SUBJECT DESCRIPTION MODELO PED.012.02

Course Sports Academic year 2015/2016 Subject Sports III - ECTS 3 Type of course Compulsory

Year 2nd Semester 1st Student Workload: Professor(s) Teresa Fonseca Total 81h Contact 45h Area Coordinator Teresa Fonseca

Planned SD

1. LEARNING OBJECTIVES

In this curricular unit students are required to: a) Interpretate and describe handball game essence; b) Identify, execute and contextualize individual technical skills within individual tactical behaviours in order to apply them in handball game; C) identify, contextualize and characterize handball beach.

2. PROGRAMME

1- Characterization of the Game

1.1. General Description of the Handball Game (History of national and international handball - The handball in antiquity , the emergence of handball , handball in Olympic Games , handball with 11 players, IHF and EHF , handball in , the handball framework in the collective sports context, categorization);

1.2. The symbology (offensive, defensive, common) and Terminology (situation, position, orientation, specific posts, individual defensive technique, individual defensive tactics, individual offensive tactics, defensive collective tactics, offensive collective tactics, game system, offensive system game, defensive system game, attack, defence);

1.3. Characterization of the Initial Stage (handball with 5 players; reduced set in reduced field; ball handling; shot, pass, dribble, deselecting, individual defence, integrated training) and the elementary step (handball 5; reduced set in reduced field; ball handling; formal game, shot, pass, dribble, deselecting, dribbling, change of trajectory; individual defence; aid; integrated training) .

2 - Game Rules and Regulations Specific (youth level)

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SUBJECT DESCRIPTION MODELO PED.012.02

2.1 Game rules (Land game, play time, and final sign downtime; Ball; replacements and equipment , the team, injured players, ball handling, passive play, the Goalkeeper, the goal area, fouls and unsportsmanlike conduct , the goal ; Tracks - output , throw-in , goal throw, free throw, launch of seven meters - and instructions for their implementation; disciplinary sanctions; referees; secretary and timekeeper);

2.2. Manuals Signs of referees;

2.3. Regulation Zone replacements.

3 - Methods of Teaching Game (pre - sports games: general and handball; exercises: principles, game: reduced conditioning and formal).

4 - Components of the Game

4.1. Individual offensive actions (handling the ball; shot: supported and to jump, pass: pass and deselecting; reception with two hands; progression dribbling);

4.2. Individual defensive actions (base position defensively placement support; placement of the hands and arms; relationship with rules);

5 - Handball Beach

5.1. General characterization of the beach handball game (beach handball history: national and international competitions; framework of beach handball: organization, implementation plan and development, coordination with 7 handball);

5.2. Specific Rules and Regulations.

3. COHERENCE BETWEEN PROGRAMME AND OBJECTIVES a) Interpret and describe the logic of the handball game, refers to the following contents:

(i) Characterization of the game;

(ii) Specific rules and regulations; b) Identify, implement and contextualize the technical skills of an individual nature, in the context of individual behaviours tactical, aimed at implementing the game of handball, refers to the contents:

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SUBJECT DESCRIPTION MODELO PED.012.02

(iii) Methods of teaching the game;

(iv) Components of the game; c) Identify, contextualize and characterize beach handball

(vii) General characterization of beach handball;

(viii) Rules and Regulations specific.

4. MAIN BIBLIOGRAPHY

Araújo, D. (2005). O contexto da decisão: a acção táctica no desporto. Lisboa: Visão e Contextos. Bompa, T. (2009). Entrenamiento de equipos desportivos. Barcelona: Editorial Paidotribo. Bota, I. e Colibaba-Evulet, D. (2001). Jogos Desportivos Colectivos. Lisboa: Instituto Piaget. Federação de Andebol de Portugal. (2010). Livro de Regras. Lisboa: Ed. FAP. Federação de Andebol de Portugal. (s/d). Livro de Regras para o Mini Andebol. Lisboa: Ed. FAP. Garcia, J. (1991). Balonmano, Fundamentos y Etapas de Aprendizage. Madrid: Editorial Gymnos. Lopes, A. (2007). Se não fosse para ganhar… a importância da dimensão tática no ensino dos jogos desportivos coletivos. : Campo das Letras Editores. Pinaud, P. e Díez, E. (2009). Percepción y creatividad en el proceso de aprendizaje del balonmano. Barcelona: Editorial Stonberg. Resende, C.; Santos, L.; Arraya, M.; Santos, M.; Catito, N.; Pereira, P.; Sá, P.; Alvarez, P.; Amorim, R.; Tavares, R.; Freitas, R e Gomes, R. (2012). Andebol – Um caminho para o alto rendimento. Marco Arraya; Pedro Sequeira (ed.s). Col. Ni, Lisboa: Editora Visão e Contextos. Ribeiro, M. (2002). Andebol de 5...é a valer! Lisboa: Federação de Andebol de Portugal. Ribeiro, M. e Volossovitch, A. (2004). . O ensino do Andebol dos 7 aos 10 anos. Lisboa: Edições FMH e FAP Ribeiro, M. e Volossovitch, A. (2008). Andebol 2. O ensino do Andebol dos 11 aos.14 anos. Lisboa. Edições FMH.

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SUBJECT DESCRIPTION MODELO PED.012.02

Roman, J. (1989). Iniciación al Balonmano. Madrid: Editorial Gymnos. Rueda Fernandez, A. (2010) El monitor de balonmano en las nuevas escuelas deportivas: la planificación del entrenamiento mediante los partidos inteligentes. Sevilla: Wanceulen. Santesmases, J. (2010). Inteligencia tactica deportiva. Barcelona: Editorial INDE. Tobio, G, e Sanchez, R. (2010). Balonmano. Contraataque - Guia practica de ejercicios para el juego de transicion. Editorial: Autor-Editor.

5. TEACHING METHODOLOGIES (INCLUDING EVALUATION)

Teaching methodologies of this curricular unit are supported on knowledge transmission in theoretical but especially theoretical-practical (TP) sessions, and laboratory practices (PL) student-centred. In TP classes are defined concepts, its development and its importance to sports performance as well as the conditions and situations of use. In PL classes students learn the techniques of behaviour modification experiencing them under the guidance of the teacher, by performing some exercises which bring the concepts to convey and its nuances according to situations, to then be asked students their interpretation based on the experiences you have finished, discuss their applicability to the ground. In the classes are adopted methodologies and provided guidance on the methods that students should follow in their autonomous learning, namely: Theoretical-practical exercises learning  Expository lessons  Workgroups 

Classes are held in specific spaces, in particular: Sports Pavilion  Classroom 

Continuum evaluation methods will be considered on this curricular unit, including the following components: (a) practical - (1) a set of practical tasks conducted throughout the learning process and (2) one practical test (classification mandatory minimum of 10 values); (b) - (3) a theoretical question of classroom.These components are valued with a relative weight of 10%, 60% and 30%, respectively.

If the note mandatory minimum is not reached, there will be an exam that only will focus on theoretical component whose weighting of note will be the 30% initially provided for the classroom issue and the practice evaluation, for the final calculation of the result in the modality in question.

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SUBJECT DESCRIPTION MODELO PED.012.02

6. COHERENCE BETWEEN TEACHING METHODOLOGIES AND OBJECTIVES a) Interpret and describe handball game refers to the following teaching methodologies refers to the following teaching methodologies: (1) Lectures, bibliographic research, discussion of scientific papers relevant to UC and participation in scientific seminars technical-scientific or actions of technical- tactical training; b) Identify, execute and contextualize individual technical skills within individual tactical behaviours in order to apply them in handball small-sided games refers to the following teaching methodologies: (2) Practical sessions with direct instruction and discussion or solving of situations/issues-problem.

Comments: - The classes will be taught in Portuguese language. - Use of material required for the context of the practice of the sport. - For the evaluation of students with Worker Statute-student not only will be considered the evaluation regulation of ESECD as it is also considered to Law No. 116/97 and Article No. 22 of Law No. 62/2007 of 10 September - Legal Regime Institutions of higher education.

7. ATTENDANCE

The student is required to attend to 75% of the classes and participate in the evaluation tasks.

8. CONTACTS AND OFFICE HOURS

Teresa Fonseca, Ph.D.

Monday Thursday 12h30-16h00 12h30-15h30

E-mail: [email protected] Office nº. 1.9

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SUBJECT DESCRIPTION MODELO PED.012.02

Date: 21 September 2015

Signatures:

Professor Name Area Coordinator

------(Teresa Fonseca, Ph.D.) (Teresa Fonseca, Ph.D.)

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