HANDHAERTBALL SCHOOL VOL 6 ENGLISH

March 2021

Ambros Martín Interview by Miguel Morales

Lekai y Mahe.

Jimena Laguna

Interviews

Alex Mozas Scouting rival team

Juan Pablo Morillo Beach Handball

Juan Antonio García Herrero ¿Tecnificamos?

Francisco Manuel Ávila Defence in inferiority

J.R Alvite y José Flores

My goalkeeper closes his eyes

Jose Julio Espina Article

Guillermo Cazon

Handball in pandemic Competition against the uncertainty

Getting to know ....

Milos Putera

©David Vörös – Telekom Veszprém

Vol. 6

5 11 22 26 40 43 46 59

DAVID DAVIS PROLOGUE

JOSE JULIO ESPINA ARTICLE

MIGUEL ÁNGEL TOMÉ MINI HANDBALL

ALEX MOZAS GARCIA ARTICLE

JORGE SUAREZ TIPS PHISIO

THE INTERVIEW OF M. MORALES AMBROS MARTIN

GETTING TO KNOW ....

GUILLERMO CAZON

UNAI ARRIETA

TISPS PSYCHOLOGY

60 73 75 80 89 95 104 109

JOSE RAMON ALVITE Y JOSE FLORES ARTICLE

JAUME MIRO CALAHORRA TIPS PREP PHYSICS

JUAN ANTONIO GARCIA HERRERO ARTICLE

JUAN PABLO MORILLO ARTICLE

FRANCISCO MANUEL AVILA ARTICLE

ALEX NOGUES TIPS XPS

ENTREVISTAS JUGADORES INTERVIEWS

MILOS PUTERA GOALKEPPER

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

52 ATTACK

IÑIGO CANTERO

69

DEFENCE

RAMON PECO

84

COUNTERATTACK

ANTONIO AHEDO

96

ASSEMBLE

JUAN PEDRO LAMA ©David Vörös – Telekom Veszprém

DAVID DAVIS ©David Vörös – Telekom Veszprém

DAVIDAVIS

Coach Telekom Veszprém

The ability to react, to adapt and resilience have always been highly valued and to some extent essenNal qualiNes in the profile of a handball coach. It is clear that not even the best planning in the world is capable of controlling the random effect of injuries and structural crises fuelled by results that are difficult to explain, but one can count on that. Somehow, the fragility of our sporNng structure, with finances held by strings in most of the clubs and unprofessionalised direcNves, trains you in improvisaNon, survival and daily work. The job and the salary go with it. Coaches, at least in theory, have the weapons to plan transfers according to different calendars and also to design strategies against injuries, the millimetric organisaNon of physical preparaNon, the most complex tacNcs and the most versaNle systems of play. In short, a great arsenal. Yet we never visualised how to deal with a pandemic. Who could do it?

In Hungary, confinement to curb the Coronavirus also came in mid-March 2020. The closing of borders, the educaNon system at home and the limitaNon of social, economic and commercial acNviNes from levels of contagion much lower than in countries like Spain ensured that the first wave broke without major casualNes or damage beyond economic shreds. We will only know this with the passage of Nme, which has not been long.

HANDBALLINPANDEMIC COMPETING AGAINST THE UNCERTAINTY

At that time, national and international competitions were suspended without anyone being clear about the consequences or the outcome. With that degree of uncertainty and the limitations of the closure - which did not allow the use of sports facilities or team work - physical preparation to at least maintain fitness levels became a priority. I like to remember how all club members joined forces to deal with a highly stressful situation in which fear management in the face of an unknown health threat was mixed with the unpredictable economic effects.

Each player received a personalised exercise plan from our physical trainer, just as the nutritionist provided the necessary dietary advice to compensate for the elimination of competition and training routines. The predisposition of the athletes was absolute. They all got the necessary equipment to work out at home and set up their own home gym, whether in the living room, terrace, garden or car park, and each day they sent in videos of their sessions so that their activity could be followed. Many were posted on social media and served to keep in touch with our fans. In addition, as every cloud has a silver lining, the new reality allowed the injured to "gain" time for their recovery. The most difficult thing to manage, in my opinion, was - and still is now - that in the end nobody can foresee what will happen even in the short term and working like this is certainly a challenge. Maintaining the concentration that comes with the pace of competition is very difficult under such extraordinary conditions. If a national team break already throws the team dynamics out of kilter, we now know that a pandemic turns everything upside down.

5

DAVID DAVIS

In parallel, the club worked Nrelessly to collaborate and coordinate with all relevant naNonal and internaNonal bodies. Incredible as it may seem, it is not so easy to align the interests of federaNons, leagues and clubs. For my part, as a coach, my body was asking me to seek alliances. Pandemic aside, I firmly believe in the need to weave support networks that allow us to defend and strengthen professional handball beyond permanent and individualisNc personal compeNNon. I sNll believe this, now more consistently, when this plague of the 21st century has brought to light some of the shames that cover up the day to day. With this idea in mind, I pulled out my diary and contacted other coaches, quite a few. In my head was the idea of establishing common lines of acNon, of agreeing on Nmetables, of proposing alternaNves, new soluNons to a new problem. Not all of them were equally recepNve, I must confess, but for me personally it helps me to know what others are doing and how they are experiencing the same situaNon. Maybe that comforts me. To give just one example, I found it essenNal to know what medical advice was offered in the different countries to resume acNvity when designing control protocols: what health security measures to take, tesNng schedules, confinement Nmes in case of posiNve results, travel... I won't go into details, but there were abysmal differences.

Locked up at home, Nme moves forward and becomes like chewing gum; the brain, a licle too. With such an undefined scenario, we decided that those players who wanted to could travel to their home countries unNl there were firm decisions regarding the compeNNon. Many preferred to stay in Hungary because the situaNon was less serious here. We resumed training with them in the hall from May onwards, when the restricNons were relaxed. By then it was clear that the naNonal compeNNon was definitely cancelled and we did not consider that the players abroad would return.

HANDBALLINPANDEMIC COMPETING AGAINST THE UNCERTAINTY

What remained to be seen was what would happen in the Champions League. With different opNons in the calendar, we knew the excepNonal soluNon of finalising the matches and qualifying the top two teams from groups A and B for the Final4, among which we managed to qualify on merit. It is never fair to change the rules of the game in the middle of the game, but never before have we competed against a pandemic.

Beyond the criNcism of those clubs that were lef out and lost their chances, which I understand, I prefer to think about the need to take difficult decisions at very difficult Nmes to save what really macers. And I would like to think that I would feel the same way even if I had been lef out of the Final Four. Today, a year afer all this started, the EHF has changed the rules again to plug the gap lef by the eliminaNon of matches for Covid and has abolished the direct pass to the quarter-finals for the top two teams in each group. Afer overcoming many obstacles with great effort and investment, we lose our incenNve. But this Nme we have not heard the loud protests about the back-and-forth. Only FC Barcelona has raised its voice about the "injusNce". I guess the lesson is the same as always. In any case, then we had to adapt once again and if our goal each year is to win each and every compeNNon in which we parNcipate, the 2020/21 season offered us the challenge of fighNng for two Final4s in six months. The other side of the coin has been suffered by those players who changed teams and who, at best, had to face their former teammates or, at worst, watch the games from their new desNnaNon. That is another macer.

6

DAVID DAVIS

In addiNon to the sporNng aspect, the club analysed different possible scenarios on a financial level. The objecNve is always to guarantee survival, and for this it was essenNal to update the budget to take into account the reducNon in income due to the lack of box office and merchandising at the Arena and the loss of television rights. Given the unpredictability of the situaNon, the payroll was temporarily revised. We also analysed the transfer forecast, and even talked about a possible "non-aggression pact" between clubs to avoid the "plundering" of those clubs most affected financially by the pandemic. By now, with a lot of cards already turned upside down, we are learning more about the real effects on budgets and we see that the main market has not fundamentally changed. June has arrived and what we can all agree on is that holidays have never been more necessary.

Afer an atypical summer in which it seemed that the pandemic granted a truce, we decided to start the preseason two weeks earlier than usual. It was clear to us that we had to start very slowly and progressively to avoid injuries afer four months without compeNNon. The players had been given an individualised plan to prepare for the return to training so it was relaNvely easy to see who had done their homework. It was inevitable to start pracNcally from scratch with tacNcs. Incredible as it may seem, five months without compeNNon causes a total disconnecNon, a kind of reset that I couldn't believe and forced us to repeat training at a level we could never have imagined. It is not a quesNon of looking for someone to blame, but rather of explaining and reflecNng on what we have lived and experienced over the last year. As a result, we ruled out travel training camps and scheduled our pre-season games at home. Unfortunately, our first posiNve case of Covid ruined the tribute to Lazlo Nagy, Momir Ilic and Árpad Sterbik, a clash against Kiel that was intended to open the season in style. It was the trailer for the season.

HANDBALLINPANDEMIC COMPETING AGAINST THE UNCERTAINTY

With masks, with distance, with reduced seaNng capacity... The public was able to acend the games unNl November, when the evoluNon of the incidence set off all the alarms and forced the closure of the pavilions to the fans once again. The second wave was more like what we had seen in the rest of Europe. To this day we conNnue to play with empty stands. It's not true that you get used to silent matches. Anyone who has acended a match at the Veszprém Arena can understand what I am trying to explain. Something similar happens in many other handball arenas all over Europe. UnNl mid-February the relaxaNon of restricNons was planned for Easter, but the dizzying spike in cases that has come along with the new variants once again complicates any plans. It seems that the third wave is beginning.

In that sense, nothing has changed. Since September, monitoring the pandemic has been an obstacle course.

We have tried to learn every day and incorporate all the scienNfic recommendaNons that became known as the research progressed. Masks, anNgen tests, PCRs, charter flights, social bubbles, confinements, quaranNnes, venNlaNon, cleaning... The financial and human effort of the club has been and conNnues to be enormous, mainly because everything can change from one day to the next. Matches cancelled due to posiNve results in teams that force more matches to be cancelled and opponents to be quaranNned. And you can't know at what point the posiNve will be triggered or if someone else incubates the disease. Not all clubs are able or willing to make the same efforts. Not all people are up to the task.

7

DAVID DAVIS

I am sorry to say that as the pandemic has progressed I have noticed more irresponsible attitudes in the competition, more opacity and lies, less willingness to collaborate or simply to share information. In my opinion, this way of doing things is a burden and a vision that is as pactful as it is detrimental to our sport, which is further weakened by these unconstructive strategies.

Perhaps most frustrating is the weakness of competition protocol at both national and international level and the lack of informed criteria. With improvised and too often irrational or unjustified calendars, without controls or guarantees. With different regulations depending on the country or directly on the will of each club when it comes to setting quarantine times or new tests in the event of positive results, etc. The result is quite discouraging, but above all it is a lack of respect for the professionals who run the risk on the track.

The effects of a positive result on the team cannot be ignored. In Hungary, if a player is infected, he must have a minimum recovery time of six weeks, and he must also pass physical tests to ensure his health to avoid undesirable scares that have been detected in the sporting world since the pandemic began. Until they pass these tests, they cannot return to training, even in the gymnasium on an individual basis, so they may be out of action for a period of time similar to that of the summer holidays. There is no need for me to explain how this break translates into concentration, synchronisation of the team's play or balance in the squad.

At Telekom Veszprém we have been hit by the Coronavirus several times. Even with all the precautions, but also thanks to them, we have managed to isolate the positive cases and get out of the vicious circle that we have seen in other teams, where the positives are appearing "slowly but surely" in a dynamic that stifles the team's concentration the wardrobe.

HANDBALLINPANDEMIC COMPETING AGAINST THE UNCERTAINTY

We manage to dodge mortal blows, but it is impossible to escape unscathed. I love explanaNons, context and nuance, and I hate excuses, because what is true is that we all face the pandemic: the constant stress, the sudden changes, the unexpected casualNes. This year more than ever is excepNonal. We arrived in December in good shape despite everything. As luck would have it, we spent the week before the F4 in quaranNne and some of our players had to stay at home without playing the games that push us throughout the season, the biggest punishment you can imagine. SNll, we came, we competed, we fought. And the result is water under the bridge. All defeats hurt, but that's another story.

Directly from Cologne, most of our players travelled to their naNonal team's training camp for the World Cup in Egypt. Alongside the work at home with those who were lef out of the squad, our main concern during the month of January, as always, was the injury-free return of all athletes. The tournament has exposed the evils of the pandemic. Very complicated journeys. Uncontrolled controls. Teams without rhythm or preparaNon, with hardly any training or matches. Let's be opNmisNc. It has also shown how wonderful our sport is, with a high level of compeNNon and excitement despite the obstacles.

The return afer the World Cup is never easy. This year was not going to be any less, of course. But we follow our plans, our controls, our work. We are waiNng for the vaccines like everyone else. And hopefully we will soon be able to see the end of the nightmare. With an audience.

8

DAVID DAVIS

HANDHEARTBALL / EDITORIAL

THANKS TO ALL

JOSE RAMON BELDAD

ALVARO DE LARA

We would like to thank all the parNcipants who have collaborated selflessly in this your magazine, as you know, it began to take shape in a summer night, where we wrote down the first ideas, we conNnued with the notes and began to work on its first issue published in October 2020, since then unNl now every 15th of each month we have been able to bring you the magazine with countless arNcles of our sport (acack, defense, counteracack, retreat, goalkeeping, decision making, training, nutriNon, physiotherapy, psychology, interviews with players, xps, mini handball, beach handball,....... ) to acquire more knowledge and be able to put it into pracNce with our players.

But this magazine is made with a great sacrifice and effort, two inseparable values of our sport, also we assume it with a great humility and a good working environment, between two passionate of this sport.

EDITORIAL

Everyone knows the richness of handball as a collecNve sport of opposiNon and collaboraNon, but the most important thing about this sport of ours is that all of us who love it, share our teachings for its growth and for it to be valued as it deserves.

We hope you enjoy this special volume, for us it has been spectacular, to maintain a relaNonship with all the parNcipants and to be able to "learn" and "publish" so that all of you enjoy it as much as we have enjoyed making it.

9

José Julio Espina Agullo / ARTICLE • • • • • •

European Handball Federation (EHF) Master Coach Técnico Deportivo Superior en Balonmano Rfebm Master en Dirección y Gestión Deportiva Licenciado en Derecho Doctor en Ciencias del Deporte por la Universidad de Alicante Presidente de la Asociación de Entrenadores de Balonmano

Summary: The aim of this paper is to establish the pacerns of connecNon between goalkeeper staNsNcs (i.e. saves and goals) in European, World and Men's Olympic Championship finals with the results obtained by their teams in those finals. To what extent, ulNmately, is the performance of goalkeepers relevant to success/failure in those finals.

The results will give us data applicable to high performance, as the matches analysed (32 in total), represent a sufficiently qualitaNve and quanNtaNve sample for those to have a very high absolute reliability.

Introduc-on: The axiom that establishes the importance of the goalkeeper's game, and the relaNonship of his performance with the results of his team, is well known, not only in handball, but in any team sport in which this figure exists.

ARTICLE

In the case of this sport, the performance of the goalkeeper and his impact on the game takes on special relevance, given the high number of intervenNons in each match. Insofar as I am analysing matches at the highest level, the results take on a special significance because European, World or Olympic Ntles are at stake.

I am now going to detail, with staNsNcal data, the quanNficaNon of this importance, recognised by all. recognised by all. And even more so, if there is a direct relaNonship between the goalkeeper's success and his team's victory.

For this purpose, and having at our disposal the images of all the men's finals of the Olympic Games since 1984 (i.e. 8 matches), of the World Championships since 1982 (i.e. 14 matches) and of the European Championships since 1994 (i.e. 10 matches), it seems clear that we have a more than sufficient base of objecNve data to affirm, albeit with absolute modesty, that the conclusions obtained will have very solid foundaNons.

It seemed important to me, therefore, to give numerical support to a reality that had already been studied in some leagues or championships, such as the study carried out by Pascual X. on the influence of goalkeeping efficiency on performance between the 2001-2002 and 20062007 seasons of the ASOBAL League.

11

JOSE JULIO ESPINA

This research showed that "the higher the efficiency of a team's goalkeepers, the better the team's ranking at the end of the season" and that "the efficiency of the goalkeepers of the best ranked teams in the ASOBAL League is higher than that of the rest of the teams in the competition". It was also shown that "the better the efficiency of a goalkeeper and the better the shot, the greater the probability of winning versus losing or drawing".

The objective richness of the sample of the present study allows us to provide sufficient data to establish very overwhelming conclusions since we have the images of all the finals of the Olympic Games since 1984 (n=8), of the World Championships since 1982 (n=14) and of all the European Championships from 1994 to 2013 (n=10).

All this, obviously, does not represent any added merit in itself, but it supports the results both for the long period analysed (31 years), and for the number of matches accumulated, 32. The level of these matches is, obviously, not worth commenting on, as they are simply the most important matches held in the world during this period in the field of men's handball.

The reasons that led me to undertake the present study are to be found in the concern to demonstrate empirically and statistically the enormous importance of the efficiency of the handball goalkeeper in the final result of his team in a given match, which is becoming increasingly important in handball today and everything seems to indicate that this will continue to be the case in the future (Spãte, 2005).

As a future option and objective, it is clear that the importance of goalkeeper performance does not always fit in with individualised attention, training and the search for specificity on the part of coaches. It is up to us to provide our goalkeepers with the means, time and attention (physical, technical and psychological).

It is a huge contradiction not to dedicate enough time to this specific position during the week's work, to then demand a performance that is going to have an impact (as the conclusions of this work determine) in a very relevant way on the final result of the matches.

It is clear that this dynamic has been improving over the years, so that we can affirm that more and more attention is being paid to goalkeepers, but we are still far from the desirable balance between what we train them and what we demand of them. Northern European countries (Denmark, Sweden and Norway) as well as South Korea are currently the pioneers in this new line of work, which should serve as a mirror for others.

ARTICLE

Slowly but steadily today we can safely say that the whole world is aware of the enormous importance of goalkeeping in handball. I would almost go so far as to say that this has always been the case. The problem lies in adapting this reflection to the time, importance, means and dedication given to them during the different phases of the Periodisation of Training in each case and in each team.

12

JOSE JULIO ESPINA

OBJECTIVE The aim of this study is to demonstrate and quanNfy as accurately as possible the special relevance of the goalkeeper's performance in Handball and its impact on the game, and therefore on the final result of the matches.

Obviously, like any study focused on a sporNng acNvity, it cannot offer mathemaNcally exact results, since due to the idiosyncrasy of the acNvity in quesNon (in this case handball), there will always be other elements (endogenous and exogenous to the athlete and/or the team) that will also have a certain relevance in the result/performance of the athlete/team.

MATERIAL AND METHODOLOGY The study sample includes 32 men's handball finals divided into the first IO European Championship finals (from the 1994 to 2012 ediNons), 14 World Championship finals (from the 1982 to 2013 ediNons) and 8 Olympic finals (from the 1984 Los Angeles ediNons to London 2012).

Therefore, this study sample includes IO European Championship finals (out of the 12 played to date), 14 World Championship finals (out of a total of 23 played to date) and 8 Olympic finals (out of the l l l played to date).

The video material on which the analysis was carried out was obtained from television broadcasts on TV channels TV l, TV2, Teledeporte and Eurosport.

In order to proceed with the notaNonal analysis, the sofware SportCode Pro v. 8.5.2 was used. In total, 38h49min16 sec of video were analysed with the sofware SportCode Pro v.8.5.2, as well as 3810 acacking acNons in which the goalkeeper's saves were selected.

The visualisaNon and analysis of the video recordings was carried out by 2 experienced observers. For the reliability of the observaNon during the study, 2 inter-operator visualisaNons were carried out.

ARTICLE

The reliability of the inter-observer analysis obtained a margin of error of less than 5%.

The analysis of the matches focused on the handball goalkeeper, classifying the saves according to the acacking zone. To do this, observaNon variables were established for the notaNonal analysis of the acNons carried out to help us determine the influence of the goalkeeper in the development of the matches.

Four acacking zones were determined, i.e., shots from 6 metres (6M), 9 metres (9M), 7 metres (7M) and counter-acack (CA).

13

JOSE JULIO ESPINA

Taking into account the launching zones, a strict observation protocol is established (Table 1).

Tabla 1 OPERACIÓN

DEFINICIÓN

Lanzamientos de 6 metros

Lanzamientos realizados en la zona comprendida entre la línea de 6 metros y la de 9 metros, esto es, el área de golpe franco, En los lanzamientos donde el jugador se encuentra en el aire, se tomará como zona de lanzamiento el lugar desde el cual realizó la batida previa al vuelo.

Lanzamientos de 9 metros

Lanzamientos realizados por detrás la línea de 9 metros delimitada en el campo de juego. En los lanzamientos donde el jugador se encuentra en el aire, se tomará como zona de lanzamiento el lugar desde el cual realizó la batida previa al vuelo.

Lanzamientos de 7 metros

Se toma como lanzamiento de 7 metros todos aquellos que se realicen desde dicha distancia como resultado de un penalti pitado a favor del equipo atacante

Contraataque

Lanzamientos realizados en situación de contraataque, aquella en que un atacante se sitúa solo delante del portero por haber aventajado en velocidad a los defensores durante el repliegue defensivo.

ARTICLE

In addition to the throwing zones, established in the previous matrix, the players' throwing location was included. Determining whether the final action was performed from the centre (LC) or from the side (LL), regardless of the attacking zone. (Figure l),

Figura 1

Lugares de lanzamiento

14

JOSE JULIO ESPINA

From the establishment of the launch site, the description of the analysis matrix for the launch types can be carried out (Table 2).

Matriz de Análisis lugares de lanzamientos OPERACIÓN

Tabla 2

DEFINICIÓN

Lateral

Aquellos lanzamientos que se realizan por la zona curva de las áreas de 6 metros y 9 metros, Dicha zona se corresponde con la zona derecha e izquierda del campo.

Centro

Aquellos lanzamientos que se realizan por la zona recta de las áreas de 6 metros y 9 metros (3m).

Finally, the variables corresponding to the result of the throw-in were established, being goal (GOAL), non-goal (NGOL), as well as the participation of the goalkeeper in the result of the throw-in, carrying out a direct intervention (IDP) on the throw-in resulting in a save (FOR) or an indirect intervention (IIP) on the failure of the throw-in (OUT).

In the same way, an observation matrix was established for the analysis of the result of the throw-in as well as the goalkeeper's intervention (Table 3).

Matriz de Análisis lugares de lanzamientos

ARTICLE

OPERACIÓN

Tabla 3

DEFINICIÓN

Gol

Aquellos lanzamientos en los que el portero no detiene el balón y este acaba entrando en la portería

No gol

Aquellos lanzamientos en los que por intervención directa (IDP) o indirecta (IIP) del portero el balón no entra dentro de la portería.

Acciones en las que el portero intercepta la trayectoria del balón que va a la portería evitando que este se introduzca en la misma. Llevando a cabo por tanto, una intervención directa del portero (IDP).

Fuera

Acciones en las que el portero no lleva a cabo contacto alguno con el balón y aún así, este no entra dentro de la portería, por su trayectoria desviada. Por tanto, una intervención indirecta del portero (HP).

Therefore, in order to carry out the analysis of the matches, the following sequence was established: • Recording and digitisation of the images.

• Creation of code matrices with the elements to be analysed for each analysis.

• Coding of the images with each of the codes created.

• Combination of the codes to obtain a quantification of the actions analysed.

15

JOSE JULIO ESPINA

StaNsNcal analysis: The data were analysed with the staNsNcal programme SPSS v. 19 to carry out descripNve staNsNcs. Similarly, in order to establish significance in the analysis of the goalkeeper's effecNveness, the CHI-Squared staNsNc was applied. Furthermore, in order to establish the significance between the saves by shooNng zones of the goalkeeper whose team wins the match and the one whose team loses the match, an ANOVA was applied.

RESULTS

ARTICLE

Of the total number of matches analysed (n=32), we found that 81% of the matches in which the goalkeeper was more effecNve in the same match than his opponent, his team ended up winning, while 19% of the matches in which the goalkeeper was more effecNve in the same match than the opposing goalkeeper, his team ended up losing. (Figure 2),

Figura 2

16

JOSE JULIO ESPINA

As for the effectiveness of the goalkeepers whose teams ended up winning the match, we found an average number of saves of 46.97% ±5.77, with a minimum recorded effectiveness of 35.89% and a maximum of 60.87%. On the other hand, those goalkeepers who even though they made more saves than their opponents lost, had an average of 32.69%, with a minimum recorded efficiency of 32.69% and a maximum of 51.11%.

ARTICLE

Of the zones of play established for the analysis, we found that the goalkeepers who won the match with a higher effectiveness in total saves in the 6-metre zone had an average effectiveness of 45.86%±8.39, where the lowest effectiveness was 30.77% and the maximum was 68.42%. In the 9metre shots, the effectiveness of the goalkeepers had an average of 57.51%±17.73, with the lowest effectiveness recorded being 0.0% and the maximum 93.33%. In the 7-metre actions, the average effectiveness was 27.78%±27.98, where there were matches in which the goalkeepers did not save any 7-metre shots, as well as matches in which the goalkeeper saved all of them. Something similar occurred in counter-attacking actions, in which the goalkeepers presented an average save effectiveness of 35.97%±23.96. In the case of the 7-metre throw, there were matches in which the goalkeepers did not save any of the balls, as well as the opposite, with all of them being saved.

As for the effectiveness of the save in goalkeepers, who even having a higher effectiveness than the opposing goalkeeper lost the match, we found that in the 6-metre zone they presented an average effectiveness of 41.43%±9.32, where the lowest effectiveness was 33.33% and the maximum was 58.62%. In the 9-metre throws, the goalkeepers' effectiveness had an average of 42.86%, with the lowest effectiveness recorded and the maximum 57.14%. In counter-attacking actions, the average effectiveness of the goalkeepers was 45.15%±29.52%, with the lowest recorded effectiveness of 0.00% and the maximum of 83.33% (Figure 3).

Figura 3

17

JOSE JULIO ESPINA

Finally, analysing the effecNveness of the save depending on the verNcality of the throw, we found that the goalkeepers who presented a higher total effecNveness of saves than the opposing goalkeepers and ended up winning the match had an average effecNveness from 6 metres-centre of 70.47%±16.87, where the lowest effecNveness recorded was 42.86% and the highest was 100%. In the 6-metre-lateral throws, the average effecNveness was 63.33%±12.91, where the lowest effecNveness recorded was 35.29% and the highest was 90%. From 9-metre-centre, the average effecNveness was 58.45%±22.09 with a minimum of 25% and a maximum of 100%.

Finally, the average effecNveness for the 9-metre-lateral zone was 43.08%±28.49, with a minimum effecNveness of 0.00% and a maximum of 100%.

ARTICLE

As for the effecNveness of the save depending on the verNcality of the throw, the goalkeepers who presented a higher total effecNveness of saves than the opposing goalkeepers and ended up losing the match, had an average effecNveness from 6-metre-centre of 71.66%±9.64 where the lowest effecNveness recorded was 60.00% and the highest 87.50%. In the 6-metre-lateral throw, the average effecNveness was 8.94, where the lowest effecNveness recorded was 22.22% and the highest was 76.47%. From 9 metres-centre, the average effecNveness was 49.30%±25.85 with a minimum of 16.67% and a maximum of 80.00%. Finally, the average effecNveness for the 9-metre-lateral zone was 56.94%±46.07, with a minimum effecNveness of 0.00% and a maximum of 100%. (Figure 4).

Figura 4

Zona de lanzamiento

18

JOSE JULIO ESPINA

DISCUSSION In the present study, dedicated to high performance, the figure of 81% (p<.05) of the occasions, in which the greater performance in goal of the team that ends up winning the match shows the extraordinary direct relaNonship between both data. The same occurs in the research by Pascual X. et al. (2010) with the ASOBAL League (between 2001/2002 and 2006/2007).

Both Magalhaes (1999) and Silva (2000) demonstrated the influence of goalkeeper efficiency on the final classificaNon of the aforemenNoned compeNNons. On the other hand, both Volossovicthet al. (2002) and Pascual X. et al. (2010), demonstrated not only the correlaNon between goalkeeper efficiency and final classificaNon but also the correlaNon between goalkeeper efficiency and the final result of the matches, as in the present study.

CONCLUSIONS The first relevant fact that almost sums up the content of this study is the fact that in 81% of the cases, the final result of the match (in this case the victory) coincided with the best performance (in the form of save/goal percentages) of the goalkeepers of the team that won the match. In contrast, in 19% of the cases where a team's goalkeepers performed becer but were defeated by their opponents, their save/goal percentages were worse. In other words, eight Nmes out of ten, the team whose goalkeepers perform becer wins.

The almost conNnuous presence of the teams from Russia (on some occasions and at that Nme also known as the Soviet Union or CIS, because it coincided chronologically with the process of its disintegraNon and the emergence of new states) and Sweden in the finals of the European and World Championships and Olympic Games during the nineNes, allows us to provide a fact to highlight. Indeed, in both teams _ and during the period of Nme indicated, the goalkeepers were the same, Tomas Svensson and Mats Olsson for Sweden and Andrey Lavrov and Pavel Sukosian for Russia. Of the seven Nmes the two teams met in a final, only once did the best goalkeeping performance not coincide with the final result of the match. On all the other occasions, both parameters coincided.

Therefore, we conclude that even among the same individuals, depending on the performance on different days, the final result is equally different.

ARTICLE

As for the efficiency zones, the data obtained are very logical, with the most efficient zone for goalkeepers being the one where shots are taken from 9m (free-kick line) and the least efficient for shots from 7m (penalty kick). At an intermediate point are the 6m and counteracack kicks, although with very qualified scores for goalkeepers, taking into account that in both cases the shot is taken with almost no defensive opposiNon. The data collected in terms of the verNcality of the throw-in are also logical. Thus, the goalkeeper is more effecNve in the lateral areas, and less effecNve in the central areas of the goal. In this sense, we must bear in mind that the goalkeeper is located on the bisector of the angle formed with the vertex on the thrower's ball and the sides on the imaginary lines from the ball to the goalposts. Therefore, the more centred the throw is, the greater the angle and the less chance there is of stopping it.

19

JOSE JULIO ESPINA

ARTICLE

BIBLIOGRAPHY -Anguera, M.T, (1991). Melodologia observacional en la invesNgaciön psicolögica, Vol. I . Barcelona.

Promociones y Publicaciones Universitarias.

-Antünez, A. (2003). La interceptaciön en las porteras de Balonmano: qfectos de un programa de entrenamiento percepNvo-motriz. Tesis Doctoral. Universidad de Murcia.

-Arraya, M. et al (2012). Andebol. Un caminhopara o alto rendimento. Lisboa. Ed. M. Arraya.

-Arslanagic, A. (1979). Na rukometnom golu. Banja Luka (Bosnia-Herzegovina). Ed.Nigro Glas.

-Barata, J. (1992).Changes in ball velocity in the handball free throw, induced by two different speedstrenght training programs. Lisboa. Ed. Motricidade Humana.

-Bayer, C (1983). Hand-ball. LaformaNon dujoeur. Paris. Ed Vigot.

-Bayios, I.A. et al. (2001). RelaNonship betwen isokineNc strength ofhe internal and external shoulder rotators and ball velocity in team handball. Londres. Journal of Spons Medicine & Phisical Fitnes, 41 (2), pp. 229-235.

-Blasco, J. y Pérez, J.A, (2007). Metodologias de invesNgaciÖn en ciencias de la acNvidadfisica y el deporte. Alicante. Universidad de Alicante.ECU, -Brégula, T. (1996). Pilka Reczna,Lata Doswiadczen. Varsovia (Polonia). Biblioteca Treversa.

-Eliazs, J., Janik, J. & Wit, A. (1990).Ball flight velocity during throws in handball. Magazine Sport Wyczynowy. no 28, pp. 12-34. Varsovia (Polonia).

-Falkowski, M.M. y Enriquez. E. (1979). Estudio monogråfico del portero. Madrid. Ed. Esteban Sanz.

-Garay, O. y Hernåndez, A. (2002). Observaciön, ensefianza y deportes. Barcelona. Ed. INDE. -Garcia Herrero, LA.. et al (2003). Anålisis del comportamiento visual de los porteros de balonmano ante lanzamientos realizados desde 6 a 9 metros de la porteria. Revista Apunts. no 74, pp. 40-45.

Barcelona. INEF Universidad de Barcelona.

-GorosNaga, E.M. et al. (2005). Differences in physical fitness and throwing velocity among elite and amateur male handball players. InternaNonal Journal of Spon Medicine. 26(3). 25-32, Londres (Reino Unido), -GuNérrez, M. (2010). Anålisis de los movimientos de anNcipaciön en porteros expertos y no expertos en Balonmano. Mérida (Venezuela). I Congreso Iberoamericano de biomecånica aplicada al deporte.

-GuNérrez, O. (2012). Proceso para la mejora de la toma de decisiön en el poriero de Balonmano. Maia (Portugal). Ill Congreso Internacional Handball Project.

-Hecker, S. y Thiel, A. (1993). Handball: Le Gardien de But. Paris. Ed. Vigot.

-López, P. (2005). Efectos de la oposición sobre los factores biomecánicos del lanzamiento en salto en balonmano. Jaén. Universidad de Jaén.

-Magalhaes F. (1999). Relaçao entre indicadores de eficacia e a classificaçao final de equipas de andebol. Dessertaçao de Maestrado. Porto. FCDEF-UP. -Pascual, X. (2004). El lanzamiento de primera línea: Claves para el portero. Revista Area de Balonmano, no 31. Comunicación Técnica no 233. pp, 1-15. Madrid. Asociación de Entrenadores de Balonmano, -Pascual, X. (2006). El entrenamiento del portero: Una propuesta metodológica basada en el Nempo, Revista Area de Balonmano, no 38. Comunicación Técnica no 252, pp. l15. Madrid. Asociación de Entrenadores de Balonmano.

20

JOSE JULIO ESPINA

ARTICLE

-Pascual, X, (2007). El entrenamiento de/ portero de balonmano: propuesta práctica sobre el desarrollo de la metodología basada en el tiempo. Comunicación Técnica no 250. pp. 8-16. Madrid.

RFEBM. Pascual X, Lago C, CasáisL. (2010). La influencia del rendimiento del portero en el resultado de los equipos de balonmano de alto nivel. Apunts; 99: pp 72-81 -Ramos, J. L. , Hernández, J.A. y Parrilla, F, J, (2010). Selección y entrenamiento inicial del portero de balonmano. Vol. I y II. Revista Área de Balonmano. NO 54 y 55. Madrid. Asociación de Entrenadores de Balonmano, -Ribeiro, M. (2002). O Guarda-redes. Revista Andebol Top. NO I I . pp. 25-32. Lisboa. Universidad Lusofona, -Román, J de D. (2005).Los inicios del siglo XXI. Evolución y tendencias del juego. Zaragoza. VII Seminario Internacional Asociación de Entrenadores de Balonmano.

-Silva J. (2000).0 Sucesso no Andebol. Correlaçao entre indicadores de rendimiento com a classificaçaofinal. _Andebol Top. 1 .pp 3-9.

-Spãte, D. (2005). Analyse Tunisia 2005. Basilea (Suiza). World Handball Magazine. no 1/2005.

-Thomas, J. y Nelson, J. (2007). Métodos de la investigación en la actividad fisica.

Barcelona. Ed. Paidotribo.

-Tones, G. (1998). El conocimiento didáctico del contenido de la enseñanza de la técnica deportiva en balonmano: El lanzamiento en salto con caída desde el extremo. La perspectiva de los expertos, entrenadores y jugadores. Tesis Doctoral. La Coruña. Universidad de la Coruña.

-Torres, G. et al. (2004). Evaluación y seguimiento en la formación de jóvenes jugadores de balonmano. XIV Clinic AAM. Lisboa.

-Vila, H. et al. (2009). Relación entre parámetros antropométricos y la velocidad de lanzamiento en jugadores de waterpolo. Londres. Journal of Human Sport and Exercise. 4 (I). pp. 62-74.

-Volossovitch A, et al. (2002).A influencia da prestaçao de guarda-redes no rendimento da equipa.

Andebol Top. I I .pp 12-16.

-William, A.M., Davids, K. y William, J.G. (1999). Visual perception and action in sports. Londres. E y FN Sport.

-Zeier, U. (1986). Doze noçoes básicas para o treino do guarda-redes. Revista 7 Metros. no 20. pp. 2328. Lisboa. Ed. 7 Metros.

21

JOSE JULIO ESPINA

MINIHANDBALL - TASK 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)

22

TASK 1 – PASS AND GET

ORGANISATION We distribute ourselves, in pairs around the field. Each pair with 1 ball.

DESCRIPTION: Simple warm-up game in which the objecNve is to TOUCH another couple WITH THE BALL. We distribute ourselves in pairs and with a ball, we make passes moving freely all over the field. One pair (in red) must touch any other pair while running away passing the ball. They must TOUCH with the adapted ball, not throw it.

The touched pair keeps it and pays with 5 burpees.

Only the player with the adapted ball can be touched.

OBJECTIVE To touch, catch, ... , another couple.

Work to be controlled during the exercise: 1.- individual passing and receiving technique 2.- passing - receiving in movement 3.- Improve visual field and coordinaNon as we have to pass and look for other couples.

MINI HANDBALL – MIGUEL ANGEL TOMÉ GARCÍA 23

TASK 2 – PASS AND GO

ORGANISATION Divide all the players into 4 rows according to the drawing, we are going to perform the exercise on both sides of the field.

DESCRIPTION A passes to B, and B returns the ball to A (pass and go). The exercise is completed as shown in the drawing.

The exercise is done simultaneously on both sides of the field.

OBJECTIVE To work on: 1.- pass and go 2.- individual technique (ball) 3.- Attention and concentration to change the roll from one part of the field to the other.

MINI HANDBALL – MIGUEL ANGEL TOMÉ GARCÍA 24

TASK 3 – 3X3 MATCH

DESCRIPTION We make teams of 3 players and from the group that is resNng we choose a goalkeeper for the team.

RULES FOR THE MATCHES 1.- 1 bounce maximum each Nme the ball is received.

2.- maximum 3 seconds to make any decision.

3.- when a team scores 3 goals the match is over. The winning team stays on the field and another group of three players enters. The goalkeepers as before leave the resNng group.

FEEDBACK 1.- insist on the work of : - passing and going - unmarking 2.- support the player with the ball. Remember the 3 seconds rule.

3.- occupaNon of free spaces 4.- individual defence. Assuming defensive responsibility

MINI HANDBALL – MIGUEL ANGEL TOMÉ GARCÍA 25

SCOUTING IN HANDBALL. FROM THE COMPUTER TO THE COURT

ARTICLE

ALEX MOZAS GARCÍA / ARTICLE • • •

EHF MASTER COACH BATHCO HANDBALL TORRELAVEGA COACH SPANISH YOUTH NATIONAL TEAM COACH

INTRODUCTION The current technological context and the ease of access to information, video editing software and media within the clubs, have meant that scouting both your own and your opponent's scouting has gained a lot of weight in recent years. Scouting your opponents may not give you a definite advantage in winning the match, but what is certain is that not doing so puts you at a serious disadvantage.

I will now explain the working method we use, what we look for, how we filter all the information and how we transmit it to the players, hoping that it can bring some new ideas to our fellow coaches.

WHAT DO WE LOOK FOR IN OUR SCOUTING WORK?

26

ALEX MOZAS

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

WHAT IS OUR WORKING METHODOLOGY? Together with my assistant coach, Javier Campo, we watch and cut all the matches of the day, the 10 matches that take place in the category.

We use the XPS programme and a cu„ng method in which we analyse and study each team's acack, obtaining a lot of staNsNcal data (apart from the video cuts) that we use to analyse the opposiNon. The idea of this way of cu„ng was given to me by Ignacio Moyano, who uses the same method in the Asobal League.

What do we get with this laborious work?

1. All the individual cuts of all the players in the league. (Used in scouNng, and used to decide future signings).

2. All offensive and defensive acNons of all teams in the league.

3. Detailed staNsNcs of all teams in the league (number of possessions, % of counteracack situaNons, number of turnovers per game, % of effecNveness, etc...)

DATA COLLECTION AND FILTERING The first thing we will do is to get the staNsNcs that we consider about the opposing team and we will include them in the presentaNon. These are data that will tell us many things about the opponent's game model and their weak points in order to get the maximum advantage.

Number of possessions and percentage study of them (Goals, 7M, Missed shots and Losses) both in posiNonal acack and counter acack.

ESTADÍSTICAS GENERALES EFICACIA ESTANDAR EN POSICIONAL BASTANTE BUENOS EN CONTRAATAQUE

ARTÍCULO

POCAS PÉRDIDAS EN GENERAL

DATOS GENERALES OFENSIVOS

27

ALEX MOZAS

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

• Study of defensive possessions (goals conceded, 7M conceded, launching errors caused, forced turnovers) both in posiNonal defence and in retreat.

ESTADÍSTICAS GENERALES

DATOS GENERALES DEFENSIVOS

BUENA EFICACIA EN AMBAS FASES DE JUEGO

MUY BUENA APORTACIÓN DE SU PORTERÍA

OJO A SUS PRESIONES SOBRE TODO EN REPLIEGUE

• Individual offensive player staNsNcs: (Goals, Assists, 7m caused, turnovers) and defensive: (turnovers, blocks, defensive errors).

• Study of their Offensive CollecNve Play: o Starts and their % of use o Finishes and % of success o Possessions per player (to see who carries the offensive weight of the team)

ARTÍCULO

ESTUDIO JUEGO COLECTIVO OFENSIVO. ATAQUE POSICIONAL

28

ALEX MOZAS

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

•

Study of your Defensive Collective Play o o o

With which starts do they concede more goals?

With which finishes do they concede the most goals?

Players on which actions end in goal

ESTUDIO JUEGO COLECTIVO DEFENSIVO

• Study of their InequaliNes o Study of offensive possessions and most repeated starNng situaNons o Study of defensive possessions

ESTUDIO DESIGUALDADES BUENA EFICACIA EN SUPERIORIDAD FORZAR LANZAMIENTOS DE EXTREMOS JÓVENES

ARTÍCULO

EN INFERIORIDAD MAS PROBLEMAS

FUERZAN LANZAMIENTO, PORQUE NO VAN DE VERDAD EN LAS ACCIONES CERRADAS

29

ALEX MOZAS

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

•

Study of your counter-acack o % of acNons in first wave, second wave and counter-acack. o How do counteracacks end? o Most decisive players in counter-acacks

ESTUDIO TRANSICIONES

• Study of your Retreat o % of situaNons in first wave, second wave and counter-acack. o How do they concede a goal in the retreat?

SELECTION OF VIDEO CUTS • Players' cuts: SituaNons of their most repeated play (1x1 and tendency in feints, outside throw, throw in proximity, connecNon with pivot, winger, etc.).

ESTUDIO JUGADORES INDIVIDUAL ALFONSO DE LA RUBIA Nº10

ARTÍCULO

MUY BUEN LANZAMIENTO EN PROXIMIDAD

62 GOLES

ESTADÍSTICAS

FUERTE EN SITUACIONES DE 1X1 PERO NO DEMASIADO RÁPIDO, BUENA CAPACIDAD DE PENETRACIÓN 59 ASISTENCIAS

Uno de los mejores jugadores de la categoría.

Peligroso a nivel individual sobre todo por su lanzamiento en proximidad, pero lo que mas destaca es su entendimiento del juego y su capacidad táctica

BUEN JUEGO CON PIVOTE Y EXTREMO

30

ALEX MOZAS

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

Goalkeeper saves: We selected about 12 saves in each category (6 goals and 6 saves approximately) from the following categories: 1.

2.

3.

4.

5.

6.

Throws from 6 metres Throws from 9 metres Throws from the pivot Throws from the winger Shots on counter-acack Throws from 7 metres

CollecNve Offensive Play: We will select the most repeated acNons that we have analysed previously, looking for those that have a clear tacNcal intenNon, let's not forget that the objecNve is to be able to anNcipate the opponent, and for this we will have to see what they play the most (pracNcally all the teams play the same starts), but above all what tacNcal intenNons they are looking for in them.

ESTUDIO JUEGO COLECTIVO OFENSIVO CRUCES

CENTRAL– EXTREMO + CRUCE

CRUCES CON PIVOTE EN CENTRO

ARTÍCULO

Defensive Collective Play: 90% of the teams in the División de Honor Plata have 6:0 as their main defensive system. To analyse this, we always select and look at the same things: 1. How do they make the changes of opponent in front of crosses? They make a change with a pivot, the central defender who comes out stays on top...

2. How do they defend the pivot? Do they defend him in front, behind, with more than one player?

3. How do you deal with the pass from the winger? This situation is very important for us, as our attacking phase always involves this situation, and we look at how the opposing team acts in this situation in order to adapt with the variants we have.

31

ALEX MOZAS

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

4.

5.

6.

7.

8.

Pressure work: We also look to see if they work on even and odd pressures, and at what moment they do it, in order to adapt to them.

Outside help: In our model of play it is key to work towards the wingers, so we see how the opposing second and outside players act and we show this to our players.

Weak points of the system: Finally, we look at the weakest defenders or defensive zones of the rival, to try to exploit them to the maximum, as well as to see what defensive tendencies these players have to punish them as much as possible.

To finish the defensive study, we add the cuts, in a more generic way, of other defensive systems that they can use (usually 5:1) and if they have any emergency or end of game defence in case of being down on the scoreboard.

ESTUDIO JUEGO COLECTIVO DEFENSIVO DEFENSA 6:0

CAMBIOS DE OPONENTE

DEFENSOR CENTRAL

PRESIONES

DEFENSA HACIA FUERA

DEFENSA A PIVOTE

ANTE PASA

ARTÍCULO

InequaliNes: o Acack in superiority: We select cuts of the most repeated acNons, to decide during the video session the concrete way in which we are going to defend them. o Acack in inferiority: The first thing we look at is whether they have any closed 6x6 acNon without goalkeeper, or if they play 5x6 (very few teams do this). In case they play 6x6 with their usual acNons we will keep defensive rules. o Defending in superiority: Do you make any system changes or do you keep the defensive system you are using? o Defence in inferiority: Above all, we will make cuts to the performance of their outside players, if they come a lot with the open pivot or if they increase their pressure work.

32

ALEX MOZAS

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

ESTUDIO DESIGUALDADES DEFENSA EN SUPERIORIDAD NUMÉRICA: SUELEN CAMBIAR A MIXTA

DEFENSA EN INFERIORIDAD INFERIORIDAD: POCA EFICACIA, IMPARES EXTERIORES

Counter-acack: We look at how they play in the three phases (for me) of offensive transiNons: • First wave: AnNcipaNon of the wingers, long goalkeeper throws, how many passes they usually use to get to shoot.

• Second wave: Do they play it free or with some closed acNon, do they make acack defence changes or do they run with those who have defended?

• Counter-acack: Same idea as in the second wave.

ESTUDIO TRANSICIONES CONTRAATAQUE

PRIMERA OLEADA: MUCHO PELIGRO POR LOS DOS EXTREMOS, ANTICIPAN MUCHO

ARTÍCULO

SEGUNDA OLEADA: OJO A DESLIZAMIENTO DE PIVOTE. VELASCO Y DE LA RUBIA MUCHO PELIGRO

CONTRAGOL: A VECES VA EL EXTREMO DERECHO SIN BALÓN, NO DESCONTARSE

33

ALEX MOZAS

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

Retreat: We also look at how they defend in these three phases of the defensive transition: 1. First wave: Do they anticipate the retreat or do they stay on the rebound/protesting, etc... Does the goalkeeper come out to cut off long passes?

2. Second wave: Do they always make attacking/defensive changes, even if the opposing team is moving the ball up? How does the player coming in from the change act, does he press, does he get down the line quickly?

3. Counter-attack: Same idea as the second wave.

From all the parameters in the different phases of play we have discussed above we choose between 5 and 8 significant video cuts to watch with the players in the video session and include in the presentation we will give to the players.

After each phase of play we put a slide with the keys of the game that we must be clear about and fulfil as a priority.

ESTUDIO JUEGO COLECTIVO OFENSIVO CLAVES PARA NUESTRA DEFENSA TENEMOS QUE ESTAR MUY BIEN EN LA ACTUACIÓN ANTE LANZAMIENTOS EN PROXIMIDAD

CLAVE LA DEFENSA AL PIVOTE, NO OBSESIONARSE CON EL, PERO NO CAER EN SU JUEGO DE AGARRARSE

OBLIGARLES A JUGAR SIEMPRE LEJOS, MEDIANTE PRESIONES LEJOS DE BALÓN

TRABAJAN BASTANTE BIEN LOS CRUCES, BUSCANDO ARRASTRAR, HAY QUE ANTICIPAR LOS CAMBIOS

MUCHO BLOQUE EN ZONA DE BALÓN, TIENEN BUENA CAPACIDAD DE PENETRACIÓN Y 1X1

ARTÍCULO

In addition, in each phase of the game, in the return matches, we add cuts from the match in which we have been successful in fulfilling the keys that we give from the match.

34

ALEX MOZAS

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

When do we watch video with the team?

Depending on the matches and trips we have to face, we will have different micro-cycles to structure the work, which will be as follows:

The players receive a presentation of the scouting of the opponent in PowerPoint format, with all the data that we have seen previously, on Monday.

ARTÍCULO

There is a part of the work that is individual for each player, and it is related to the rival players and goalkeepers, we do not see the individual videos of the rival as a group, and each player individually sees the videos of those players and goalkeepers that interest him the most. To my surprise, and as an anecdotal fact that may explain the good results we are having, on one of the last trips with the team, I discovered that many of them got together the morning before the game to see the individual scouting part and each one was explaining what he thought, the truth is that this made all the work we do worthwhile.

For example, the day we are going to work on our defence + counterattack, we always watch the video of the opponent's attack, offensive inequalities and retreat, so that later in training we can prepare the adjustments that we are going to make in the match.

35

ALEX MOZAS

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

The structure of a session would be as follows: 1. Video acack of the opponent 2. Pu„ng into acNon 3. Non-Specific Individual Defensive TacNcs/Technique Work 4. Goalkeeper warm-up 5. Specific Individual Defensive TacNcs/Technique work 6. Group TacNcs Work 7. Defensive CollecNve Play + Counter Acacking 8. Uneven Defence Work 9. 7-metre throws 10. Return to calm What we are looking for in these match preparaNon sessions at the end of the week is for the acack to be as close as possible to what we are going to find when we work on the defence and vice versa, so that we can make the best possible adjustments.

This entails the added difficulty of a high demand for concentraNon and acenNon in the video session to be able to imitate a model of play that is not their own and hence the importance of the players having good informaNon about the opponent and ease of study.

PRE-MATCH TALKS Within our work there are two pre-match talks, when we play at home, and when we have a trip.

Home games: 10 minutes before the start of the game we go into the dressing room to remind the players of the key points we have been looking at and talking about during the week, so that the players have the informaNon fresh, the talk lasts no more than 7-8 minutes.

ARTÍCULO

Away games (long trips with hotel): In this case we take advantage of the fact that we normally have the morning free to do a complete review of the scouNng, which will not last more than 20-25 minutes, revisiNng some of the most significant cuts, and in which I try to get the players to parNcipate a lot by giving them the soluNons that we have been looking for during the week.

Aferwards in the pavilion, the talk will be directed almost enNrely to moNvaNonal aspects, as the technical subject is already well known and repeated.

36

ALEX MOZAS

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

ARTÍCULO

MATCH SCHEDULE With all this information that we obtain from our opponents, the scouting work and the weekly training work, we arrive at the match with a clear idea of what the keys are that can make us win, even so, for our peace of mind during the match, we always carry a sheet or match script with all the information about the players and rotations that we are going to use, the keys to the match, and possible Plans B and C that we are going to carry out in case Plan A doesn't work out.

We carry this sheet in paper format as a lifesaver in case we go blank at some point during the match, although we rarely have to take it out.

Below is an example of a match script:

37

ALEX MOZAS

ARTÍCULO

38

ALEX MOZAS

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

EL SCOUTING EN BALONMANO. DEL ORDENADOR A LA CANCHA

ARTÍCULO

CONCLUSIONS The work we carry out to study our opponents (cu„ng all their matches, selecNng the video cuts, pu„ng together the presentaNon and transmi„ng it to the team) takes up many hours during the week, and what is clear to us is that this work does not guarantee that we will win the match or obtain results. The only thing that does guarantee us is that we will arrive at the match as well prepared as possible, and that a team will rarely be able to surprise us, as we know all our opponents very well, both individually and collecNvely.

On the other hand, taking the Nme to see where we can hurt our opponents is one of the most beauNful parts of being a coach, when you feel that you have hit the key it is very comforNng, and if on top of that you are successful it is an unbeatable feeling.

"The most wonderful thing about my profession is to imagine the game that is going to happen tomorrow. With the players I have, with the tools I have, with the opposi-on, who I know what they do, dreaming about what is going to happen".

Pep Guardiola

39

ALEX MOZAS

JORGE SUÁREZ SUÁREZ Physiotherapist

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

ANTERIOR CRUCIATE LIGAMENT INJURIES IN WOMEN'S HANDBALL Injuries affecting the knee joint are frequent in handball, being the second most common after those affecting the ankle. The characteristics of the sport, and the actions that take place during the game, place great demands on this joint, pushing it to the limit of its capabilities.

In addition, they will generally be serious injuries that will have a significant impact on the future health of the person. And, as far as sporting aspects are concerned, they will condition their performance, diminishing it, and their sporting career, shortening it.

It could be said that many male and female players will have at least one knee injury during their sporting career, which shows us the importance of the problem we are facing.

Women are the ones who will suffer more knee injuries, especially those affecting the anterior cruciate ligament (ACL).

Knee Injuries in Women Women have a higher risk of knee injuries in sport, this is a fact. In handball it is estimated that this risk is 0.7-2.8 injuries per 1000 hours of sport. Within these injuries, the most serious are those affecting the anterior cruciate ligament, followed by those affecting the meniscus (structures that are often underestimated and which have a crucial importance in the correct biomechanics and preservation of the joint).

Compared to men, there is a ratio of up to 5-7:1 higher number of anterior cruciate ligament injuries in women. As we can see, this is an important statistical difference to which we must pay adequate attention.

40

Anterior Cruciate Ligament (ACL) The anterior cruciate ligament is an intra-arNcular helical ligament that joins the posterolateral part of the femur to the anteromedial part of the Nbia. Its main funcNon is to provide stability to the knee, parNcularly in the sagical plane, together with the posterior cruciate ligament.

Approximately 50% of knee injuries involve this ligament, and its rupture consNtutes a serious injury due to its importance for the proper biomechanical funcNon of the knee.

As I have menNoned, injury to this ligament is much more common in women than in men; and in type I sports such as handball the figures are extremely high. Moreover, this is a circumstance that occurs in both elite and grassroots sport and in recent years has become a real epidemic.

Why do women injure the Anterior Cruciate Ligament more?

There are mulNple causes for this staNsNcal difference between men and women in terms of anterior cruciate ligament injuries. I will detail the specific causes that affect women, with the general risk factors being basically the same for both sexes.

• Smaller diameter of the ACL. The cross-secNonal measurement of the ligament is smaller than in men.

• Shorter ACL length. The ligament is shorter than in men.

• Narrower intercondylar space. The separaNon between the two femoral condyles is smaller.

• Wider pelvis. The female pelvis has a wider anatomical structure than the male pelvis.

• Greater angle "Q". Angle that relates pelvis-hip-knee and which, being greater, increases the mechanical stress on the structures that make up the knee.

41

• Physiological knee valgus augmenta-on. Knee valgus refers to the alignment of the femur and Nbia and its existence is completely normal. What happens is that in women this valgus is greater and predisposes the anterior cruciate ligament to greater tension.

• Dynamic knee valgus. This is a concept related to the previous one, which is a staNc approach, although this is a dynamic approach. Women have a more pronounced valgus when performing sports acNons.

• Greater ligamentous laxity. Women have more generalised ligamentous laxity.

• Less generalised muscle mass. Women have less developed musculature compared to men.

• Less neuromuscular ac-va-on of the hamstrings and gluteus medius. As these two muscles are "protectors" of the knee, this deficient acNvaNon puts the knee at risk.

• Quadriceps dominance. The quadriceps/hamstring raNo is in favour of the former, and remember that the lacer act as protectors of the anterior cruciate ligament.

• Different biomechanics of movement. Perhaps as a consequence of some of the above causes, women have less efficient biomechanics when performing sport-specific tasks in terms of the knee.

• Higher Body Mass Index (BMI). This index is related to an increased risk of injury.

• Hormonal varia-ons during the menstrual cycle. Hormones have an influence on ligaments and other anatomical structures, and the variaNon in hormones that occurs during the cycle means that there are phases of the cycle that are more at risk.

As can be seen, there is a diverse group of causes that increase women's risk of anterior cruciate ligament (ACL) rupture and explain the high number of injuries that occur and the difference that exists with men. Some are not modifiable and others are, and it is these that we must focus on in order to find strategies that achieve exactly that, to modify them.

It is therefore imperative to try to reduce these figures as a matter of urgency. We must do all we can to ensure that players have a successful sporting career and a healthy later life.

42

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

AMBROS MARTIN

v 4 Women's EHF Champions League (2013, 2014, 2014, 2017, 2018), 1 Women's EHF Cup (2009), 4 Jmes declared Coach of the Year in the Women's EHF Champions League (2015, 2016, 2017, 2018), among many others... How does it feel to be the most successful Spanish and European coach with women's teams? What goal do you sJll have to achieve?

AM: Well, humbly, I don't feel anything special... perhaps nostalgia and, in any case, graNtude to all those who made each of those Ntles possible, in one way or another.

Besides, it is something that belongs to the past, I do not believe in individual disNncNons, and I consider that the results, although it is something that is pursued when you are in the high compeNNon, are clearly harmful, because they can become toxic ... And we can become confused.

What I have yet to accomplish in women's handball is something that, although it may seem presumptuous, has nothing to do with winning in itself, something that goes beyond good results, is something that in some ways I do not know, and I would like to feel and make you feel; and it would have something to do with excellence well understood. v AUer everything that has happened in recent months with Rostov and the Russian naJonal team... What moJvated you to return to Gyor?

AM.-On the one hand, we did not achieve with Rostov what we set out to do when we went there. In the first year there was a becer team than us in Europe and then the pandemic unexpectedly paralysed and cancelled all compeNNons. This, together with the fact that I was kicked out of the naNonal team at the last European Championships, I felt that it was not the best way to end my Nme in women's handball.

On the other hand, there is Gyor, which I know perfectly well, and it is a club, a team, a fan base, to which it is impossible to say no when they need you. v You have two seasons ahead of you to "close" your stage as a women's coach... what has made you want to embark on the management of a men's team in the not too distant future?

AM.-Well, it's something that has been on my mind for some Nme, and afer they didn't let me fulfil my dream of parNcipaNng in an Olympiad, I thought about it in order to start the men's adventure in the next one.

43

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

AMBROS MARTIN

Gyor's interest in returning, plus the frustraNon I suffered in the last European Championship, became a necessary force to try in the coming years to close my Nme in the women's team with a different feeling and sensaNons to those of today. v Handball in our country conJnues to be a "trampoline" for players who seek to compete in other European leagues... why do you think this is? How could the situaJon be reversed?

AM.-The fact that the professional leagues of ASOBAL and ABF, have been weakened by the absence of their best exponents, gives in turn, the opportunity to young values to demonstrate their worth, assuming many moments of responsibility in their teams, and thus acceleraNng the process necessary to become players increasingly higher level.

I also believe that the work done from the federaNon to promote these young values with the possibility of being in the wake, or belong conNnuously, to the different stages of the naNonal team, serve as sufficient sNmulus to maintain a high level of dedicaNon and moNvaNon for the players. v Is Spanish men's and women's handball in good health?

AM.-At naNonal team level, and as a macer of the present: A resounding YES: for the level of play, results and methodology implemented.

At club level, I miss those tough and compeNNve leagues, which undoubtedly helped us and forced us to be becer players and coaches.

Perhaps I have some doubts about the near future, in a certain way, due to the mentality of the new generaNons and today's society, more concerned about social networks and what others think, than what really macers.

I try to see the future beyond: Entrerios, Aguinagalde, Cañellas, Viran;...Nerea, Navarro, Carmen, Barbosa... and I find it complicated, to be able to conNnue at the same level. But we must believe and be opNmisNc, and trust in our coaches and players.

v Looking back... and if you could... what would you say to the Ambros MarJn of 20 years ago?

AM.-May what lies ahead of you in the next 20 years, not pervert your passion and enthusiasm of when you started. Believe only in yourself and your insNncts, then you will never fail. v If you had to choose a "sweet" and a "bi[er" moment in your sporJng career, both as a player and on the bench... which one would it be? Why? AM.-Well, firstly, to have met so many people who will be important in my life: teammates, players, coaches, friends...

Secondly, having been right, almost always, in the choices of the teams where I have been, which on the other hand, have not been many.

Thirdly, and although it may sound strange, having known first, the painful and sobering taste of defeats, is something that has helped me a lot, although it has not been enNrely sweet ...

The successes I have achieved, both as a player and as a coach, are a consequence of all this, and I have great memories, especially of : The first final played with Gáldar (lost).

The first King's Cup won with San Antonio; the EHF Cup with Itxako de Estella, the first Champion with Györ of Hungary, the first supercup with Rostov, and the bronze medal with Russia in the World Cup. On the other side, and despite having lost in a traumaNc way, both as a player and coach, some European finals... what has really marked and affected me has been: the impotence of having seen Itxako de Navarra disappear; Having let down many people, having lef Rostov and especially the Romanian naNonal team, without having achieved the objecNves set.

44

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

AMBROS MARTIN

But above all to have worked, to have trusted and to have given, together with a group of phenomenal players, a bronze medal to such a piNful character as the president of the Russian Handball FederaNon. It is something I will not forgive myself for. v What advice would you give to the coaches who look up to you and dream of one day succeeding like Ambros MarJn? AM.-With the passage of Nme, I have realised that what really counts, redundancy aside, is not winning in itself... this can be a macer of luck, quality or even chance.

That what is really worthwhile is to dedicate yourself with passion to what you do, without expecNng anything in return, in any case the respect and admiraNon of your loved ones.

If you lose that, you lose everything, no macer how many Ntles you have behind you.

I would also tell them that the results, whether good or bad, DO NOT tarnish your career, always learn posiNvely from all of them, especially when it comes to winning.

And of course, be thankful and if, for whatever reason, they don't come, don't worry; be persevering and enthusiasNc, because you do what you really like, it's what you want and that's what counts?

And be thankful, again, for all of this

©Adriel Perdomo

45

Guillermo Cazon/ INTERVIEW • • • • •

National physical education teacher Physical trainer of the Argentinean men's handball team.

Professor at the Universidad del Salvador in the degree of physical activities and sports.

Physical education coordinator at La Salle School in Buenos Aires.

Handball physical trainer at Club Atletico River Plate

First of all, greet all readers and subscribers, a great joy to be able to transmit a li]le of what happens to us in Argen-na handball, I am very grateful to the Handheartball School editorial for the invita-on and to start with this li]le interview. § We know your beginnings in the spor1ng world started in rugby and currently you are in a team, when did you start in the world of handball and why?

My beginnings as a youngster were in various sports in my school, but the sport that I started playing before starNng with handball was rugby, which I played in my club and licle by licle through a friend from my school in the INEF number 2 in Salta (ArgenNna), he insisted that I play handball, I was a very good goalkeeper in football and so I started as a handball goalkeeper in my school and licle by licle I found the taste and passion for a sport that today has meant a lot to me in all my sporNng career as well as in my professional career.

CONOCIENDO A...

§ What does the gladiators and the figure of Manolo Cadenas mean to you in recent years?

The significance of the gladiators of our ArgenNnean Handball team is very important, but this started many years ago with Dady Gallardo who was the manager and the one who insNlled in us everything that today we are the gladiators, today we are a conNnuaNon of the whole process that Dady did, who is also my friend, he is my brother, he is someone very important in my life, besides having had the pleasure of working together, we are great friends, In fact we work in our club in River Plate (Club AtleNco River Plate) and also to be today next to Manolo sharing this work, it is also important because he is also a reference of Spanish Handball, but well the importance of this solidity that we have "the gladiators" is due to this previous process that Dady insNlled in us and today it is as if it were a legacy that we have to preserve, that methodology, that system, being a pleasure to work now with Manolo.

46

GUILLERMO CAZON

The body of the previous process is Guillermo, Doctor Carlos Marino and myself, who are the ones who remain from that process, which is a process of many years and an important conNnuity, and I am very happy to be able to conNnue carrying out this work. § What is the physical prepara1on of a na1onal team before a championship such as a World Cup or an Olympic Games?

CONOCIENDO A...

Before, most of the players were in ArgenNna and that meant that we had a relevant and important work in the consistency of the physical part but as Nme has gone by and the players have been and are being observed at world level, with most of the players in Europe, then what we try to do is constant communicaNon with the coaching staff, with the players, to know how they are in their physical aspect and when we meet again, which is not much Nme we someNmes have, we must try to keep the work matrix with which they come from their teams to adapt to the work we do, To know how they are in their physical aspect and when we meet again, which is not much Nme someNmes, we must try to keep the work matrix with which they come from their teams to adapt to the work that is required for an important tournament, whether it is a World Cup or now that we are going to be in the Olympic Games and we will have much more Nme to prepare, in previous tournaments we have also had the players with a greater margin of Nme which allows us to solidify and have more consistency in the physical aspects. But fundamentally, it happens to us that the players who come from Europe, someNmes arrive with a lot of games, with a lot of physical work, with a lot of faNgue or some players with physical problems, what we try to do with the doctor Carlos Marino is to recover those players and try to get them back in shape, that is the most important work that we do in the selecNon, In some players we try to make the necessary adjustments so that when the coach needs them, they are at his disposal, it is a very thorough job, working on all the specific details of each player and with the main objecNve of trying to re-establish their physical shape so that they are in the best possible shape for the compeNNon and for what the coach needs.

47

GUILLERMO CAZON

§ You worked as a physical trainer for several years with Hindú Club rugby un1l you dedicated yourself fully to the physical prepara1on of handball in River and from there the jump to the Argen1ne na1onal team where you have been part of the coaching staff for 10 years, tell me some anecdotes in that period of 1me?

If I was working for a long Nme in other sports, what happened is that I am from the province of Salta (ArgenNna), which is a province located in the North of ArgenNna, I came at the age of eighteen called for the selecNon of ArgenNna in the posiNon of goalkeeper, afer a NaNonal tournament, the coach at that Nme was a coach of River Plate, Victor Bloise, invited me to play in River Plate, at that Nme I started to work in addiNon to playing in my club, conNnuing with the work of physical trainer at this Nme, combining it with the studies of physical preparaNon, which made me work in many clubs, with Hindú Club, in hockey, in football, working in many sports, I ended up working on physical preparaNon in handball as I was working, I played in the first team of River, when I stopped playing, that's a good anecdote, "the one who told me not to play handball at forty years old, forty-one years old, was Dady, I said to myself "Black" you've come this far in your career" and at that Nme I started to work on physical preparaNon with him and we went with the River team to two tournaments in Europe, There are many anecdotes, but I think it is irrelevant, but the best of all is to conNnue with the work of the naNonal team and the most beauNful thing that happened to us is to have qualified for the first Nme for the Olympic Games, afer the tournament in Guadalajara.

CONOCIENDO A...

§ In other sports such as basketball, coaches say that the key in this type of tournament is rota1on. How do you manage the physical condi1on of the team so that they arrive in the best possible condi1on at the end of the tournament?

One of the important aspects and characterisNcs as I was telling you before, everything we have learned over the years, is that the coaching staff has to be aware of how each athlete, each player, is doing constant consultaNons with the medical staff, with the assistant coach, with the coach and even talk a lot with the players, We have a lot of dialogue with the players to know what is their percepNon of faNgue, Nredness, injury and it is at that moment that we provide the specific care for each player, of course rotaNon is very important, especially in this sport like Handball which today has a lot of intensity, It works with a lot of power, works with a lot of speed and that makes the physical wear is intense, then to try to have these players at 100% is necessary that we are very acenNve and in a constant dialogue to be preserving and preserving that form, because in a tournament, the games are conNnuous, That's why the communicaNon between the coach and the whole technical staff is very important, helping us to have that percepNon in order to be able to strengthen the players to be in the necessary shape and to be able to develop all those sporNng abiliNes in the team.

48

GUILLERMO CAZON

§ Which interna1onal team do you see as physically superior to the rest?

There are many teams, which one has as a reference, I have learned a lot from the physical preparaNon of the French, I have as a reference to Alan Cantale, who was physical trainer of France, a friend who has also come to ArgenNna and I have learned a lot from him, he has marked me many guidelines of French Handball, As well as the former coach of France Didier Dinart and player who has marked me a lot in learning what happens in the heads of the players, but well I like the strength that the French have, I really like the potenNal that has the team of Denmark, in the physical volume of size and coordinaNon and speed they have throughout their system, Norway also has a physical potenNal, so does the Spanish team and there are many teams, but in general, we are learning a lot from European Handball, most of the teams in Europe have a very big potenNal, because the physical size is also very important, For us it is a big difficulty because our players are not big physically and that makes us have to work with much more speed, with much more acceleraNon to be able to break many defensive systems, but in reality one tries to learn from everything, talk and observe, I am a person who when I go to the World Cup or go to different games, I try to ask as much as possible.

In Spain I have another reference who is Paco Seirulo who I have also had the good fortune to meet and talk to him a lot, and also learn a lot, the main thing about them is that they have a great humility that has stopped to talk and try to learn as much as possible from all the great coaches and physical trainers that the world has. The Swedes I can also tell you about Mac Olson, Edvenson, people you talk to, listen to and learn from, I think that's very important, that you constantly keep your head open to learn from the greats, I always say that, and have the humility to listen and have them all as references, from all of them we get a licle bit and today we have a style that I think is different from many teams, because of the acceleraNon we have, and because of those movements generally with a lot of acceleraNon that our teams have to beat teams that are much bigger than us.

CONOCIENDO A...

§ In what period of training do you think it is key to start working on physical prepara1on, including it in the planning and what percentage should be worked on per stage of training?

I think that physical preparaNon is really a personal appreciaNon of having worked in many sports, in football teams, I have had a great reference here in ArgenNna, I have worked in handball teams, in rugby teams, in hockey teams, I have had figure skaNng athletes, I have had roller hockey athletes, what I consider important is a word "movement", so in every process, an athlete has a process between 16 and 17 years of development, and we must observe another word which is the "process" being different stages that we have to go through respecNng the evoluNonary stages, respecNng the sensiNve stages, respecNng very much

49

GUILLERMO CAZON

CONOCIENDO A...

The condiNon of these stages of development and movement is important because it is generated from the iniNaNon where the motor and psychomotor aspect is very important, where children have to learn to be aware of their own body schema, what their body can do, and then to have this dissociaNon, learn to dissociate those body elements that are going to give me a great motor richness and as they grow, conNnue working on the supports and that is where we start with the small work of strength, support work, pushing work, pulling work and as they develop all the technical aspects of movement (how to move, how to work in a unipodal way, bipodal), when they develop all the technical aspects of movement (how to move, how to work in a unipodal way, how to work in a bipodal way), when they develop all the technical aspects of movement (how to move, how to work in a unipodal way, bipodal), when the hormonal stage of 15, 16 and 17 years of age develops is when I start to plan, considering the beginning of the specific work of strength, then the progressive work of speed, but all the previous process is a process where I have to have a great wealth of movement, great motor wealth, a great knowledge of my body scheme, This is the most difficult job we have as physical trainers, because our mission is to re-educate and generate movement habits, respecNng these evoluNonary stages of development and the sensiNve stages, which will help us to ensure that the athlete, as he/she grows, will have the development that corresponds to him/her.

But if I alter these processes and go over the top, I will have problems such as injuries, discomfort in athletes, which over Nme instead of strengthening them will diminish all these stages, which is why I believe that to strengthen this, progressive development has to be planned with clear objecNves and fundamentally respecNng the sensiNve stages of development. § When would you start strength training at the grassroots level?

How much -me would a grassroots player have to invest on a weekly basis to grow to high performance?

As I said before, those skills that we have to work on, to carry out the exercises at this stage of development, to become aware of the body and all its segments, that dissociaNon that would be the independence of the different segments in relaNon to the trunk and between them, the body control.

50

GUILLERMO CAZON

Where we have to have balance exercises, perception and control of the body, then coordination work, general dynamic exercises, displacements and different amounts of jumps, having very clear is to respect these sensitive stages, to try to avoid injuries, respecting the stage of evolution, the work of laterality, There are authors who say that it is good to develop a laterality that is very affirmed and others in the multilateralism, depending on how each one is in order to work, all this we have to integrate it to the physical part, to the technical and tactical, always respecting the initiation stage, the sensitive stages, all with a lot of psychomotricity work, individual technique work and with an evolution we introduce ourselves in all the integral work.

CONOCIENDO A...

§ As the physical trainer of the Argentine handball team, what positive feelings do you take away from the last world championship held in Egypt?

The feeling is always good to have had the opportunity to go to another World Cup, although the feeling of this World Cup has been a strange feeling, because we were very close to being in a better position, although I think that helps the group and everyone to be thinking and consolidate more in what is coming which are the Olympic Games, I think that every tournament that we have, our team gladiators and Argentina, generates a great learning, always try to visualise the things we have not done well and try as much as possible to correct.

On a personal level, I think that there are some things in the physical part that I would have to adjust in order for the team to have a better performance.

I have always done it and I believe that one has to be, always thinking about strengthening the team and trying to learn from these tournaments, to be able to minimise and work on the details that are going to correct so that the team can be becer, I believe that we have to correct, look, learn constantly, so that, God willing, in the Olympic Games, what we have to play, we can develop them in the best way and achieve the major objecNves that the team is aiming for.

51

GUILLERMO CAZON

ATTACK TO 5.1 - TASK IÑIGO CANTERO ARRIETA SENIOR WOMEN'S TEAM COACH TERRITORIAL CATEGORY MALE CADET PERFORMANCE CATEGORY OF THE UROLA EK HANDBALL CLUB ZUMARRAGA (GIPUZKOA)

52

TASK 1 – ATACK DEF. 5.1 WITH LOCKOUT

In these first exercises we are going to look for the blocking of the advanced player, which can be done in different ways (blocking the pivot, blocking one of the wingers or an outside player) so that once the blocking is done, we can conNnue with the acack and gain superiority.

Block by E for the benefit of the Centre-back (B).

Pass from the fullback (A or C) to the centre-back (B) who takes advantage of the block by the pivot (E).

To con-nue and make a 2x1 between Centre and Pivot.

The forward defender cannot go below 9 metres.

We have to -me the block well with the Central defender's run, the pivot acer the block con-nues the ac-on.

ATTACK TO 5.1 – IÑIGO CANTERO ARRIETA 53

TASK 2 – ATTACK DEF. 5.1 WITH LOCKOUT

Block by A for the benefit of the Central (B) Pass from Central to Lateral who blocks the advanced player and makes a cross for the benefit of Central.

To conNnue and make a 2x1 between Central and Lateral.

The advanced defender cannot go below 9 metres.

We have to Nme the block well with the Central defender's run, the Lateral afer the block conNnues the acNon.

ATTACK TO 5.1 – IÑIGO CANTERO ARRIETA 54

TASK 3 – ATTACK DEF. 5.1 WITH LOCKOUT

Block by Ext. (D) for the benefit of the Central (B).

The Extreme starts and passes to the fullback and goes to block the Centre-back.

The Centre-back takes advantage of the block and plays a 2 x1 between him and the fullback.

The forward defender cannot go below 9 metres.

We have to time the block well with the Central player's run, the winger after the block does not continue the action.

ATTACK TO 5.1 – IÑIGO CANTERO ARRIETA 55

TASK 1 – ATTACK DEF. 5.1 WITH UNFOLDINGS

Central doubling.

We start from a 3x4 Central passes the ball to the fullback and then splits between 2 and 3.

Depending on what the advanced player does, in this case he will cover the right back.

We play the lef back if his defender doesn't come out or if not pass to the pivot or to the centre back who has split.

The acackers must read what the defender is doing to decide how to acack.

Variants: The lef back makes a cross with the right back blocking the forward.

ATTACK TO 5.1 – IÑIGO CANTERO ARRIETA 56

TASK 2 – ATTACK DEF. 5.1 WITH UNFOLDINGS

Central doubling.

We start from a 4x4 Central passes the ball to the fullback and then splits between 2 and 3.

Depending on what the advanced player does, in this case he will cover the left wing.

We play the right back if his defender doesn't come out or if not, pass to the pivot or the centre back who has split.

The attackers must read what the defender is doing to decide how to attack.

Variants: The right back makes a cross with the left back blocking the forward.

ATTACK TO 5.1 – IÑIGO CANTERO ARRIETA 57

TASK 3 – ATTACK DEF. 5.1 WITH UNFOLDINGS

Undoubling of the Lateral.

We start from a 4x4 Lateral with the ball passes to Central and unbends over his partner, and then conNnues to take advantage of the pivot's block and get a throw-in or a 2x1 with the right back.

ATTACK TO 5.1 – IÑIGO CANTERO ARRIETA 58

UNAI ARRIETA Psicólogo de la AcNvidad Física y el Deporte TW: @uarrieta FC: @UApsicologodeporNvo IG: @a.unai Web: www.unaiarrieta.com

ESTIMATION OF THE ACTIVATION STATUS OF MALE AND FEMALE PLAYERS One of the most important tasks of the coach in order to improve the performance of his team is to assess the level of acNvaNon, i.e. the general state of alertness of his players in training and in matches.

Numerous studies have shown that there is a relaNonship between what is called arousal level and performance. On the one hand, the level of arousal influences the acenNon and concentraNon of the athletes and consequently the mental funcNoning such as informaNon processing and decision making.

On the other hand, the level of arousal also influences physical funcNoning such as muscle tension and energy mobilisaNon. In both ways, mental funcNoning and physical funcNoning, the level of arousal is affecNng performance.

The overall acNvaNon level of the organism is related to physical and mental energisaNon. A low acNvaNon would correspond to a state of very calm relaxaNon. At the other extreme, a high, very high acNvaNon would correspond to a very excited state. I think it is very important to understand which are the psychological variables that make a person more or less acNve. MoNvaNon, self-confidence and stress contribute to this level of acNvaNon. When moNvaNon increases, acNvaNon also increases, when stress increases in its manifestaNons of anxiety or hosNlity, acNvaNon also increases. But when the manifestaNons of stress are discouragement or psychological exhausNon, acNvaNon decreases. AcNvaNon also decreases when what predominates is a relaNonal state because there is no stress. Self-confidence acts as a modulaNng variable. When selfconfidence is high, moNvaNon predominates over stress, when self-confidence is low, stress predominates over moNvaNon. When self-confidence is too high what usually happens is that there is no stress but perhaps no moNvaNon and therefore no acNvaNon either.

In many cases I have observed that the coach is too busy with his obligaNons, stressed by the results and the importance of the matches, or affected by problems in the funcNoning of the team, and it is difficult for him to analyse calmly and objecNvely the present situaNons and the external signals of his players that help him to esNmate the state of acNvaNon of the team.

I encourage you during this month to put emphasis on esNmaNng the state of alertness of your players: is it lower than desirable, is it appropriate, or is it higher than the appropriate level, what psychological variables are influencing this level of alertness, how could you regulate this psychological state, what do the players need at this parNcular moment? This last quesNon is the key quesNon: the starNng point for determining the psychological strategy to use. In the next issues we will look at some of the psychological strategies to be used in relaNon to the esNmated level of arousal.

59

MY GOALKEEPER CLOSES HIS/HER EYES WHEN HE/SHE THROWS THE EXTREME

ARTICLE

José Ramón Alvite de Pablo / ARTICLE § Sports Director and Goalkeeping Coach, Club 1º Agosto de Luanda (Angola), NaNonal Handball Coach.

José Flores Rodríguez / ARTICLE § Sports Psychologist, Doctor by the University of Seville and NaNonal Handball Coach.

Many goalkeepers close their eyes and/or shield their face when a winger throws from a low angle. This situation is aggravated when the shot is taken by a right-handed player from the right winger who places the shot high up, close to the face.

Why do they do it? They are afraid. They are instinctive, reflex actions that they do to avoid a ball in the face. The problem is that performing these actions does not help to stop more, because when a goalkeeper closes his eyes he is at the mercy of the attacker, he cannot perceive the arm arm arming, the adaptation of the ball, the thrower's gaze, etc. These actions prevent the goalkeeper from accessing very relevant sources of information to stop the shot.

After 20 years of training goalkeepers, we have found that history repeats itself, whether in more or less professional clubs, in national teams, in the men's category, in the women's category, with children, with juniors, with seniors.

Can we help our goalkeepers in this situation, can we improve this aspect, how?

The aim of this work is to present some ideas to help coaches to design their training sessions, so that their goalkeepers can overcome these situations. Before explaining it, we would like to clarify that it is a proposal that has taken shape thanks to what we have learnt from our players, other coaches, teachers, researchers, etc. The proposal has two main areas of work: a) the approach to fear and b) the design and progression of the exercises. Both areas complement each other and work in synergy. Below, we outline the general lines of both areas of work: JOSÉ RAMÓN ALVITE DE PABLO

60

JOSÉ FLORES RODRÍGUEZ

MY GOALKEEPER CLOSES HIS/HER EYES WHEN HE/SHE THROWS THE EXTREME

ARTICLE

Firstly, a) regarding the approach to fear, although we know that it is a process that must be adapted to the age and characteristics of the goalkeeper in question (working with a child goalkeeper is not the same as working with a youth goalkeeper), we will highlight the following general ideas: § Recognise and accept, in a natural way, the feeling of fear. Being afraid is a natural reaction that we all experience in certain situations, although we do not all experience the same "amount" of fear in the same situations. The trainer should avoid making negative or even demeaning comments about fear. Also, without the recognition and acceptance of the situation it is impossible to solve it (some goalkeepers do not recognise it or do not realise their actions), and the use of recordings can help in this task. § Once the situation has been recognised, work on it. The advantages and disadvantages of the protective actions taken (closing the eyes or protecting the face with the hands) should be discussed with the doorman as concretely and objectively as possible. On the one hand, these actions can avoid unpleasant consequences such as a ball in the face; on the other hand, the performance (percentage of saves) decreases. It is a matter of specifying what the goalkeeper gains and loses when protecting himself and questioning the beliefs that maintain this behaviour: does it really hurt so much to get hit by a ball, how long does it hurt, minutes, hours, days, years, do you know any goalkeeper who has not recovered from one, would it raise your level as a goalkeeper if you managed to overcome this situation, would this improvement allow you to go to the national team/be a starter/improve your contract, would it allow you to go to the national team/be a starter/improve your contract? Logically, the answers to these and similar questions should help to find reasons to change. § Once the intention to change has been generated, it is necessary to show that it is possible. It can be helpful to use role models (other goalkeepers) who in these situations do not close their eyes, do not cover their face or continue to play after a ball in the face (some goalkeepers even improve their performance). It is important that these models are meaningful, that they fit the characteristics of the goalkeeper we are working with. In other words, if we are working with a child goalkeeper, we should not use images of a world champion goalkeeper. It is much better to use examples of goalkeepers of the same category, from the same club, who were afraid when they were their age and who, after training, overcame their fear. As we said before, it is a matter of making the situation natural. We are talking about one of the many skills that a goalkeeper must learn, let's not make a drama out of it. It is also important that the coach and the goalkeeper know that any process of change is difficult and has ups and downs in performance, i.e. it will not be achieved at the first attempt.

JOSÉ RAMÓN ALVITE DE PABLO

61

JOSÉ FLORES RODRÍGUEZ

MY GOALKEEPER CLOSES HIS/HER EYES WHEN HE/SHE THROWS THE EXTREME

ARTICLE

Secondly, b) the design and progression of the exercises will be based on two main ideas: § The exercises must be representaNve of the real game situaNon, because if the training sessions do not resemble matches, the matches become training sessions. It should be borne in mind that throws from the wing are taken from short distances and have a lot of variability: players with trajectories that open or close the angle of the throw, players who jump towards the goalkeeper, right-handed players from the right wing, throws from a great height or falling, different arm arm arming, throws taken afer compleNng or not the step cycle, etc. This variability must be included in the training exercises. Consequently, it is necessary for goalkeepers in training to pracNse their intervenNons with localised throws close to the face. § Logically, the situaNons idenNfied above must be presented in a progressive manner, in order to facilitate learning. Below, by way of example, we propose exercises that progress from less representaNve situaNons to more representaNve situaNons, from simpler and more stable situaNons to situaNons where uncertainty is greater, from analyNcal exercises to group exercises..

Exercise 1. § Type of exercise: not very representaNve *. § Development of the exercise: the goalkeeper is seated in the base posiNon and tries to stop throws located close to the face. The throws are made over short distances and balls of different sizes and textures that do not cause too much pain on impact are used. Keep the hands within the field of vision. § ObjecNve: to opNmise the ability to perform segmental movements (fast and short) without closing the eyes. The characterisNcs of this exercise require that, in order for the goalkeeper to be successful, he must necessarily keep his eyes open and use the base posiNon described above.

JOSÉ RAMÓN ALVITE DE PABLO

62

JOSÉ FLORES RODRÍGUEZ

MY GOALKEEPER CLOSES HIS/HER EYES WHEN HE/SHE THROWS THE EXTREME

Exercise 2 § Type of exercise: more representaNve than the previous one **. § Development of the exercise: the goalkeeper moves in the goal, from point A to B, maintaining the base posiNon while stopping close shots that are directed close to the head. § ObjecNves: the previous objecNve plus pracNsing movements in goal with short and quick steps.

ARTICLE

Exercise 3 § Type of exercise: more representaNve than the previous one ***. § Development of the exercise: the goalkeeper stops the shots aimed at higher angles (near the face). Throws are made from 4/5 metres and balls of different sizes and textures are used, as well as official balls. The throwers vary the trajectory: gaining or losing angle.

JOSÉ RAMÓN ALVITE DE PABLO

63

JOSÉ FLORES RODRÍGUEZ

MY GOALKEEPER CLOSES HIS/HER EYES WHEN HE/SHE THROWS THE EXTREME

ARTICLE

§ Objectives: the above, adjusting the movement in goal to the trajectory of the thrower. § Methodological progression: o Start with one row, then increase the number of rows. o At first, players cannot change the last impulse in relation to the original direction, later they can. o At the beginning, players can only localise at the top, later they can localise at half height as well. Finally, the throw can also be localised downwards. In this way, the range of the goalkeeper's movements is extended (the goalkeeper will be able to stop with arms and legs). o Throwing distance: the first throws from 4 metres and little by little it is increased, up to the distance given in the matches.

JOSÉ RAMÓN ALVITE DE PABLO

64

JOSÉ FLORES RODRÍGUEZ

MY GOALKEEPER CLOSES HIS/HER EYES WHEN HE/SHE THROWS THE EXTREME

ARTICLE

Aspectos a tener en cuenta ante lanzamientos desde el extremo

In the following group exercise, we are going to focus on shooNng from the end, although shooNng from other areas of the field is taking place. This approach will be carried out with the applicaNon of rules that have to do with the trajectories and impulses of the players.

These trajectories and impulses are associated with specific locaNons, so our goalkeepers will idenNfy pacerns of execuNon that have to do with the cycle of steps that we allow the throwers to take from the end, the height of the arming, the path of the arm and the final gesture of how the player lets the ball go.

JOSÉ RAMÓN ALVITE DE PABLO

65

JOSÉ FLORES RODRÍGUEZ

MY GOALKEEPER CLOSES HIS/HER EYES WHEN HE/SHE THROWS THE EXTREME

ARTICLE

Exercise 4 § Type of exercise: more representaNve than the previous one **** § Development: 1st line throw with blocking + end throw with two possible trajectories. (vary the throwing sequence) § ObjecNves: 1- IdenNficaNon of the exit of the ball to 1st line throws and defensive collaboraNon. 2- IdenNficaNon of trajectories and impulses from wing throws to specific locaNons. § Progression: o Vary distances from central defenders, in width and depth. Vary distances and step cycles to the winger's throws. o LocaNons from winger, trajectory 2, throw to second post free high, throw to short post down. o Trajectory 1, free down.

JOSÉ RAMÓN ALVITE DE PABLO

66

JOSÉ FLORES RODRÍGUEZ

MY GOALKEEPER CLOSES HIS/HER EYES WHEN HE/SHE THROWS THE EXTREME

ARTICLE

In exercise 5 we only change the trajectories from the right end with both right-handed and lef-handed players, but keep the trajectories from the lef end.

Exercise 6 § Type of exercise: more representative than the previous one ****** § Development: Exercise for decision making of "A" where 3 players, left back, pivot and left winger, are encouraged to throw. (In this case we will only set rules for the left winger). § Aims: To identify throws to specific areas from the left winger within an exercise with time variables. § Progression: o In exercise 6 we progress to an "A" decision making exercise and so within the technical tactical improvement of the players we can include tactical work aimed at goalkeepers and the variety of throwing variety for wingers. o The rules for the winger's throw will be the free throw at any height to the first post and the half-height throw downwards to the second post. This exercise is intended for more experienced goalkeepers to throw close to the body where it will help in improving the arm and arm trajectory to throw to the near post.

JOSÉ RAMÓN ALVITE DE PABLO

67

JOSÉ FLORES RODRÍGUEZ

MY GOALKEEPER CLOSES HIS/HER EYES WHEN HE/SHE THROWS THE EXTREME

ARTICLE

o o

We will also observe the level of concentraNon on each throw from the winger when they occur.

ApplicaNon of rules to throws from the remaining posiNons in different situaNons.

These exercises can be set up in 3x3, 4x3, 5x4, 6x5 situations.

It is preferable to have superiority or equality with wide spaces in order to increase the frequency of shots. An exercise that may be appropriate for first year cadets on successive progressions with search and attack of the 5x4 spaces, where we could set simple rules such as that a winger can only shoot to high areas of the goal and the opposite winger to low areas.

A complex exercise for young players could be carried out with 3 throwing rules where the locations are one at the short post, a second at the long post and a third one that is a skill; dink, lob, lob. Where the player has these 3 types of shots during a real 6x6 game exercise.

In summary, we suggest that in the lower categories, alevín and infantile, the ball should be made of a softer material to reduce the trauma to the goalkeeper, above all in shots that impact directly on the face. To teach as a first didactic unit to protect oneself from shots by applying a correct base position, placing the hands within the field of vision, and finally, a progression in the exercises so that our goalkeepers acquire tactical richness and thus improve their performance as the players acquire more resources.

JOSÉ RAMÓN ALVITE DE PABLO

68

JOSÉ FLORES RODRÍGUEZ

DENCEFE - TASK

RAMÓN PECO RUIZ SENIOR TEAMCOACH MANZANARES HANDBALL CLUB (CIUDAD REAL)

69

TASK 1 – 1x2 OUTSIDE ZONE

EXERCISE No. 1 1x2 outdoor zone.

DESCRIPTION The task starts with a previous pass from the opposite zone of a 1st line player who makes a pass to the zone of acNon. The pass must be made by jumping. The acack must try to resolve the situaNon with a maximum of 1 pass. The outside zone will be limited. This can be done in 2 zones alternaNvely. If the defender is successful, a first wave counter-acack is carried out.

Objec-ve: • • • • • •

To amor-se inferiority situa-on.

To condi-on the pass.

To cover passing lines.

Iden-fy real goal threatening situa-on.

Iden-fy and occupy space in front of possible a]acking foul situa-ons.

An-cipa-on

CORRECTIONS: • • • •

Ini-al situa-on that allows visual control of the a]ackers.

Delay the pass.

Keep the 1st line away.

Close the space to the winger without possible penal-es.

DEFENCE – RAMÓN PECO RUIZ

70

TASK 2 – 2X2 OUTSIDE ZONE

EXERCISE No. 2 2x2 in conditioned outdoor area DESCRIPTION A 2x2 is played in an outside zone with a centre back. When the wing passes to the support player, the defensive player must go around a cone that delimits the attacking situation. The attackers must try to solve the situation without bouncing. Attackers can only pass the ball once to the support player. It is possible to work in 2 zones alternatively.

OBJECTIVE: • • • •

the outside defender has to amortise the momentary situation of inferiority the lateral defender must get to the situation as quickly as possible.

Anticipation and occupation of shooting space.

Communication and coordination between defenders.

CORRECTIONS: • Avoid defensive situations that could lead to penalties.

• Do not take risks in situations that do not involve a real goal threat.

DEFENCE – RAMÓN PECO RUIZ

71

TASK 3 – 3X3 OUTSIDE ZONE

EXERCISE NO. 1 3X3 OUTDOOR AREA. DESCRIPTION THE CENTRAL DEFENDER STARTS FROM THE SUPPORT PASS ZONE. WHEN THE PASS IS MADE HE CAN ENTER THE DEFINED AREA TO ACT. THE ATTACKING PLAYERS HAVE 3 PASSES TO SOLVE THE MOMENTARY SITUATION OF SUPERIORITY. THE PIVOT IS ALWAYS POSITIONED IN THE OUTER ZONE. AND CANNOT MOVE. Objective: • • • •

HELP FROM THE OUTSIDE PLAYER TO DEFEND THE PIVOT. ANTICIPATION ASSESS WHICH IS THE MOST DANGEROUS SITUATION AMORTISING THE MOMENTARY INFERIORITY.

CORRECTIONS: • • • •

INITIAL SITUATION THAT ALLOWS VISUAL CONTROL OF THE ATTACKERS. DELAY THE PASS. KEEP THE FIRST LINE AWAY. CLOSE THE SPACE TO THE WINGER WITHOUT POSSIBLE PENALTIES.

DEFENCE – RAMÓN PECO RUIZ

72

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)

THE IMPORTANCE OF STRETCHING AT THE BEGINNING AND END OF THE SESSION? It is very common for this type of doubt to arise, and above all in "non-professional" categories, stretching at the beginning and end of the session is always a licle overlooked.

Stretching at the beginning of the session? Yes, you read that correctly, but I am referring to dynamic stretching to acNvate the muscles, not to relax them with the stretches that you are probably familiar with, the passive ones.

The problem we usually encounter is the lack of Nme afer the session. This is due to the lack of Nme that happens in any club, in addiNon to our daily lives.

Another reason is that it is not given much importance. You have probably heard your coach say: "stretch at home boys/girls".

As a player, you know that when you get home, you are rarely going to do those stretches to relax the muscles and recover faster for the next training session.

What is the difference between dynamic stretching and acNve stretching?

Beginning with dynamic stretching, these are ballisNc and controlled movements, which we will perform in a fluid and smooth manner, controlling without exceeding the length that we would reach with a staNc movement. This type of stretching will produce the stretching of the antagonist muscles. In addiNon, they will acNvely prepare our body for the sporNng acNvity that we must perform.

73

On the other hand, there are the stretches that everyone knows and the most widely pracNsed, staNc or isometric stretches. These can be performed acNvely or passively. AcNvely, this means that the athlete stretches without any external help, while passively, they require external help, i.e. with the help of someone else who stretches the athlete, generally the trainer, physical trainer or physiotherapist.

StaNc stretching is more recommended at the end of the sporNng acNvity, as it has been proven by mulNple studies that it relaxes the muscles and reduces their strength and power index. For this reason, we will use these exercises to relax our muscles in order to gradually return to calm.

It should be stressed that a good stretching rouNne, both dynamic and staNc, at the beginning and end of the session, will help to prevent many muscular injuries and can extend the useful life of the athlete.

What are the benefits of stretching?

Thanks to simple stretching exercises, we can prevent major injuries such as tendoniNs and soothe the dreaded sNffness. Most importantly, we will eliminate muscle tension, reduce the amount of lacNc acid produced during exercise or sports pracNce and improve blood flow.

The acNon of stretching will help us to take advantage of all the funcNonality and range of movement of our body during sport, without injuring ourselves so easily.

How should we stretch correctly?

The dedicaNon to stretching will be different in the two phases menNoned above.

If we do dynamic stretching, it will take about 15 minutes, and then we will conNnue with the warm-up or polymetric movements specific to the sport.

StaNc stretching takes about 30 minutes at the end of the training session. Each stretch should last between 24-30 seconds per limb or muscle group stretched.

These should be performed without sudden movements or bouncing. You should try to stretch beyond the point where you start to feel "slight" pain in the affected muscle.

One of the requirements is to start from the lower trunk area and end with the upper trunk, i.e. from the bocom upwards.

Breathing in stretching will play a fundamental role, as you will be able to relax and concentrate becer on stretching the muscles.

I leave you a stretching video, in which we review in 10-15 minutes, how a stretching session should be. hcps://youtu.be/6585MLZdfBc I hope that now you will be more aware of stretching before and afer each sports session, both if you are a coach, to apply it in your sessions, and if you are a player, so that you never skip this part of your training.

74

WE TECHNIFY? A CRITICAL VIEW OF THE PROCESS OF TECHNIFICATION

ARTICLE

Juan Antonio García Herrero / ARTICLE •

Coach of the Juvenile Women's team Club Balonmano Cdad. de Salamanca

Introduction The successful format of the magazine "Handheartball" in which documents and articles of different structure are collected, allows me the licence to give my opinion on the technification process in handball without the constrictions of a scientific or academic article. This paper is just another opinion on this process, but, even so, I hope that it can serve as a debate on the measures and interventions that we are having around the individual training of young players. In this way, we will critically analyse some of the decisions that are commonly taken around sport technification in handball, a resource that many federations and clubs strive to implement with their players.

Sport technification can be developed under very different practices and deep divisions in its conception. To begin with, it would be useful to clarify what we understand by technification and what we do not, as I believe that in many training contexts the technification process is confused with the development of a game model, collective training or the hackneyed work of "decision making". Let's try to go deeper into these issues.

Playing model and technification.

Different clubs, territorial and national federations understand the process of technification as the transmission of resources to their players, linking them to a model of play. It means that they conceive individual offensive or defensive training around a series of collective operating guidelines or systems of play. In this approach, the training of the player is oriented towards the mastery of this or that model of play and under the excuse of: "this is how the first team plays", "these are the systems of play of the whole club" or "in this federation we play like this", the individual work is developed (if it is developed at all). In this way, individual technical-tactical training is linked to a specific training within a specific model of play, And what is the problem here, it is about modelling the player so that when he arrives in the first team he is familiar with the model of the game, isn't it? This approach in individual technification has obvious weaknesses: the game models in clubs or federations are determined by the first team's game proposal, and when there is a change of coach (or the technical director of the federation), it is common for the whole game model to change.

75

JUAN ANTONIO GARCIÍA HERRERO

WE TECHNIFY? A CRITICAL VIEW OF THE PROCESS OF TECHNIFICATION

ARTICLE

This means that a player can be developing "technificaNon" work for 3-4 years, training on marking in wide spaces, an open defence prioriNsing sliding and avoiding changing opponents, but when he reaches the first team the coach changes and what he is now asked to do is to play with few defensive spaces, marking in close proximity in small spaces, constant changes of opponents and without sliding.

Or if he is a winger, as in the model of play there is hardly any circulaNon, they avoid working with him on finishing from the pivot under the excuse of: "in our model the wingers hardly circulate, they don't need to learn that". This, in an environment as volaNle as the benches of elite teams where the first coaches do not usually stay in their posts for many years (as well as the technical directors of the territorial or naNonal federaNons), generates unforgivable gaps in the training of players. If the intenNon is to "technify" in this way (I have already said that developing a model of play in the training stages similar to the first team does not, for me, correspond to the qualificaNon of technificaNon), it is very likely that a child or cadet when they reach the first team will have spent several years working on content which, when the coach and the model of play change, will be of very licle use to them. Clubs and federaNons work hard to organise training groups to train this or that defensive system, a specific model of counteracacking or circulaNng play. Are these technificaNon training sessions? Of course not.

It can be a very useful Nme dedicated to the player's assimilaNon of a form of play, but it cannot be qualified as technificaNon. So it is not advisable to have a homogeneous form of play in all the teams of the club or federaNon? Of course it is, but they are different processes and of course the individual training of the players cannot be subordinated to a specific model of play. And why is that? Because, as we have already said, it is very likely that throughout his sporNng career he will have to have the resources to play developing very different playing models, given that he will have very different coaches who will possibly ask him for different or even opposite things. For me, a good player is one who has the resources to adapt to different game proposals and this is not achieved by linking his development to a single form of play.

Decision-making and technifica-on If there is an expression used in the technificaNon of young players, it is "decision making". If you are in a coaches' forum talking about individual improvement processes and you argue that you do decisionmaking tasks, there is no possible reply. Just naming the term enables the interlocutor to be recognised as someone who does the right job. To the quesNon: how to orientate the technificaNon work with young people, the massive answer is: "towards decision making". SomeNmes I think that the cogniNve theories, with the informaNon processing model at the forefront, which brought this term to the world of sports training decades ago, have lef us with an insurmountable obstacle: what is a decision-making task, is it possible to perform a simple or complex motor acNon that does not involve decision-making?

From the informaNon processing models from which this term originates, any motor task, however simple it may be, involves decision-making. In those models, the acquisiNon of informaNon (percepNon) was followed by the processing of that informaNon (decision making), to conclude with the emission of the response (execuNon). The well-known behavioural scheme was thus established: percepNon-decision-execuNon. Therefore, if the final execuNon was condiNoned by how the informaNon was captured and how it was processed, theorists suggested that working on these perceptual and decisional phases would improve the final response. The contribuNons of Robert Gagné and his cyberneNc model, or of Robert N. Singer more than four decades ago, already typified that any motor acNon, however simple, would involve a decision-making process.

76

JUAN ANTONIO GARCIÍA HERRERO

WE TECHNIFY? A CRITICAL VIEW OF THE PROCESS OF TECHNIFICATION

ARTICLE

An isolated technical task, for example, shooNng at goal with three unopposed steps, is a motor acNon that also implies a requirement in decision making (processing informaNon to make a response), although in training it is not considered in this way.

I understand that coaches who work on decision-making tasks are looking for their players to know how to choose the best possible opNon from a range of possibiliNes, but what decisions are we ge„ng players in training to make? I am going to give a close example of someone we all know: Alex Dujshebaev. I suppose most would agree that Alex has the ability to make good decisions in the game and in parNcular in shooNng at goal. Dujshebaev is just over 185cm tall, but he is able to be effecNve over defenders over two metres thanks to his shot selecNon, his decision making. How does he do it, does he make good decisions, of course he does! So, let's work on his decision making in shooNng, right? I'm afraid it's not that simple. Alex has the ability to score a goal with six or seven different setups: forward, grounded, intermediate, regular, hip, low....

Moreover, he is able to do it with 0, 1, 2 and 3 steps in jump or in support, varying the Nme of launch, the locaNon, the orientaNon and the trajectory (I only analyse his resources for the launch, I do not add here those of the 1x1 not to make the text interminable). MulNply yourself the possibiliNes of finishing given by these factors: set-up, number of steps, release Nme, locaNon, orientaNon, trajectory and support-jump and you will get an explanaNon of why Alex Dujshebaev is one of the best right wingers in the world measuring 185cm. and also, the number of decisions he can make in the launch.

But then Alex is a phenomenon at making good decisions, isn't he, so let's train his decision making!

No! In a given shooNng situaNon Dujshebaev can make five or six effecNve decisions, but a normal player in the same situaNon can only make one or two decisions, and why? Because he doesn't have Dujshebaev's technical resources. He may even know theoreNcally that he can shoot in more ways, but he does not master them, so he will not be able to make those decisions in the game.

Where am I going with all this?

Decision-making training is useless if before (or at the same Nme), we do not provide the player with a repertoire of technical pacerns that will allow him to make varied, rich, adapNve and effecNve decisions later on! If this is not the case, what I ofen see in decision-oriented "technificaNon" training happens: players repeat the same decisions because they do not have the individual resources to perform other acNons.

If a player is only able to throw with two arms, 2-3 steps and a single throw Nme, no macer how many tasks he is given to decide how to throw, he will always use the resource he has and repeat his limited repertoire over and over again, he cannot do anything else. His decisions will be limited to the meagre range of possibiliNes he has, to the resources available to him. So, even if he spends thousands of hours making decisions, they will always be in a very limited range of opNons. Why? Because he can't do anything else. He doesn't have those resources to expand his decisions. Alex Dujshebaev spent (I know he sNll spends) hundreds of hours acquiring those technical pacerns, even though those tasks do not involve decision making. As he acquired these resources, he made more and becer decisions, more complex and adapNve decisions. The problem with many technificaNon processes is that they spend a meagre amount of hours acquiring the technical pacerns and a huge amount of Nme making decisions (we can discuss how to work on these technical pacerns later in another paper).

77

JUAN ANTONIO GARCIÍA HERRERO

WE TECHNIFY? A CRITICAL VIEW OF THE PROCESS OF TECHNIFICATION

This example only tries to illustrate what for me is a mistake in the process of technical training with players: we make them constantly make decisions without providing them with previous resources to enrich their repertoire during these decisions. Many coaches of children's, cadet or youth teams spend most of their time doing 2x1, 2x2, 3x2, 3x3, 4x3, 4x4..., making decisions, decisions that in most cases are based on a poor or non-existent technical background.

To learn to throw from the hip with a changed foot, to make the countermovement in the action of pivoting or to dissociate the line of the shoulders from the direction of the throw at the end, specific technical work is necessary. No matter how many open decision-making tasks are carried out, these acquisitions are not achieved. Of course, I am not talking here about teaching styles to work on this, you do this training under the style you want: direct command, individualised teaching, guided discovery, problem solving..., but work on the specific content necessary to achieve these learning processes.

The player profile and technification But... if we do not use the game model, collective play or decision making "in the abstract" as criteria for technifying players, what criteria can be used? Nowadays, in the best training schools in other sports, nobody is considering technifying on the basis of a game model (among other reasons, for the reasons mentioned above), what they are looking for are player profiles that can have the resources to play in different ways. This is what federations and clubs should be working towards in their technification processes, towards specific player profiles, not towards a biased training linked to a specific form of play.

And what does this mean?

That instead of thinking so much about what the model of collective play is going to be like, we should think about the profile of the player that is going to be needed in the coming years at winger, pivot or full-back. And at the same time, let's break down the requirements and consequently, the work content necessary to reach that final product, that ideal profile we are looking for. Once this profile is achieved, he will be able to adapt to play in different ways, given that he has the resources to do so.

Under this approach, the technification process tends to focus on performance factors which, depending on the time and context, are prioritised more or less. It is clear that 50 years ago technification was understood differently from how it is understood now and after another 50 years, new variables will surely emerge to consider in the training of players.

But, today, what would a cadet player need to be able to play at the highest level in five or six years? It would be beyond the scope of this article to break down these requirements, but at present, the technification processes with young players are mainly oriented in four directions:

ARTICLE

• Individual technique • Decision-making • Physical preparation • Psychological preparation.

In my opinion, two essential contents are missing in this approach: work on motor improvement and work on aspects related to personal and social responsibility.

78

JUAN ANTONIO GARCIÍA HERRERO

WE TECHNIFY? A CRITICAL VIEW OF THE PROCESS OF TECHNIFICATION

ARTICLE

The first of these is one of the most limiNng in terms of player development and one that I hardly see trained systemaNcally in technical centres.

To play handball it is inevitable to use basic motor skills: moving, jumping, catching and throwing, but it also places high demands on the degree of coordinaNon or agility.

How much work does a cadet or youth player have to do in terms of agility or coordinaNon over the course of a season?

A winger or a pivot will need to show high performance in these aspects, but are they systemaNsed in the training processes?

Finally, factors related to personal and social responsibility (with the team): self-care (nutriNon, lifestyle, etc.), as well as aspects linked to relaNonships in the teams, are contents that should appear in the planning of players' training processes. In short, all high-level coaches allude to the importance of having healthy and responsible changing rooms, but are players systemaNcally trained in these skills, how much Nme is dedicated to this in the cadet or youth categories, or is it expected that personal and social responsibility is acquired by the player by infuse science (I do not want these contents to be confused with those that are usually worked on in the psychological field: moNvaNon, acNvaNon, stress control, posiNve thinking, concentraNon...).

To conclude, I hope that some of these reflecNons will encourage debate on the process of technificaNon in handball, enabling the development of useful programmes for players in the medium and long term. The future of our sport in the coming years will depend to a large extent on the success of these programmes.

79

JUAN ANTONIO GARCIÍA HERRERO

BEACH HANDBALL: SPECIFIC POSITIONS IN THE TRAINING STAGES

Juan Pablo Morillo Baro / ARTICLE • • •

•

National women's national beach handball coach.

PhD in Sport Psychology from the University of Malaga, Degrees in Teaching and Physical Activity and Sport Sciences, Master's Degree in Physical Activity and Sport Research.

National handball coach, he is responsible for beach handball training at the National School of Coaches of the Royal Spanish Handball Federation.

He works as a teacher of Physical Education and as a teacher in the Master in Research in Physical Activity and Sport at the University of Malaga.

The rules of the game, which give each team a range of changes, allow for a high degree of specialisaNon of players in acack and defence, a circumstance that enables more direct counteracacks and which coaches use to respond to the principle of economy of effort. This specialisaNon in offensive and defensive players manifests itself in certain specific posiNons, such as the pivot or the specialist.

On the other hand, it is common to find a parallelism between the specific posiNons of handball players and the specific posiNons of beach handball in grassroots teams. This is especially noNceable in those teams that are parNcipaNng for the first Nme and that have hardly had any previous training in this modality.

Fortunately, the exponenNal increase in interest in beach handball training has resulted in the numerous training courses that are being carried out, which will allow for an improvement in the quality of training, providing coaches with the appropriate knowledge and resources to work with grassroots teams.

Specifically, the main objecNve of the work of the specific posiNons in the training stages is to avoid early specialisaNon. Lack of training sessions, extrapolaNng specific posiNons from handball to beach handball or copying and reproducing training sessions from senior teams to grassroots teams are mistakes that need to be corrected to allow for the proper development of the younger players. Not giving them the opportunity to explore other specific posiNons has a negaNve impact on their technical-tacNcal, psychomotor and physical condiNon. In this brief document, I propose a systemaNc set of 10 exercises that address these issues, providing coaches with a valid resource for working with the grassroots in relaNon to this major objecNve.

ARTICLE

The common characterisNcs of this set of exercises are: • They link the phases of play, without carrying out defence-acack changes.

• They respect the asymmetry of players, a fundamental characterisNc of the development of the game.

• They make it possible to improve psychomotor and physical condiNon. • They allow a wide range of variants depending on the objecNve.

80

JUAN PABLO MORILLO BARO

BEACH HANDBALL: SPECIFIC POSITIONS IN THE TRAINING STAGES

ARTICLE

The dynamics of development common to all of them is to carry out the activity in pairs, trios or small groups in which they take turns to perform the activity. The rest time can be active and, of course, in the following interventions they must change specific positions. Each exercise is a proposal for the beginning of individual technical-tactical work, on which the offensive and defensive systems of play will be worked on progressively, according to the level and category of the group.

In the description of the exercises it is not specified, but it is important to consider all the possibilities and alternatives of positions for each player, even if they are not the most common; for example, just as the specialist player can be left-footed, we must consider the possibility of the left- or right-handed pivot positioned in his weak point.

Obviously, there are many alternatives, showing in these exercises a basic proposal on which each coach can work according to his own objectives and conditioning factors.

81

JUAN PABLO MORILLO BARO

ARTICLE

82

JUAN PABLO MORILLO BARO

BEACH HANDBALL: SPECIFIC POSITIONS IN THE TRAINING STAGES

BEACH HANDBALL: SPECIFIC POSITIONS IN THE TRAINING STAGES

ARTICLE

Finally, I would like to encourage coaches to design their own training exercises with the aim of being able to adapt them in the best way possible to the reality of the team they are training, analysing proposals such as the ones I present in a critical manner in order to obtain the greatest benefit from them. I also encourage them to share their experiences and proposals, as a modality as young as ours is growing every day and has many facets to explore.

83

JUAN PABLO MORILLO BARO

COUNTER ATTACK - TASK ANTONIO AHEDO FERNÁNDEZ COACH OF BELTZGORRI SANTUXTU E.K. SENIOR MEN'S TERRITORIAL CATEGORY MALE CADET CATEGORY CADET MALE NATIONAL TEAM BIZKAIA (BILBAO-BIZKAIA)

84

TASK 1 – 1X1 AND 2X1 IN MIDFIELD

OBJECTIVES Physical background.

Decision making. Reaction speed.

COACH FEEDBACK Do not use bounces Do not finish by jumping against goalkeeper Goalkeeper, tense and forward pass.

VARIANTS We can work 3x2, we would use two pairs with the ball.

DESCRIPTION. We will work with two rows of players in the end zone and a pair of players wrestling with a ball for 6 metres. We will place each row with different coloured bibs and the pair that fights with one of each colour.

We will place two sets at 15m in the end lane and two cones in the centre of the field at about s 7m from each side.

On command, one player from each corner will go out, the goalkeeper will pass to the player who first passes through his door and we will work 1x1.

Afer the 1x1 shooNng acNon, the pair that struggled with the ball and the player who did not shoot the 1x1, the players of the same colour acack the other defends and work a 2x1, afer passing behind the cones in the middle of the field.

COUNTERATTACK – ANTONIO AHEDO FERNÁNDEZ 85

TASK 2 – COUNTER ATTACK 1X1 & 2X1

This is the previous one but with a full field and with the supports coming from the centre.

COUNTERATTACK – ANTONIO AHEDO FERNÁNDEZ 86

TASK 3 – 3X3 IN TWO ZONES

DESCRIPTION We work with two goalkeepers and 3 groups of 6 players (2 groups on the field and one on the wing).

We work on one side of the pitch in a 3x3, with a winger and a pivot, with at least 5 passes to finish.

At the end of the play, the other group of 6 players goes out to counter-attack or counter-goal (they receive a pass from the goalkeeper) and the group on the wing takes their place and starts a 3x3 with a pass from the goalkeeper on the opposite side of the pitch.

Rotation. The group that counter-attacks, passes to the wing, the group that enters from the wing plays the 3x3, the remaining group goes out to counter-attack.

OBJECTIVES Reaction speed, decision making, speed in transition defence attack.

FEEDBACK COACH. IniNate the counter-acack when the player from the other group iniNates the shooNng acNon. Do not bring acackers up on the same line.

Goalkeeper, tense and forward pass.

COUNTERATTACK – ANTONIO AHEDO FERNÁNDEZ 87

TASK 4 – FOUR-TEAM MATCH

DESCRIPTION We play a 3x3 all over the field.

We divide players into four teams of 3, two in play and the others, each behind a back line.

At the end of the attack, the defending team goes on counter-attack and the team behind the back line defends.

OBJECTIVES Quick change of role. Physical background.

COACH FEEDBACK Do not bring the attackers up on the same line.

Goalkeeper, tense and forward pass.

Do not use bounce Occupy the space left by my teammate VARIANTS Reducing the space We can work 4x3 (we work with a player on the wing who only enters in acacking situaNons).

COUNTERATTACK – ANTONIO AHEDO FERNÁNDEZ 88

PROPOSED PRACTICAL DEVELOPMENT OF THE BASIS FOR NUMERICAL INFERIORITY DEFENCE (6x7)

Francisco Manuel Ávila Moreno / ARTICLE

• Teacher at the Escuela de Entrenadores, professor at the Universidad Pablo de Olavide, coach of the Viso del Alcor youth team, former coach of the ASOBAL and DH Plata and former Spanish youth naNonal team.

• Youth team coach el Viso del Alcor, former ASOBAL and DH Plata coach and former Spanish youth naNonal team coach).

Introduction On several occasions I have been asked to give my perspective on defending 6x7, a task that I do not avoid, but which I postpone in order to address the defence in inferiority in a global way, we must not reverse the order of the processes, laying the foundations, the fundamentals, is the first step to be able to address more specific situations later on. I invite the reader to review the recommended references at the end of the article. My reflection is that, although the differences in attack: the quality of the attackers (the potential for shooting, the anthropometry of the pivots, ...), structure (open pivots, in the centre or charging a lateral zone), or intentionality of the game (enabling shots, inside passes or outside superiority), nuance the defence, together with my own defensive strengths or weaknesses, we find common bases to any defence in inferiority. I will try to describe them, following the spirit of this magazine, starting from proposals of practical activities by selecting some key objectives organised on three structural levels: collective (team), group (coordinations or basic means) and individual (which does not mean isolated).

Defending in inferiority requires: A collective organisation that facilitates sufficient density in the ball zone.

A coordination of means that allows different levels of individual anticipation and compensates for disadvantages.

A formation of the defender that enables him to defend his space from the opponent and the ball simultaneously, provide assistance outside his zone, and intervene in the attacking circulation (it is in this formation where we will place more emphasis).

ARTICLE

Defensive organisation (tilting, differentiating functions).

Defensive tilting, even when the team is in a low position, must always seek to increase the defensive density in the ball zone. In order to do this, it is not enough to follow the ball, the zone away from the ball (there are degrees) must intervene on the ball by creating doubts, slowing it down, moving it away from the near zones, or even orienting it. In this idea, defensive roles must be clearly differentiated according to the proximity of the ball.

89

FRANCISCO MANUEL ÁVILA MORENO

PROPUESTA DE DESARROLLO PRÁCTICO DE LAS BASES PARA LA DEFENSA EN INFERIORIDAD NUMÉRICA (6x7)

ARTÍCULO

DENSIDAD

PASES

EVITAR PROGRESIÓN AYUDAS CERRAR ESPACIOS DISUADIR PASES ACTUAR SOBRE EL PASE (DISUADIR – INTERCEPTAR) ALEJAR EL ATAQUE AMORTIGUAR INFERIORIDAD

PracNcal proposals:

90

FRANCISCO MANUEL ÁVILA MORENO

PROPUESTA DE DESARROLLO PRÁCTICO DE LAS BASES PARA LA DEFENSA EN INFERIORIDAD NUMÉRICA (6x7)

ARTÍCULO

Basic means or group coordina-on (odd-even pressure; sliding; assists).

When it comes to defending situaNons of inferiority, we start from an iniNal idea, "the imbalance is already expected to occur", so we must progress in the ability to adjust collecNvely to the zone and to the intervenNon of my teammates. Combining tacNcal weapons, varying their use, from help, anNcipaNon and sliding, should allow us to "collecNvely have opNons for success". A key idea is that "transforming simple inferiority situaNons into more complex situaNons, i.e. with more players involved, makes acacking resoluNon more difficult and increases defensive opNons". In the proposed exercises, we provoke deep starNng situaNons (supposedly pressing outlets) and imbalances.

PracNcal proposals:

91

FRANCISCO MANUEL ÁVILA MORENO

ARTÍCULO

92

FRANCISCO MANUEL ÁVILA MORENO

PROPUESTA DE DESARROLLO PRÁCTICO DE LAS BASES PARA LA DEFENSA EN INFERIORIDAD NUMÉRICA (6x7)

PROPUESTA DE DESARROLLO PRÁCTICO DE LAS BASES PARA LA DEFENSA EN INFERIORIDAD NUMÉRICA (6x7)

ARTÍCULO

The training of the defender (simultaneous intenNons; intervening outside his zone; acNng on circulaNon).

We understand the improvement stage as "the process in which elements already acquired are modelled towards maximum efficiency", we usually idenNfy its beginning with the youth stage and its end, in my opinion, is extended unNl the player's performance is stabilised afer years of compeNNve experience. At this stage, the technical-tacNcal improvement is given by the increase of the modes, the correcNon of key points for efficiency, and the improvement in decision making in different compeNNve situaNons. In order to defend at a disadvantage, the player should be able to: come out without forge„ng to defend the pass, decide at speed, intervene successively in adjacent areas, alternate intervenNons on the opponent and the ball.

93

FRANCISCO MANUEL ÁVILA MORENO

PROPUESTA DE DESARROLLO PRÁCTICO DE LAS BASES PARA LA DEFENSA EN INFERIORIDAD NUMÉRICA (6x7)

ARTÍCULO

Referencias bibliográficas recomendadas: • Ávila, F. M. (2006). La formación defensiva del jugador en su incorporación al alto rendimiento. Área de balonmano, 38 • Ávila, F.M. (2015). La velocidad desde y para la defensa. Formar defensores veloces. Área de balonmano, 64, • Ávila, F.M. (2015). Defender al pivote atacante: trabajo global del equipo. Ebalonmano.com: Revista de Ciencias del Deporte 11(2), 143-166.

• Ávila, F.M. (2020). Construir nuestro sistema defensivo zonal. Área de Balonmano, 76, 1014. AEBM. • Gerona, Toni (2019). La defensa en inferioridad ante 7 atacantes. El juego 6x7. Área de Balonmano, 75, 10-13. AEBM. • Laguna, M. (2017). Una necesidad, defender 6x7. Clinic Copa de CasJlla y León.

94

FRANCISCO MANUEL ÁVILA MORENO

ALEX NOGUES

Super Amara Bera Bera assistant coach Responsible Sideline Sports in Spain and South America

Sideline Sports

Presentaciones Llegado el momento de presentar nuestra información a jugadores/as o técnicos en XPS tenemos varias opciones.

Alex Nogués

SVA - PRESENTACIONES Realizados los análisis y estudiadas las estadísticas, queda dar el paso de mostrar la información. Para ello en XPS tenemos la herramientas de Presentaciones/Presenter

La principal y más completa es el módulo de Presentaciones.

Desde aquí una vez cargados los clips de video que nos interese, se nos presenta una línea de tiempo. Donde podemos ordenarlos, modificar su longitud de tiempo, su velocidad de reproducción, duplicarlos, etc..

Para focalizar la atención podemos utilizar la inserción de títulos, fondos de color y dibujo sobre el video.

Esta última opción de dibujo sobre video, es una de las principales características de las Presentaciones.

Dibujar en video Varias son las opciones de dibujo: focos, lineas, texto. Con la capacidad de dar a cada elemento el tiempo y duración que nos interesa para presentar la información más relevante del video.

Desde esta herramienta, que sería el equivalente a un editor de video, podemos añadir fondos de color, texto, fotos y por supuesto videos; videos que añadimos directamente desde listas de eventos, consultas o desde los propios análisis de video.

Una de las herramientas más completas en este módulo de Presentaciones es la opción de Dibujo. Con ella podemos dibujar sobre la imagen de video para dar más información o centrar la atención en alguna parte del video

Exportar video La exportación de video en XPS está totalmente automatizada, utilizando una herramienta eficiente en cuanto a calidad del video final cómo la velocidad de exportación. Algo que nuestros clientes valoran como uno de los puntos fuertes del programa.

La parte final de las Presentaciones es la exportación del trabajo, podemos compartirlo directamente con nuestro grupo de trabajo o exportar a un video fuera del programa.

95 6

ASSEMBLE - TASK JUAN PEDRO LAMA ZURITA FEMALE INFANTILE TEAM COACH HANDBALL TRIANA (SEVILLA) COACHING STAFF TEAM 1ST NATIONAL MEN'S HANDBALL TRIANA (SEVILLA)

96

ASSEMBLE - TASK

•

C.D. Balonmano Triana was born in the 1978/1979 season. More than 40 years of existence. It has its origins in Elena Canel's Club Vivero. It was one of the first neighbourhood clubs in Seville, whose work was carried out entirely in Triana, and more specifically in the Barrio del Tardón, in the Elena Canel school (now CEIP. Alfares) and in the Instituto G. Adolfo Bécquer. Adolfo Bécquer Institute.

But this illusion, little by little, grew, both in participants, as well as in technification, increasing the number of teams and coaches at the same time as their sporting successes, which is why it had to open up to the rest of Seville.

•

It is, therefore, the objective of C.D. Balonmano Triana, to return the splendour that handball has had in other times in our city, although from this modest Club, it has always been in sporting disposition to reach national levels typical of a city like Seville. A milestone achieved with the promotion to the 1st National Men's Handball Division in the 2017/2018 season, joining the Women's Team, also in the 1st National Women's Division. After a season in the 2nd National Division (for non-sporting reasons), again this season we achieved promotion to the 1st National Division.

6 ESCUELAS DEPORTIVAS MUNICIPALES CON 140 NIÑOS

97

ASSEMBLE - TASK

The present tasks that I am going to present in the article, I am going to differentiate them in the different phases of the withdrawal, as I show in the following scheme:

98

TASK 1 – ROLE CHANGE

EXERCISE NO. 1 CHANGE OF ROLE IN RETREAT ATTACK + DEFENSIVE BALANCE 6x6 DESCRIPTION We start with a 6x6 attack, when there is a goal we work fast counter-attack and there must be 4 players in our own half of the field before the opposing team's kick.

If there is a defensive recovery or a save by the goalkeeper, you have to retreat quickly to avoid the pass to one of the three receivers who are 5 metres in their own half.

Objective: Attack-defence role change, work on attitude in balance, anticipation.

Variants: Variant 1: There must be 5 players in their own half, or bring them 1 metre closer in their own half, increasing the difficulty.

ASSEMBLE – JUAN PEDRO LAMA ZURITA 99

TAREA 1 – ROLE CHANGE

INFORMATION TO USE • If the acack is with quality and I select the shot well, I have an advantage in the defensive balance.

• When you perceive a loss, you have to change roles, not just look at the result.

• A„tude is fundamental, a culture of effort.

• I value staying for the rebound

ASSEMBLE – JUAN PEDRO LAMA ZURITA 100

TASK 2 – TRANSITION

EXERCISE NO. 2 TRANSITION IN THE ASSEMBLE 2x3 DEFENSIVE BALANCE Start with a 2x3 defence all over the field, for the attackers, each keeping their own attacking lane.

Objective: To take the attackers to the least effective zone, intercepting the ball.

Variants: Variant 1: Favouring the defence by reducing the width of the field or eliminating the bounce.

INFORMATION TO BE USED • Do not retreat backwards, it is very slow, run forward and turn your head.

• Deter, dissuade, so that the player with the ball spends pots away from the goal and defend possible passes to the other acackers.

• Try to slow down the counter-acack to take them to less effecNve areas.

• CommunicaNon between defenders is important • Adequate defensive orientaNon • Assess who shoots, avoiding the specialist, it is preferable that he shoots first line or defensive specialist.

ASSEMBLE – JUAN PEDRO LAMA ZURITA 101

TASK 3 – DEFENSIVE ORGANISATION

EXERCISE NO. 3 DEFENSIVE ORGANISATION IN THE RETREAT ATTACK + DEFENSIVE BALANCE 6x6 It starts with a 6x6 attack where, working on the attacking procedure, a winger has to circulate and there has to be a throw-in. The thrower always has to touch the goal post, to work the retreat in inferiority. If there is a goal, counter-attack with a quick kick.

Objective: To work on order in the retreat, to close the ball zone, to work on different specific positions and to maintain the defensive structure.

ASSEMBLE – JUAN PEDRO LAMA ZURITA 102

TASK 3 – DEFENSIVE ORGANISATION Variants: Variant 1: Working with acack-defence changeover Variant 2: Working with acack-defence switching without goalkeeping

INFORMATION TO BE USED • There are no specific posiNons in the retreat, the defensive structure must be maintained.

• Protect the side of the thrower who has fallen behind in the retreat.

• The one who lags behind has more vision to decide where to posiNon himself.

• Try to slow down the counter-acack in order to lead them to less effecNve areas.

ASSEMBLE – JUAN PEDRO LAMA ZURITA 103

R TE IN

EW VI

S

KENTIN MAHÉ PLAYER OF TELEKOM VESZPRÉM

©David Vörös – Telekom Veszprém

H.-What do you remember from your spor-ng beginnings?

KM.-1st club AS Monaco, a lot of fun, always wanted to be the best, I was so happy to go there with my father in a 206 Peugeot car twice or 3 Nmes/week, couldn't understand why the coach told me that scoring goals from 6m is easier than shooNng from half court H.-Who come to mind as the people who made an impact on you at that -me?

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

KM.- Because of my father H.-Is it possible to combine high-performance sport with studies?

KM.- Not easy at all, especially when you have to be present in university when you have trainings in

the morning as well, also not easy when you have kids, probably possible if very disciplined or in a "smaller" club without Champions League H.-What advice would you give to a player in training who is passionate about handball?

KM.- Do always more than is expected from you, be strong mentally, always want to be the best,

respect others and win the respect of others by your acNons on the pitch

H.-In terms of mental and psychological prepara-on, what is the most important thing for an

athlete? Do you think nutri-on adds value to the performance of the elite?

KM.- Always want more, prepare yourself mentally for big events which are coming up Yes, definitely, nutriNon is essenNal for faster recovery, energy, power and injury prevenNon

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

KM.- Playing with my kids, watching movies, travelling, taking photos, cu„ng videos for memories

(travels f.ex.)

H.-What has been your greatest triumph?

KM.- Birth and educaNon of my kids, World championships 2x H.-What do you value most in a coach?

KM.- Finding out the biggest values in his players, adapNng to his players preferences, keeping a

good mood inside the team, giving everyone in the team the feeling that everyone has a role to play

105

©Valentin Gonzalez de Garibay

JIMENA LAGUNA PLAYER OF BM AULA VALLADOLID H.-¿What do you remember from your spor-ng beginnings?

JL.-What I remember most is that when I started, I trained with the older girls and I was always the licle one and they treated me like their licle sister. I remember that we would go running around the town or around the lagoon and as I was the licle one I only ran half as fast as them because I didn't have the capacity.

And among the sectors, I really remember the first one we had. We travelled to Malaga, there were 8 of us, and the only change was me, who came from the lower category. I'll never forget the way we fought and competed as eight girls and with one of the older girls injured.

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

JL.-Well, all the coaches I have had throughout my career come to mind because they have all lef their mark on me.

Of all of them, I would highlight Eusebio, the president of Club Balonmano Pozuelo de Cva and current coach of the women's youth team and the women's División de Honor Plata of the club.

I highlight him because he has been the one who has been working with me the longest so that I could play and fulfil one of my dreams, which is to reach the División de Honor.

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

JL.-Well... I got into handball a bit of a rebound. When I was licle I was very nervous and pracNsed as much as I could and more. I played the clarinet and, therefore, I went to music classes apart from clarinet classes, I also did judo and football, I went to catechism classes, and I started handball because a childhood friend told me that her cousin wanted to set up a handball school with all its categories and he needed girls.

I went to try it out and in the end, as Nme went by, I gave up all the acNviNes I used to do and focused only on handball.

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

JL.-I'm currently in Valladolid, and I'm finding it very difficult to combine everything because I don't

have much Nme. But it is possible.

For me, the most important thing is that you have to know what you can give, and you have to know how much Nme you have.

In my case, my free Nme during the week is when I get home from training and finish dinner at the residence (I have a Nmetable), I know that my Nme to be able to do my work is from 21:30-00:00. I always set myself that limit because besides the fact that I'm dead for the whole day, I think that the next day at 7:15 I have to wake up to go to class, and I also have to be strong enough for the training sessions.

106

JIMENA LAGUNA PLAYER OF BM AULA VALLADOLID H.-¿What advice would you give to a player in training who is passionate about handball?

JL.-Let him enjoy and work. For me, handball is about enjoying and working, everything else comes out of it. You have to work if you want to achieve anything, like everything else in life. But if you are lucky enough that while you are working you are enjoying that work because you know that in the long or short term it can give results, for me that's the most satisfying thing.

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?

JL.-It is very important. It is very difficult for an athlete who is psychologically unwell due to whatever problem, to be able to give his best performance physically.

Yes, of course nutrition helps to improve performance, especially because your body will feel much lighter and you will improve in many aspects.

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

JL.-Yes, I love to go out with my friends whenever I can, I love to go with music wherever I can, I love to watch TV series. And I don't have many opportunities, but one of my hobbies is to sit on the sand on the beach or in a small cove and just relax and watch the immensity of the sea.

H.-¿What has been your greatest triumph?

JL.-Luckily I also play beach handball, and I

can't choose a triumph between the two disciplines. So, in handball, my greatest triumph has been winning the two Spanish Championships with my golden generaNon, and in beach handball, I would choose the Champions Cup won in Catania with AM Team Almeria in 2019.

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

JL.-What I value most is that he is a good

person and is fascinated by the role he has.

With the role I mean that he wants to work and teach everything he knows, but above all to be a good person because at school age what marks children is that they are cared for and know how to take care of them, more than all the Ntles.

107

MÁTÉ LÉKAI PLAYER OF TELEKOM VESZPRÉM

©David Vörös – Telekom Veszprém

H.-What do you remember from your spor-ng beginnings?

ML.-My first memory is how happy I was in every single training.

H.-Who come to mind as the people who made an impact on you at that -me?

ML.- Obviously my first coach, and my parents, they were the ones who supported me in everything H.-Why did you choose this sport and not another?

ML.- I went to a school specialized in sports, where the main sports were basketball and handball. The PE teachers chose who does what sports, and I think they chose well.

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

ML.- I think, that it is really difficult. I attended university for a time being, but when I started playing

in the Champions League, it was nearly impossible to make it to classes, and I was not able to take exams because of this problem either. Nowadays, there are courses that you can pass while doing sports.

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

ML.- First, to give everything, because later he might think what would have happened if he gave

even more. The second, to always enjoy handball.

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?

ML.- When I started playing, nobody really cared about these fields in Hungary. Nowadays, there are more and more experts, who deal with these kind of things and I really think that nutrition has a high impact on performance.

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

ML.- I love travelling, discovering the world. Unfortunately, because of the COVID cases it is really

hard to do, but I really hope we can live our normal lives soon.

H.-What has been your greatest triumph?

ML.- In my personal life, my family, no doubt about that. In handball, the championship titles and

cup titles, but I really hope that the biggest triumph of my life is yet to come.

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

ML.- I value a coach who is straight forward and honest

108

Milos Putera/ ARTIKEL

Langzeitaufgabe

• •

Torwarttrainer und Co-Trainer beim SC DHfK Leipzig Torwarttrainig 1. Männer des SC DHfK Leipzig

©SCDHfK Leipzig

Torhüter : Jens Vortmann geb. 10.7. 1987

Joel Birlehm geb. 25. 4. 1997

Bisherige Vereine: Füchse Berlin DHC Rheinland GWD Minden HSV Hamburg

Bisherige Vereine: GWD Minden TuS N-Lübbecke

12 A Länderspiele für Deutschland Stärken: - Reflexe - Explosivität - Körper Konstitution (lange Arme) - Erfahrung Entwicklungspotenzial und Trainingsschwerpunkte:

ARTIKEL

- Timing nach Verletzung (Kreuzband ) - Stellungsspiel von Außen - Zusammenspiel mit Block - Hürdensitz Technik (seit 1 Jahr nicht genutzt)

68 Jugend Länderspiele Stärken: - Schnelligkeit - Beweglichkeit - Gute Hürdensitz Technik - Gute Stabilität Entwicklungspotenzial und Trainingsschwerpunkte: - Allgemeines Stellungsspiel - Geduld - Timing - Variabilität beim Abwehraktionen

109

MILOS PUTERA

a largo plazo PORTERIA: Tarea

Die folgende Torwart-Trainingseinheit wurde in der Saisonvorbereitung auf die neue Liqui Moly Bundesliga Saison, am 1. August 2019 absolviert. An dieser Trainingseinheit habe beide, obengenannten, Torhüter teilgenommen.

Es war die erste komplece Torwart-Trainingseinheit nach fast 3 Wochen Saisonvorbereitung. Bis dahin hacen wir immer nur kleinere Zei•enster im Mannschafstraining genutzt. Die Torhüter, wie auch die Feldspieler, haben am anfangs der Saisonvorbereitung viel im Lauf und Kraf Bereich gearbeitet. Aus diesem Grund war mein Ziel, die Ganze Torwart-Trainingseinheit so komplex wie möglich aufzubauen. So konnten die Torhüter mit einem guten Gefühl ins erste Wurfraining starten und hacen auch bereits fast alle Grundtechniken/Bewegungen absolviert.

Die spezielle Torwart-Trainingseinheit (Dauer ca. 50 bis 60 Minuten) ist bei uns in Leipzig einmal pro Woche geplant. Of läuf es bei uns so, dass nach der Torwart-Trainingseinheit die Feldspieler dazukommen. Danach absolvieren wir zusammen ein ca. 60 Minuten langes Wurfraining. Außerdem, bekomme ich fast Täglich kleinere Zei•enster von 10 bis 30 Minuten wo ich mich komplec auf Ausbildung/Training der Torhüter fokussieren kann.

Allgemein verfügen die Torhüter in der 1. Bundesliga über eine gute athleNsche und technische Ausbildung. Auch bei uns in Leipzig ist das nicht anders. Im Männer-Bereich, hat schon jeder Torhüter seine eigene Torwart-Technik. Es ist fast nicht möglich diese komplec zu ändern. Dies ist natürlich auch nicht mein Ziel. Ich bin überzeugt, dass jeder Torhüter mit seiner Technik, Stärken aber auch Schwächen hat.

Darum versuchen wir nicht die Torhüter komplec zu ändern. Unser Ziel ist es durch kleine Korrekturen und gezielten Übungen die Torhüter zu verbessern und auch variabler machen.

Ich bin fest davon überzeugt, dass die Variabilität des Torhüters eine der wichNgsten Faktoren bei Torwart-Spiel ist. Vor allem bei Würfen aus der Nahdistanz.

ARTÍCULO

Noch wichNger auf dem Weg zum guten Bundesliga Torhüter ist für mich, ein gutes Timing.

Of ist das „Timing-Problem“ bei jüngeren Torhütern zu erkennen. Trotz sehr gutem athleNschen Zustand, haben sie noch nicht die nöNge Ruhe. Es ist aber auch zu sehen, wie schnell ein älterer Torhüter an Timing verlieren kann (zu wenig Spielpraxis, Verletzungen oder auch im Laufe eines Spiels bei zu vielen Misserfolgen). Darum baue ich Timing Übungen in jede Einheit von mir ein.

110

MILOS PUTERA

a largo plazo PORTERIA: Tarea

TORWART-TRAININGSEINHEIT - Tennisbälle - 6 Goaltchabälle - 6 Handbälle - KoordinaNonsleiter - Gummistreifen - Gummiplätzchen - 2 Air Bodies - 1 Stuhl - 8 Kegel - 1 Leibchen Aufwärmphase (ca. 15 Minuten) 5 Minuten individuelles Aufwärmen (Lauf ABC, Stretching) 10 Minuten KoordinaNonsleiter + 6 Hürden und 2 Tennis-Bälle (Foto)

ARTÍCULO

Ausführung: Torhüter Laufen insgesamt 18x über die KoordinaNonsleiter in 3 Blöcken 1. Block 6x nur über die KoordinaNonsleiter + 5 Meter Antric: - 1 x Doppelkontakt in jedem Leiterfenster linkes Bein beginnt - 1 x Doppelkontakt in jedem Leiterfenster rechtes Bein beginnt - 1 x seitlich Doppelkontakt in jedem Leiterfenster linke Bein beginnt - 1 x seitlich Doppelkontakt in jedem Leiterfenster rechte Bein beginnt - 1 x diagonal über die KoordinaNonsleiter 2 Kontakte im Leiterfenster und ein Kontakt außerhalb des Leiterfensters - 1 x diagonal über die KoordinaNonsleiter 1 Kontakt im Leiterfenster und 2 Kontakte außerhalb des Leiterfensters 2. Block 6x über die KoordinaNonsleiter inkl. verschiedene Tennisball-Anspiele von mir + 5 Meter Antric: - 1 x Doppelkontakt in jedem Leiterfenster linkes Bein beginnt - 1 x Doppelkontakt in jedem Leiterfenster rechtes Bein beginnt - 1 x seitlich Doppelkontakt in jedem Leiterfenster linke Bein beginnt - 1 x seitlich Doppelkontakt in jedem Leiterfenster rechte Bein beginnt - 1 x diagonal über die KoordinaNonsleiter 2 Kontakte im Leiterfenster und ein Kontakt außerhalb des Leiterfensters - 1 x diagonal über die KoordinaNonsleiter 1 Kontakt im Leiterfenster und 2 Kontakte außerhalb des Leiterfensters

111

MILOS PUTERA

a largo plazo PORTERIA: Tarea

3 Block 6x über die KoordinaNonsleiter inkl. verschiedene Tennisball-Anspiele von mir + 6 Sprünge über die Hürden. Direkt nach der Landung kommt die vorher genannte Torwart Technik: In den ersten 2 Durchgängen = Abwehr Technik oben.

In den zweiten 2 Durchgängen = Abwehr Technik unten In den dricen 2 Durchgängen = Abwehrtechnik Halbhoch: - 1 x Doppelkontakt in jedem Leiterfenster linkes Bein beginnt - 1 x Doppelkontakt in jedem Leiterfenster rechtes Bein beginnt - 1 x seitlich Doppelkontakt in jedem Leiterfenster linke Bein beginnt - 1 x seitlich Doppelkontakt in jedem Leiterfenster rechte Bein beginnt - 1 x diagonal über die KoordinaNonsleiter 2 Kontakte im Leiterfenster und ein Kontakt außerhalb des Leiterfensters - 1 x diagonal über die KoordinaNonsleiter 1 Kontakt im Leiterfenster und 2 Kontakte außerhalb des Leiterfensters

Mein Ziel war, die Torhüter in jedem Block mehr und mehr zu fordern und gleichzeiNg für den Haupceil des TorwartTrainings vorzubereiten.

-1. Block geht nur um die Rhythmusfähigkeit.

-2. Block KombinaNon von Rhythmusfähigkeit und Kopplungsfähigkeit -3. Block KombinaNon von Rhythmusfähigkeit und Kopplungsfähigkeit+Abwehrtechnik

Haup]eil

ARTÍCULO

1.Übung (Foto + Video): Augen-Hand KoordinaNonsübung + Timing + schneller Stellungswechsel für Wurf gegen Kreisläufer

112

MILOS PUTERA

a largo plazo PORTERIA: Tarea

Ausführung: Der Torhüter steht in der Mice des Tors und hat in jeder Hand einen Ball. Der Trainer hat den dricen Ball und spielt den Ball zum Torhüter. Es sind 6 verschiedene Anspiel-Varianten vom Trainer möglich: - Pass auf die linke Hand – TH muss den Ball welche er in der linken Hand hat vorher abspielen - Pass auf die rechte Hand – TH muss den Ball welche er in der rechten Hand hat vorher abspielen - Pass in die Mice des Tors unter die Lace – TH muss mit einem Kop—all zurück zum Trainer spielen - Prellpass links unten – Torhüter muss den Ball mit dem linken Fuß zurück zum Trainer abspielen - Prellpass rechts unten– Torhüter muss den Ball mit dem rechten Fuß zurück zum Trainer abspielen - Trainer lässt den Ball ca. 3 Meter vor dem Tor fallen – TH muss den Ball so schnell wie möglich mit dem Fuß abwehren Gerne mache ich diese komplexe Torwart-Übung zu Beginn des Trainings und vor dem Haupceil. Der Torhüter muss sofort konzerNert sein – wie zu Beginn eines Spiels. Ich fordere die Augen-Hand KoordinaNon des Torhüters und mit kleinen Passtäuschungen kann ich gleichzeiNg auch etwas für ein gutes Timing machen (der TH sollte den Ball nicht zu früh abspielen – genauso wie er sich im Spiel nicht zu früh bewegen sollte). Als letztes bekomme ich durch das Fallen des Balles, ca. 3 Meter vor der Torlinie, auch die schnellen Bewegungen nach vorne trainiert (wie im Spiel bei Abwehrtechniken gegen den Kreisläufer).

2. Übung (Foto + Video)

ARTÍCULO

Gezielte Übung für das Einwerfen und gleichzeiNg zur Verbesserung der Abwehrtechnik für „hoch“ geworfene Bälle Ausführung: Das Leibchen hängt über der Lace in der rechten Torecke. Der Torhüter nimmt das Leibchen mit der rechten Hand mit der Ausführung der Technik für hohe Bälle. Nimmt das Leibchen mit der linken Hand mit der Technik für hohe Bälle und legt das Leibchen an die Lace in der linken Torecke. Danach bewegt sich der Torhüter so schnell wie möglich in die rechte Torecke, wo der Trainer ihm einen Ball in diese Torecke wirf.

113

MILOS PUTERA

a largo plazo PORTERIA: Tarea

Wiederholungszahl: 5 mal pro Seite, beide Seite abwechselnd Der Torhüter soll die einzelnen Wiederholungen so schnell wie möglich abarbeiten (gemeint ist 1 Wiederholung: rechts-links-rechts-Pause). In den Pausen (1-2 Sekunden) sollte sich der Torhüter immer wieder in die Mitte positionieren. Meiner Meinung nach, sollte der Torhüter beim Wurf des Trainers diagonal nach vorne arbeiten um einen bessere Abwehraktion zu kreieren.

3. Übung (Foto + Video) Hürdensitz nach dem Ballprell-Signal Gezielte Übung für Abwehr des Flach geworfenen Balles.

Ausführung: Der Torhüter steht in der Mice des Tors. Der 2. Torhüter steht auf der Höhe des linken Pfostens und lässt den Ball fallen. Das ist das Signal für den Torhüter welcher im Tor steht.

Er versuch so schnell wie möglich den Ball mit der linken Hand mit der Abwehrtechnik für flache Bälle von unten zu fangen. Spielt den Ball zurück zum 2.Torhüter und versucht mit der Hürdensitz-Technik den flach geworfenen Ball vom Trainer abzuwehren.

Wiederholungszahl: 6-8 mal pro Seite

ARTÍCULO

Bei dem Video ist deutlich zu sehen, dass die Ausführung vom Hürdensitz nicht opNmal ist.

Wir haben direkt nach der Übung mit Hilfe des Videomaterial die Fehler besprochen. Der Torhüter muss noch besser diagonal nach vorne arbeiten. Er sollte auch eine bessere Oberkörperhaltung einnehmen. Der Torhüter hat die Hürdensitztechnik selbst gewählt. Er häce auch die normale Abwehrtechnik für flache Bälle nutzen können. Er wollte aber die Hürdensitztechnik das erste Mal nach fast einem Jahr ausprobieren (Kreuzbandriss in August 2019). Darum war ich mit seinem Mut und Einsatz sehr zufrieden.

114

MILOS PUTERA

a largo plazo PORTERIA: Tarea

4. Übung (Foto + Video) Übung für die Abwehr von halbhoch geworfene Bälle Ausführung: Der Torhüter Sitzt 1 Meter vor dem Tor auf dem Stuhl. Diagonal Ca. 30 cm vor seinen Füßen stehen 2 Kegel in verschiedenen Farben (Gelb,Rot). Der 2.Torhüter steht hinter ihm und hat die Aufgabe immer farblich verschiedene Kegeln vor dem Fußen des Torhüter zu Stellen.

Der Trainer gibst akustische Signal zum Torhüter (Trainer nennt die Farbe). Torhüter kickt die genante Kegel weg steigt explosiv aus dem Stuhl, mit Abwehraktion für Halbhoch Bälle übersteigt die andere Kegel und versucht zu abwehren mit Abwehraktion für Halbhoch Bälle der Wurf, welche Trainer am andere Seite geworfen hat.

Wiederholungszahl: 12 – 14 mal Beim diesem Übung versuche ich achten auf die Explosivität und Technik Präzision. Ob ist die Technik (vor allem die Abwehraktion gegen dem geworfenem Ball) gut Ausgeführt (Timing, Abwehrfläche).

5ª Übung (Foto + Video) Übung , Abwehr nach Wechsel (7. Feldspieler. Unterzahlspiel)

ARTÍCULO

Ausführung: Der Torhüter steht vor der Bank in der Auswechselzone. Er macht eine kleine Vorübung (10x mit dem rechten Bein so schnell wie möglich über die Linie). Danach läuf er ins Tor und versucht die schnelle Mice vom Gegner abzuwehren. Der 2. Torhüter steht an der Micellinie und führt die schnelle Mice aus (gibt natürlich mit seinem Versuch dem 1.

Torhüter die Chance den Ball zu halten). Nach der AbwehrakNon bleibt der Torhüter im Tor. Er bewegt sich 5 bis 10 Sekunden auf der Torlinie und nach einem Signal, versucht er zwei freie Würfe vom Trainer zu halten.

115

MILOS PUTERA

a largo plazo PORTERIA: Tarea

Wiederholungszahl: 3 x von der linken Wechselseite 3 x von der rechten Wechselseite Diese Übung habe ich mit Absicht am Ende des Trainings aufgegeben. Da ist die Vorbelastung schon enorm. Meiner Meinung nach, wird der 7. Feldspieler oft in der Crunchtime von den Mannschaften gespielt. Darum auch die Simulation am Ende des Trainings. Nach dem 20 Meter Sprint, soll sich der Torhüter ebenso wieder auf das laufende Spiel konzentrieren können. Darum hat der Torhüter zwischen den 2 geworfenen freien Bällen auch wenig Zeit.

6º Übung (Foto) Übung Reflexe und Augen-Hand Koordination Ausführung: Der Torhüter steht im Tor. Der 2. Torhüter wirft von ca. 3 Metern Abstand gleichzeitig 2 verschiedene Gummiplätzchen (Rot und Gelb). Der Torhüter muss die kurz vor dem Abwurf genannte Farbe abwehren. Die Übung kann auch als kleines Spiel zwischen beiden Torhüter genutzt werden.

Wiederholungszahl: 2 x 15

ARTÍCULO

Bei dieser Übung geht es um Konzentration, um die Reflexe und die Augen-Hand Koordination.

Die Übung habe ich mit Absicht am Ende des Trainings platziert. Ich war mit dem Einsatz sehr zufrieden und wollte die beiden Keeper mit einem Spielchen belohnen. Gleichzeitig war mir aber auch wichtig, dass die Konzentration am Ende des Torwart-Trainings hoch bleibt.

Die ganze Torwart-Trainingseinheit haben wir in 60 Minuten absolviert. Alle Übungen aus meinem Trainingsplan haben wir durchgeführt. Ich war sehr zufrieden mit dem Einsatz der Torhüter. Wie es am Anfang der Saisonvorbereitung normal ist, war die Torwart-Technik-Qualität nicht zu 100 prozentig zufriedenstellend.

Für die erste TorwartTrainingseinheit nach der Pause aber ausreichend. Ich habe nach dem Training ein positives Feedback von beiden Torhüter bekommen. Beide waren ein bisschen platt, aber zufrieden. Fast Jeder „Torwartteil“ kam zum Zug. Das war, wie ich schon geschrieben habe, auch mein Ziel. In Zukunft brauchen wir aber noch mehr Präzision in den einzelnen Übungen.

Meine mittelfristigen Ziele sind, die schwächen zu minimieren und die Stärken auszubauen.

116

MILOS PUTERA