to t2 (moment of release of the ball) causes a greater lateral displacement of the goalkeeper's CG.

Figure 3.- Schematic representation of the different positions occupied by the goalkeeper's CG in the face of a long throw.

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THE ANTICIPATION PROCESSES IN THE HANDBALL GOALKEEPER

It is possible that the strategies used by the goalkeepers are different depending on the throwing distance, as the greater the throwing distance the goalkeeper will have more time to respond, due to the fact that the flight time of the ball will also be longer. This implies that the longer the throwing distance the goalkeeper must wait longer to intervene in order not to give indications to the thrower about the movement he is going to make so that he does not alter the direction of the throw planned at the start of the throw.

4.- Considerations for the training of handball goalkeeper anticipation.

In goalkeeper teaching and training, it is convenient to automate movement patterns in the intervention and to adjust them to anticipatory strategies depending on the interaction between the thrower and the goalkeeper. Hence, experience and training in competitive or similar situations is of special interest for the goalkeeper to perceive relevant information points during the throwing pattern used by the thrower. More competitive experience will increase the goalkeeper's competences in relation to the detection and use of relevant information that will allow him to intervene effectively. The most relevant aspects to be taken into account for the training of the handball goalkeeper's anticipation would be: The training of the goalkeeper's response to shots from a distance, which imply an improvement of the anticipation processes should be based: In the improvement of temporal aspects, referring to the throwing times and the reaction time plus the goalkeeper's movement time. To this end, it would be convenient to propose tasks in which goalkeepers are sequentially exposed to an increase in uncertainty. This will allow them, on the one hand, to consolidate movement patterns (individual technique) by being able to concentrate their attention on execution factors when uncertainty is reduced and, on the other hand, to improve their perception and interpretation of the indicators of the throw, as well as tactical factors when uncertainty increases.

In the need to reduce their levels of uncertainty, increasing the levels of uncertainty of the thrower, which leads to a reduction of the anticipatory processes at the moment when the goalkeeper performs his intervention, developing for this, tasks that allow the goalkeeper to use premeditated strategies of occupation or cession of spaces in the goal so that the thrower is "tempted" to throw to the areas not occupied or consciously ceded by the goalkeeper, so that the latter, on knowing/intuiting the throwing area, can move or move a segment towards it in advance and thus be able to intercept the throw.

ARTICLE

In recreating real game situations in which the interaction goalkeeper-thrower and vice versa, serve to provide both players with experience of the real possibilities of action, depending on the movement indicators sent to the opponent by each of them.

In this need to increase the goalkeeper's capabilities and adjust to the needs of the game, the defensive opposition factor and defence-goalkeeper collaboration must be an element of adjustment to the real contextual situation.

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ARTICLE

• • •

• • • • •

• •

Referencias Abernethy, B., Wood, JM., and Parks, S. (1999) Can the anticipatory skills of experts be learned by novices? Research Quarterly for Exercise and Sport, 70, 3, 313-318 Abernethy, B. and Zawi, K. (2007) Pickup of Essential Kinematics Underpins Expert Perception of Movement Patterns. Journal of Motor Behavior, 2007, Vol. 39, No. 5, 353– 367 Antón, J. (1990). Balonmano: Fundamentos y etapa de aprendizaje. Madrid. Gymnos.

Antón, J. (1993). Hacia una lógica conceptual en Balonmano. Ponencia presentada en el Congreso Internacional de Especialistas en Balonmano. Madrid.

Antúnez, A. (2003). La interceptación en la portera de balonmano: efectos de un programa de entrenamiento perceptivo-motriz. Tesis Doctoral. Universidad de Murcia.

Gutiérrez, M.; Soto, V.M. y Santos, J.A. (1992). Análisis Biomecánico del Remate de Voleibol. Granada: Departamento de Educación Física y Deportiva.

Gutierrez-Davila, M., Rojas, FJ., Ortega, M. ,Campos, J. & Parraga J. (2011) Anticipatory strategies of team-handball goalkeepers. Journal of Sports Sciences, September 2011; 29(12): 1321–1328 Ortega Becerra, M. (2010). Efectos de la incertidumbre sobre las estrategias de anticipación en porteros y no porteros de balonmano. Tesis Doctoral. Universidad de Jaén.

Párraga, J.A., Sánchez, A. y Oña, A. (2001). Importancia de la velocidad de salida del balón y de la precisión como parámetros de eficacia en el lanzamiento en salto a distancia en balonmano. Apunts: Educación Física y Deportes, 66, 44-51.

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DEFENCE - TASKS DIEGO GARCIA ARANDA CIUDAD IMPERIAL HANDBALL COACH JUNIOR WOMEN'S TEAM SENIOR FEMALE AND SENIOR MALE TOLEDO (TOLEDO)

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TASK 1 Base position, orientations, defensive aids, tilting, counter-blocking, 2x2 with pivot, even and odd deterrence.

Description: Exercise of 1x1 plus help from the central defender if the fullback is overrun.

The fullbacks always face the side we want them to come out.

Attacker with the ball if he receives the defensive help he can pass to the opposite fullback to start the 1x1.

Opposing defensive fullback can dissuade her partner to receive the ball far from the effective area and have to dribble, and above all so that the central defender can swivel and perform the possible defensive help.

Feedback: Correct orientation of the body before and after the attacker receives the ball.

Deter and harass enough for the central defender to amortise the action.

Central defender only helps if necessary.

Variant: Add defender and outside attacker for possible exit to the weak point.

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TASK 2 Base position, orientations, defensive aids, tilting, counter-blocking, 2x2 with pivot, even and odd deterrence.

Description: Same dynamic as the previous exercise but now we defend a 2x2 in the ball zone and a 2x1 in the opponent's zone until the central defender amortises the action and turns it into another 2x2.

We insist on orientations and counter blocks.

We defend the 2x2 with changes of opponents and the opposing full back in the ball zone can perform an even dissuasion to try to make the attacker receive the ball far away and in bad conditions but always without neglecting the passing line with the pivot.

Feedback: Correct orientation of the body before and after the attacker receives the ball.

Be very attentive to counter-blocks to defend the player with the ball by changing opponents according to the trajectory.

Deter and harass enough so that the central defender amortises the action but without losing sight of our pair.

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TASK 3 Base position, orientations, defensive aids, tilting, counter-blocking, 2x2 with pivot, even and odd deterrence.

Description: Same dynamic as the previous exercise but now we use outside defenders and attacking wingers.

The wing with the ball attacks the outside zone and gives a pass to play a 1x1. (Outside defender with no hands) Only defends with the body, preventing them from winning the centre.

Then I play a 2x2 and if there is no success I can pass the ball to the opposite wing to play the superiority.

In this case, in order to do it in a real way, it is the outside defender of the opposing zone who performs the odd dissuasion to amortize and delay the superiority action and give time to the central defender to swing.

Feedback: Correct orientation of the body before and after the attacker receives the ball.

Very attentive to counter-blocks to defend the player with the ball by changing opponents according to the trajectory.

Deter and harass enough for the central defender to amortise the action but without losing sight of our pair.

Correct orientation of the outside players to prevent them from winning the centre.

Variation: After the winger's 1x1 we play a 3x3 in the starting zone and 3x2 in the opposing zone until the central defender amortises the action and swings.

DEFENCE – DIEGO GARCIA ARANDA 56

JAUME MIRÓ CALAHORRA

Graduate in Physical Activity and Sport Sciences INEFC Master's Degree in High Performance Sports Personal trainer at RFET, Mocri ElitePerformance Personal trainer of Alfonso Celis, Alex Toril, Sergio Canamasas, Beitske Visser, Alan Sicart (Motosport) Personal trainer of Yafan Wang (ranking 46 of the WTA circuit)

WHAT IS HIIT AND HOW DO WE APPLY IT? In today's article, we will talk about HIIT, the "high intensity interval training", very well known as it has practically become one of the latest trends worldwide in terms of sports practice.

We will discuss with what objective we should work it, its benefits and how it should be trained.

A multitude of scientific evidence has allowed us to find out how high-intensity interval training provides us with a series of benefits that we do not achieve with classic training of longer duration, but of lower intensity.

We found that with HIIT we can increase testosterone levels, the secretion of growth hormone, also obviously catecholamines, as well as the production of lactic acid. In addition, we will be able to influence the lowering of blood pressure, we will be able to improve the influence on metabolic diseases, we will have greater sensitivity to insulin, we will improve our volume and maximum oxygen consumption and we will produce an emptying of ATP, which at the time when we have to refill it, will allow us to increase post-exertion calorie consumption, which as we will talk about later is one of the secrets of this training and therefore allows us to cover a wide range of possibilities and people to whom we can direct this type of training.

When we carry out high intensity exercises we are going to cause muscle damage that will allow us to increase calorie consumption when it is repaired, which is why we should always use it progressively.

We should never introduce the hit in training abruptly because we could injure ourselves.

Therefore, beginners should remember that they should not start with the hit.

On the other hand, people who are already in better condition can work progressively, otherwise we will not be able to maintain the intensity during the whole period, for example, if we have chosen to work for eight minutes and the first series are excessively intense and do not allow me to recover the rest of the protocol, I will not be able to do it, so I have to be aware that the recovery will give me the right intensity.

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Let's look at some ways or exercises that we might recommend to perform the hit.

Normally we will do it with exercises with a greater cardiovascular emphasis. For this reason, we can normally do it running or with functional exercises depending on the objective we want to achieve.

It will be done with high intensity exercises with recovery intervals, either complete or incomplete, we are very interested in using this new method of work for example for people who compete, because we are usually used to a traditional training system where we only use high intensity in competitions or in a few workouts.

We know that this way of planning is changing and that we are increasingly going to make a polarised training plan and this means that we are training at a higher intensity and leaving more time for recovery, in other words, we are getting closer and closer to training at real competition paces and in this, HIIT, is going to be able to help us in a very effective way.

The way in which we can control HIIT is determined by three parameters: One would be the maximum oxygen consumption, but this is going to be complicated to measure because we don't normally have the equipment to be able to do it.

Another way to measure it would be by heart rate and maximum heart rate. These values with any heart rate monitor will give us a guide as to whether we are working at the right intensity or not.

If we do not have a heart rate monitor, we could use a table of perceived exertion.

This is nothing more than a table that goes from 0 to 10 and tells us at what level of intensity we are working. To be able to use the perceived exertion scale, we have to have done a previous learning process, where we are going to help the client to interpret what the sensations are and associate them to a number so that when we ask him to work at 8 to 9 or 10, he knows perfectly what sensations he has to pick up when he is doing the exercise itself.

It is very curious when we sometimes hear that children should not train at high intensity, but if you think about it, how do children play? at what intensity do children play? children are very good at playing at high intensity, so they tolerate it perfectly, and it is also part of their way of developing in the children's environment, so there is no problem for them to do high intensity exercises because, as I said, without realising it, they are doing it while they are playing in an unconscious way.

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Among all the populations, the ones we are most interested in for HIIT are the athletes themselves, those who compete either at amateur or professional level. We have seen how sports planning is moving from a more classical model to a more contemporary model, where a polarised or inverse way of planning is giving better results, especially in athletes who have been competing for a number of years.

Imagine a cyclist with a sporting career of 10 to 12 years competing, it is clear that he already has the base, therefore, he is capable of developing a better competition rhythm at high intensity. When the time comes to compete he will be able to perform much more efficiently, in fact, all or almost all the professional cycling teams that use HIIT as the basis of their training during the pre-season and between competitions, allow them to obtain a higher performance, a higher race pace and reduce oxidation, fatigue and the risk of injury caused by long training sessions.

Talking about the methods we use to train HIIT, we are going to find a wide variety and I think the most interesting thing is that we can apply the HIIT model to the objective we are pursuing.

We are going to pay attention to how long the total session lasts and then how long each high intensity set should be focused on the goal we are pursuing. For example, when we work intensively we work periods of 10 seconds 20 seconds 30 seconds even up to 40 seconds of high intensity combined in turn with 10 seconds 20 30 or 40 seconds of rest and that will allow us to make all possible crossings that will allow us to progressively advance in the use of the HIIT method.

A practical example: we are going to run 5000 metres, we are going to divide those 5000 metres into series of 200 metres, doing each series at the maximum and recovering to be able to do the next series at the maximum intensity. Therefore, we are going to see how splitting up the training sessions and giving them greater intensity will allow us to achieve much more ambitious goals.

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THE BEST EXERCISES IN THE WORLD

Carlos Britos / ARTICLE • •

National Handball Coach by the Rfebm (Rfebm) Coach in women's A1 series at Club Ariosto Ferrara

Human beings are curious, we are always looking for the magic recipe to get the maximum and if you can many times with the least effort and time possible, I want to apologize for my title, surely you started reading because you thought I was going to talk about what exercises the best coaches in the world use or what is the magic recipe to create them, but no, I will tell you that the best exercises in this world are not those of the top coaches, do you know why?

It's very simple, those drills are created or chosen for the level of their players and the GAME MODEL they are going to use and even if you copy all their work the only thing you would achieve would be to send your team to ruin.

FROM GAME MODEL TO EXERCISE Actually some of the title is true, there is a way to create the best drills in the world, but those are born from our game model, but what is the game model? To put it very simply, it is how our team is going to play in the 4 phases of the game and it is very important to have it defined because it will help us to plan the training sessions, correct mistakes in an easier way, among other things.

WHAT CAN CONDITION OUR GAME MODEL? Next we will talk about some aspects that can condition our teams when it comes to setting up the game model and we will give examples (some negative) of real cases that happen to us coaches.

ARTICLE

Structure and purpose of the club If we talk about the structure of a club, a question that quickly comes to mind might be how many handball coaches train half court? If we are coaches who like to play counter attack or we have a team that can exploit that phase of the game they can be influenced by the structure that is presented to us. We have a team in which we want to implement an unusual defence, but the club needs results and we don't have enough time to train it, surely another thing to take into account, what the club wants or needs.

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THE BEST EXERCISES IN THE WORLD

Club environment and culture of handball in the country If we talk about culture, surely the case that comes to mind are the Nordic countries, surely that we propose to work open defences would not be something that is usually worked, the countries where we work due to their customs can influence our work, but that does not mean that we should not bring changes that can benefit the team!

Moments of the game An adverse result and little time is capable of making us change all our ideas, we are losing, there is little time left and we make personal marks all over the court, on the contrary we are winning and we go to a closed defence, changing is not bad, what we should try not to do is to end up improvising with something that we did not train.

Characteristics of the players and the group I find it very difficult to put together a game idea without knowing our players, we all have things we like, but if our players or the group can't carry it out, what do we do? We like to play counter-attack and counter-attack but we only have 7 players, what do we do? Always look for an intermediate idea between what we want and what we can do, it can be a temporary solution until we can reach a better situation.

Coach's idea

ARTICLE

Last but not least, and we have already mentioned it in other points, are the coach's ideas, which condition this model of play, but he has to look for a balance trying to unite all the situations that we have talked about before.

These are some of the things (there are more) that we should take into account to build our game model, how many things should we take into account? But now I have a question, don't you have it written down, because that's where our exercises are going to come from!

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Now we have our game model and we have to plan the week and we are going to do it in 4 steps.

STEP 1 We have to decide what we are going to train that week, we have to take into account our programming (evolution of the contents), our opponents, the evolution of the team, etc.

STEP 2 Start designing the most important contents of the week.

STEP 3 We place the rest of the technical-tactical contents of the week.

STEP 4 The contents of the physical preparation.

ARTICLE

We will have to distribute the contents of the week depending on the days we are going to train, in this particular case each one of us does it in a different way because each coach is conditioned by many things (amount of sessions, available space, players, time, etc.).

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We continue to make progress and it is time to set up the session How do we set it up?

1-We are going to design the main task (TP) of the session (the most important one).

2- Design of TP-1, TP-2, TP-3, etc.

3-Design of the warm-up.

4- Design of the physical contents.

Main task 6v6 defence plus 6v2+4 counter-attack, the attacking team's wingers make it difficult for the ball to leave the goal by putting pressure on the centre-back or full-backs (they can go down to midfield).

ARTICLE

Main task -1 Counter attack 4c2c2 and once it is launched, continue counter attacking to the opposite side 4c4.

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Main task -2 In each area we have 2 defenders, the rest of the players in groups of 3 behind the end line (on both sides) and they go out on counter-attack (alternately) after passing to the goalkeeper.

Main task -3 Continuous 2v1 counterattacks through the central area, the player who doesn't shoot retreats, the game is played to 10 goals.

Warm up 4 hoops behind the end line of each team, the aim of the game is to try to pass to a teammate who is inside the hoop, if you get a point, the team that receives the point must make a counter-attack and has 4 passes to score a point or the opposing team's score is worth double.

Physical preparation Intermittent resistance, 2 blocks of 8', 15" of work (60 metres) x 15" of pause, with 2' of pause between blocks.

With this simple article I wanted to remind you that the best exercises in the world come from a game model that adapts to our team, we can go to all the courses on the planet, copy and .... it's all very well! But... if those drills don't fit our group we leave them in our tool chest for another time, finally remember that the drills are part of our planning and not the main actor as it often happens.

"ALL EXERCISES ARE GOOD, BUT ONLY THOSE THAT ADAPT TO OUR GAME MODEL ARE USEFUL".

ARTICLE

I thank HandheartBall for the invitation to participate in this magazine and congratulations for this project, because the exchange of ideas and knowledge is vital for all coaches and you make it possible!

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BEYOND HANDBALL

Juanjo Martínez / ARTICLE • • • •

National Handball Coach Master Coach Coach in sport psychology and high performance Coach of base and senior players in Handball Guadalajara

First of all, I would like to thank the colleagues of handhearthball for the opportunity

to share and open a topic/reflection that perhaps as coaches we don't give much importance to, but I think it is essential to address it in grassroots handball. I would also like to thank the player and his family for letting me share this story and in this way try to help other players, coaches and trainers in grassroots sport.

I will start by explaining where the idea for this article came from. During this complicated year for grassroots sport in general, I noticed that one of the children who trained with me did not have the way of training that characterised him and my feeling was that he came to train as just another day to day routine and not because he really enjoyed this sport. When I saw this I contacted his parents, as he is a minor, as there might be some issue that we were unaware of, I asked them if something was going on.

Their exact words were: "he loves handball, but it is true that lately he doesn't have the enthusiasm he had before". I agreed that I would talk to his son to see how we could help to change this. Shortly afterwards, I listened to an interview with Marc Gasol in which he described what he sensed might be happening to the player. Marc said that his teenage teammates were growing up and had concerns that he didn't understand, which in his case didn't reach him until after two years. And this is where the crux of the article comes from and where I got the idea to present it.

ARTICLE

I'll put you in situation, this is a boy of 10, he gets good grades in high school, is educated, an example of work and humility on the court. He also has technical and tactical resources that are not usual at his age. As I told his parents, I set out to talk to him to try to understand what he was feeling and to be able to help him.

I asked him: - How are you doing?

- Fine, everything's fine.

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MAS ALLA DEL BALONMANO

Seeing that I had to help him express what he was feeling, I asked him another, more specific question.

-You've been struggling with handball lately, haven't you?

-Yes (he answered with glassy eyes).

At this point I got emotional, but wanting to help him was more important than my feelings.

Then I asked him again: -And why is that? Why is it so difficult for you?

-I can no longer do things that I used to be able to do, such as feinting or scoring goals that I used to be able to do and now I can't. I tried to explain to him that this was normal.

I tried to explain to him that this was normal, that I was going through a time of changes that other teammates had already experienced and that was why there was a certain difference. In this case he should take advantage of this situation to be better in many other facets of the game so that when the bodies are equalised he can take advantage and have more concepts that the rest may not have acquired.

I encouraged him to continue enjoying handball as he did before, helping him to understand that enjoyment does not depend on the objectives of the result (scoring goals, overcoming opponents in the 1-on-1), but on the satisfaction of having made the maximum effort on the court, focusing on the objectives of achievement (diving for a divided ball, retreating no matter what happens or giving the option of continuity to the attacking actions of his teammates).

At that moment, he thanked me in such a sincere way that I would not have expected for a boy of his age and, again, I was touched.

As you know, since we have all been there, adolescence is an age with many changes both physically - as it happened to this player who had not yet undergone this evolution - and mentally - in the case of Marc Gasol.

ARTÍCULO

So, how can we have this conversation and help our players?

The first thing is to get to know your players to be able to perceive how they feel at any given moment (as coaches this is what really gives you a qualitative leap) and adjust to their needs to be able to get the most out of them and enjoy it, beyond technical or tactical issues. Each person is different and we have to try to treat them individually but at the same time fairly, I know that this is one of the most complicated aspects of being a coach.

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However, this is not enough, because in grassroots sport we are training future adults and we have a great responsibility that most parents entrust to us.

But, do we really make the boys and girls understand that the most important thing is not the result objectives such as, for example, scoring goals, but that there are a thousand other functions within the team that can be carried out such as achievement objectives? Do they understand that there will be complicated moments for different reasons that will help us to improve and that I can rely on the coach to get through them? Are we capable of perceiving if our players are giving their best? And, if not, do we talk about it with them? This is very important, because there are issues that may be uncomfortable to discuss but if we help them to be able to externalise and share them, giving them the importance they deserve, we will help them to continue to develop as adults. Are we trained enough as coaches to deal with these issues and do we understand that this is more than just winning or losing?

Finally, I would like us all to think about what our adolescence was like, how there were issues that we didn't understand but out of fear or embarrassment we didn't share them. As trainers we have to try not to be basic coaches as usual, but to make the players feel close to us and trust us, because we can help them.

ARTÍCULO

This for me is the most gratifying thing about being a coach, to receive such sincere thanks from a child for the fact that I have listened to them and given them my trust and help. It is what really makes me think that I have the perfect ''job''.

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COUNTER-ATTACK - TASKS RICARDO ANDRES CLAVIJO VARGAS SECRETARY OF THE CALDENSE HANDBALL LEAGUE CALDAS WOMEN'S HANDBALL NATIONAL TEAM COACH VIKINGOS HANDBALL CLUB COACH TECHNICAL ASSISTANT COLOMBIA JUNIOR NATIONAL TEAM UNIOR MEN'S NATIONAL TEAM

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TASK 1 - COUNTER-ATTACK IN PAIRS

Objective: Speed and accuracy in the counter-attack.

Description: Players in pairs one at each end, the one with the ball passes to the goalkeeper, the two players run out in the direction of the other goal, the goalkeeper passes to the opposing player at the height of the centre of the field, he passes to his partner who will take 3 steps and culminate the counter-attack.

Feedback: Accuracy in passing, speed of players and good finishing.

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TASK 2 - COUNTER-ATTACK WITH SUPPOR

Objective: Receiving and passing on the move and good definition.

Description: Players lined up in a corner of the field, 2 collaborators placed in different areas of the field, the player passes to the goalkeeper and runs out on counter attack and receives before half of his field, immediately passes to the collaborator still behind the centre line, in the opposite field he receives the ball again and passes to the other collaborator from whom he receives on the run and shoots at goal.

Feedback: Speed, perception, concentration, progression

COUNTER-ATTACK – RICARDO ANDRES CLAVIJO VARGAS 70

TASK 3 - COUNTER-ATTACK WITH CHANGES OF DIRECTION AND PAS

Objective: To pass and receive the ball while moving quickly between the cones to define in front of the goalkeeper.

Description: Two players with ball, one player holds the line of travel, the other must get around the cones with changes of direction while passing the ball to each other.

Feedback: Speed, progression, changes of direction, definition.

COUNTER-ATTACK – RICARDO ANDRES CLAVIJO VARGAS 71

TASK 4 - COUNTER-ATTACK WITH OPPOSITION (2X1+1)

Objective: Overtake opponents with speed and good finishing.

Description: 2 players facing each other, pass the ball to each other trying to get past the defenders who will have limitations in their movements, they must advance in the shortest time possible and define in front of the goalkeeper.

Feedback: Speed, progression, opposition, precision and definition.

COUNTER-ATTACK – RICARDO ANDRES CLAVIJO VARGAS 72

ALEX NOGUES

Entrenador ayudante Súper Amara Bera Bera Responsable Sideline Sports en España y América del Sur Sideline Sports

Alex Nogués

Estadísticas avanzadas

ANALISIS DEL ENTRENAMIENTO

Esta opción nos sirve para conocer, visualizar o exportar los datos de entrenamiento.

Una de las opciones que tenemos en el programa son las estadísticas de nuestro propio contenido.

Bien sea por una búsqueda de una jugadora, un ejercicio, por tiempo, intensidad, etc..

De esta manera podemos acceder a conocer las estadísticas del resumen de nuestras sesiones de entrenamiento. Con ello podemos estudiar y analizar si tanto el tiempo como el porcentaje total usado es acorde con nuestro modelo de juego.

A través de este análisis podemos tomar decisiones de cara a modificar nuestra planificación.

Estas búsquedas podemos verlas numericamente o realizar gráficos para ver mejor la información.

Con estas herramientas podemos controlar y analizar nuestro trabajo el de otros entrenadores de nuestro club.

Con esta información podremos realizar los cambios oportunos en las diferentes panificaciones, siendo una herramienta muy útil tanto para la élite como para equipos/ clubes de formación.

Otra de las opciones es conocer las estadísticas de asistencia nuestros jugadores/as. De aquí podemos sacar datos de asistencia, de nº de entrenamientos perdidos por lesiones o enfermedad, etc…

La exportación de los datos nos sirve para enviarlos a jugadores/as, seleccionadores, servicio médico o realizar cualquier tipo de trabajo.

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ASSEMBLE - TASK JORGE DESANTES PERIS CLUB SPORTS DIRECTOR HANDBALL RIVERA ALTA ALZIRA (VALENCIA) CHILDREN'S TEAM COACH CB RIBERA ALTA ALZIRA

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ASSEMBLE - TASK

One of the main handicaps that many clubs have when it comes to planning the training sessions of our teams is the lack of availability of a full court for training. In our case, all the CB Ribera Alta Alzira teams, with the exception of the senior team, have to train on half court, otherwise the training time per team would be two hours per week.

6 ESCUELAS DEPORTIVAS MUNICIPALES CON 140

This lack of full court makes it difficult to carry out tasks in this phase of the NIÑOS retreat, however, it is an obligation on the part of coaches to develop activities for our players to acquire the concepts of this phase of the game.

In the following tasks I am going to propose three simple activities that I usually carry out in the sessions that we work on this phase of the game for a children's team, the first one is going to be a non-specific activity that we carry out in the initial part of the training session and the following two activities that are already specific to the defensive retreat.

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TASK 1

Description of the task: We divide the half-court into two and distribute the 16 players into 8 on each side. The players in pairs have to move the ball to the next pair on the other side of the court as quickly as possible while the two defenders try to prevent them from doing so. Once the attacking pair passes the ball to the next pair, they become the defenders.

Objective: - To work on attack-defence role changes after passing to the next partner.

- To work on defensive movements.

- Attempting to steal the ball both on the bounce and in the passing lanes.

Information: - Speed in changing roles.

- Try to avoid lateral movements and if they are made, never cross your legs.

- Communication between defenders if there are changes of position.

- Even if outplayed, continue the defensive work until the end.

ASSEMBLE – JORGE DESANTES PERIS 76

TASK 2

Description of the task: We divide the midfield in two. We work 2x1 from the midfield without bouncing the ball (defensive retreat in inferiority). After the shot, the defender becomes an attacker in the other zone and the player who has not shot becomes a defender. After receiving the pass from the goalkeeper they play 1x1 with the intention of the attacker to pass through the gate in the midfield (defensive retreat with equal numbers). The player who has shot becomes a defender in the next 2x1.

Objective:

Information to be used:

To direct attackers to less effective throwing areas or outside the designated area (Gates).

Speed in the change of role between attack and defence

§ In 2x1 actions there is no bouncing of the ball. § The defender has to direct the attacker towards his less effective shooting zones, so it is important to take into account the laterality of the shooter. § Try to dissuade, deceive the attacker or attackers.

Variation: We play 3x2 in the goal zone and 2x2 in the other zone.

ASSEMBLE – JORGE DESANTES PERIS 77

TASK 3

Gráfico 1

Gráfico 2

Task description: We divide into teams of three players. Two teams in the midfield and the coach throws a ball in the midfield, the team that gets the ball attacks 3x3 (graph 1).

After the throw to goal or loss of the ball, there is a change of roles, the defenders become attackers, after receiving the ball they try to touch cones located in the middle of the field, and the attackers become defenders trying to prevent them from touching the cone (graph 2). We have a competition between the 4 teams where a goal or touching cones is worth a point.

Objective: • To direct the attackers towards less effective throwing areas or away from the cones.

• Delay the counter-attack to facilitate the incorporation of the player who fights or shoots, always closing the ball area.

• Introduce the concept of fighting for the ball, simulating the goalkeeper's rebound.

Information to be used: • Structure the defence by closing the ball zone, taking into account the possible inferiority generated by the player who has fought or the shooter.

• Perceive who is going to win the ball in the initial fight or if the ball is going to be lost in order to initiate a defensive retreat.

Variant: We can enlarge 4x4, 5x5 or 6x6.

ASSEMBLE – JORGE DESANTES PERIS 78

R TE IN

EW VI

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J.L.Recio. Rfebm

EDUARDO GURBINDO HBC NANTES PLAYER H.-What do you remember from your sporting beginnings?

EG.-I remember above all my beginnings in Loyola San Antonio, when I was 13-14 years old and everything was pure fun. Those were my first steps in a handball team and I remember all my teammates and coaches with great affection.

It is clear that little by little I improved, then came the Navarre national team, another fantastic experience, and then the Spanish national team, promises ..... I would like to say that I evolved until I had the opportunity to play for the Portland San Antonio first team.

But if we're talking about beginnings, clearly I'll take those years of enjoyment, of thinking only about playing and having fun.

Undoubtedly the healthiest time.

After that, everything is "corrupted" by goals, demands and money.

H.-Who come to mind as the people who marked you at that time?

EG.-I am a person who believes that you learn something from everyone, everyone brings something to you and that is why I value everyone I have met. I am fortunate to have good memories of that time and I remember each and every one of my coaches and teammates. I don't like to forget anyone... And that's why I don't want to start quoting, but I hope and trust that everyone knows that they helped me to get to where I am right now.

H.-Why did you choose this sport and not another?

EG.-I chose this sport because it was something different from what I usually practised, and because I really liked the dynamics and the possibilities it offered. Especially because it is a team sport, and I have always liked playing with my friends and people. I consider myself a very open and social person who loves to share.

H.-Is it possible to combine high-performance sport with studies?

EG.-You can, but you have to know that it is complicated.... Especially if you are abroad, if you are in a team that plays in European competition (champions), if you have a family and if you are lucky enough to play for the Spanish national team..... The time you have left is short and I dedicate it to rest.

I also had difficulties with teachers at the university....

Well, each player's situation is very, very different, so each one has to evaluate his options and make his own decisions.

I still think it is possible, but you have to be mentally prepared and make an effort. But my recommendation is to enjoy top-level sport as much as possible.

That's why it's better to finish your studies as soon as possible and then focus on your professional career, which in itself requires a lot of effort and concentration.

H.-What advice would you give to a player in training who is passionate about handball?

EG.-My advice is always the same; enjoy yourself and have fun. Don't get obsessed with becoming a professional, or setting yourself goals....

I think if you're good, you'll get there.

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EDUARDO GURBINDO HBC NANTES PLAYER But the main thing is to enjoy, handball is still a game, and if you don't enjoy it then it's a problem.

For me at least, that's my basic principle, enjoy and be happy with what you do.

H.-In terms of mental and psychological preparation, what is the most important thing for an athlete? Do you think nutrition adds value to the performance of the elite?

EG.-There are many psychological factors that can affect a sportsman, good and bad... And each person and each player is a world. The objectives, priorities, motivations, personal situations .... are completely different for everyone.

I myself have had different periods in my sporting career, and priorities, motivations, family situations, thoughts..... They change a lot. I have had good, very good, bad and very bad periods. So it's a delicate subject to address and I can't single out one thing in particular.

I can say that : "you always have to have *confidence*, always, in spite of everything that happens.... " . It's another of my principles, and no matter how dark the road is and how hard and raw the situation is, you have to keep going.

As for nutrition, I think it is very important for an athlete. I give it more and more importance and I worry more and more about what I eat. And yes, I think it helps to improve performance and to be well.

I think it's important to have a good education on how to eat and eat correctly.

In my opinion, more emphasis should be placed on young people, so that they become aware from a young age.

H.-Apart from handball, do you have any other hobbies?

EG.-I really enjoy travelling and getting to know new places. Being with friends and enjoying a good dinner or lunch with them.

Movies, series, Playstation.... Hahaha I like everything really. I'm always willing to do new things and be active.

H.-What has been your greatest triumph?

EG.-Sporting triumph to win the Champions League with Barça, especially the 7/7 we did that year. We won everything.

With the national team at the 2018 European Championship in Croatia, when we were champions.

In my personal life, my "future" son who will arrive in the next few days. We are looking forward to this experience H.-What do you value most in a coach?

EG.-I appreciate that you can talk to him, that he is open and knows how to understand the players.

It's very, very difficult to be a coach, and I've realised that over the last few years, and I know that everyone is different.

But communication is fundamental and understanding what he wants from each of the players and the team.

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ANA GONZÁLEZ SÁNCHEZ BM KH-7 BMG GRANOLLERS PLAYER H.-What do you remember from your sporting beginnings?

©Xavi Solanas

AG.-I remember that I went to accompany a friend to her training session and they were one short and the coach asked me if I wanted to train with them and I loved all sports and I said yes but I didn't know anything about handball. I started to train and when he finished he asked me and my parents if I wanted to join, and from then until now.

H.-Who come to mind as the people who marked you at that time?

AG.- In my basic stage I have been very marked by the coaches I had from infantile to juvenile, from infantile to cadet were Raul and Germán and in juvenile Jose Luis and Irene, they always trusted me and taught me most of the things I know now; and I am very grateful for that.

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ANA GONZÁLEZ SÁNCHEZ BM KH-7 BMG GRANOLLERS PLAYER H.-Why did you choose this sport and not another?

AG.-As I said before, I liked all sports and I played many of them but none of them fulfilled me as much as when I tried handball.

H.-Is it possible to combine high-performance sport with studies?

AG.- Yes, of course it is; it can be quite hard but with organisation and perseverance everything can be done.

H.-What advice would you give to a player in training who is passionate about handball?

AG.-That he listens to everything his coaches tell him, that he always trains at 100%, that he is very clear about his objectives and above all that he enjoys what he does.

H.-In terms of mental and psychological preparation, what is the most important thing for an athlete? Do you think nutrition adds value to the performance of the elite?

AG.-I think that the psychological factor influences a lot, and it is one of the most important factors in the game, I think that if you are not strong psychologically it reflects negatively on the court and that is also something that you have to train every day to improve it.

Yes, I think that nutrition influences a lot both in sporting performance and in the daily life of each one of us; and apart from having a bad diet it can be the cause of many of the injuries that occur.

H.-Además del balonmano, ¿tienes alguna otra afición?

AG.- Well, apart from being a handball player, I am a Nutrition and Dietetics student, I like fashion, reading and playing other sports.

H.-What has been your greatest triumph?

AG.-I have many beautiful memories of all the stages, but I would highlight the Spanish youth

club championship when we were runners-up and my debut with the Warriors in my city and with all my family.

H.-What do you value most in a coach?

AG.- What I value most in a coach is that he is aware of my mistakes, that he corrects me, that he gives me confidence, and that he always treats us with respect.

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USE HANDBALL

GABRIEL MARTORELL NALDA/ ARTICLE • GRADUATE IN PHYSICAL ACTIVITY AND SPORT SCIENCES, MASTER'S DEGREE IN SPORT MANAGEMENT. • MASTER'S DEGREE IN TEACHER TRAINING. NATIONAL HANDBALL COACH. • I WORK IN THE HANDBOL GAVÀ CLUB AS COORDINATOR OF THE BASE AND COACH OF THE YOUTH AND FEMALE CADET TEAMS. • I AM A PHYSICAL EDUCATION TEACHER.

I like the concept of "consuming handball". Everything that is about watching handball and people creating handball content is beneficial for the evolution of the sport and for all of us who are dedicated to it.

Social networks have many bad things... but also many good things, if they are put to good use and we give them the potential they have towards a final objective, in this case to promote and give visibility to the sport.

Currently there are many professionals, coaches/trainers, who are providing a lot of interesting and very useful content on different platforms. A clear example of all this mentioned, (allow me the compliment)... is this fantastic magazine.

Instagram, is full of pages of "Highlights" and spectacular handball actions. We find more and more profiles of coaches who upload their content on this platform through training videos and exercises.

Facebook brings together groups where there are communities of handball coaches from all over the world.

Twitter is a fantastic place where you can follow real time information from clubs, coaches and players and connect with other professionals who are not only handball specialists. We can find physical trainers, sport readaptators, sport psychologists...

ARTICLE

Youtube/Twitch are perhaps the ones that are developing the most nowadays thanks to the match streamings.

Handball content can be found on all these channels. You have to be critical with what you see, analyse it and contrast it to draw your own conclusions. Not everything we are going to find can help us.

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USE HANDBALL

But this is another matter. The important thing is to know how to filter this content so that it can be used for self-learning, for personal improvement and to be applied in the day-today work of the clubs. I think that nowadays any coach has to be aware of the potential of these networks and the opportunities they can generate.

In my case, 1 month ago I decided to open a Youtube channel (GABRYMARTU) where I upload content related to handball. The aim of the channel is to consume handball and that followers/coaches can watch different types of videos and with them draw their own ideas or conclusions.

My experience tells me that many coaches in training want to learn and look for this information on the networks.

Contents to work on in the different categories, methodologies when teaching through the sessions, what exercises and games to do. What are the most important aspects to work on at each stage, how to plan a season...

The project has just started and I want to create a channel where I can solve many of the doubts and questions that I had at the beginning in a different way to the usual learning.

All the content that appears on the channel is something that will be there for handball.

We are fortunate that the handball coaching community is in most cases willing to collaborate and this is something we should take advantage of.

For me it is a great learning experience, to be able to connect with other professionals and coaches from all over the world.

The handball coach is becoming a multidisciplinary person who has to know and master many areas.

Do not hesitate to look for the potential behind each platform. I encourage you to expose yourselves and create content. In the end it will be beneficial for handball.

ARTICLE

Let's consume handball!

Canal de Youtube: GABRYMARTU

Instagram y Twitter:@gabrymartu

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GABRY MARTU

UNAI ARRIETA Physical Activity and Sport Psychologist TW: @uarrieta FC: @UApsicologodeportivo IG: @a.unai Web: www.unaiarrieta.com

Psychology of High Performance in the National School of Coaches of RFEBM A fortnight ago the National School of Coaches of the Royal Handball Federation started a new edition of the Advanced Coaching Course (former National Coach) based in Alcalá de Henares. I am lucky enough to teach the subject of Psychology of High Performance.

I sincerely believe that Psychology is one of the sciences applied to sport that can most benefit the coach, as it focuses on understanding, evaluating and modifying human behaviour, including sporting behaviour. Scientific knowledge of psychology can help the coach in almost all the usual facets of his work, making his intervention with the players much more effective.

As we have mentioned in a previous article, the coach can apply psychological strategies to better organise the functioning of the group, optimise meetings with the players, get more out of training sessions, prepare matches better, get players to perform at their best, evaluate what happened in each match, analyse and resolve critical situations and make more effective decisions in any area.

One of the coach's tasks is to influence the psychological functioning of his players in order to optimise their sporting performance. The importance of this task requires the coach to master psychological concepts and strategies that allow him to carry it out effectively, thus increasing the team's possibilities.

In competitive sport, the coach must have effective resources to optimise the performance of his athletes, continually enriching his work method to achieve improvements that, although quantitatively small, qualitatively can be decisive, in many cases, the difference between winning or losing a match, achieving or not achieving the sporting objectives of the season, succeeding or failing.

The incorporation of psychology into the coach's way of working considerably increases the resources available to achieve maximum team performance.

The 21st century competition coach must understand this reality and accept that to be a competent coach it is not enough to master the technical and tactical-strategic concepts of their sport, but also to incorporate scientific knowledge that increases the efficiency of the coach and the productivity of the team.

In the National Coaching Course we try to understand the most relevant psychological variables of high performance: activation, attention-concentration, motivation, stress, selfconfidence and team cohesion. With the aim of optimising the psychological functioning of the players before the match, we learn to specifically prepare the matches, make decisions about the action plan, anticipate relevant situations, explain and rehearse the action plans, expose the team to the action plans, estimate the state of activation of the players, etc.

On the other hand, we also work on the psychological intervention of the coach in different periods of the match: when the ball is in play, when the ball is stopped, in timeout, at half-time, at the end of the match. How should we act in these situations? Is it the same that the ball is in play or stopped or that the dynamics of the team is positive or negative? What speech do we use in time-out or at halftime? Do we make the most of this time to positively influence the psychological functioning of the players? Do we train this persuasive and communicative capacity?

We work on all this and more in the subject of Psychology of High Performance in the RFEBM Advanced Coaching Course.

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