Teaching handball to young children Methodological handbook for the education of 6-10 year old children. (appeared)

angol borito
Book of Contents

Did fate want it that way? The beginning of the story……………………………… 9
Proposal……………………………………………………………………… 13
The personality of the trainer/teacher…………………………………………… 17
The macrocycles of education …………………………………………………… 21
Handball training in the physical education curriculum of primary schools …………… 25
Age-appropriate training……………………………………………………….. 33
Methodological proposal for education……………………………………………. 37
The age group to start preparatory movements (6-7 year olds)……………………….. 41
The advantages and disadvantages of foam handball ………………………………… 41
First grade of primary school…………………………………………………….43
Physical education games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Age groups to harmonize coordination skills (7-8 year olds)………………………… 49
Knowledge of Development Psychology……………………………………………… 61
2nd grade of primary school ……………………………………………………. 64
The age group to learn complex and acyclic movements………………………………. 93
3rd grade of primary school…………………………………………………….. 93
Age group to develop aptitude for playing and general playing skills (9-10 years old)….125
4th grade of primary school……………………………………………………. 125
The impact of music on educational work…………………………………………. 149
Message……………………………………………………………………… 161
About me ……………………………………………………………………. 163

1 számú

Training Methodology

1. Applying exercises of order. 49
2. Balance position, spatial perception. 51
3. Catching the ball. 55
4. Dynamic leg strengthening: Jumping up and down on one foot or both feet with the help of a bosu ball . 57
5. Opportunity to develop conditional skills. 63
6. Gripping and catching the ball – with ball coming from the front and the side. 68
7. Bouncing the ball while walking, then running. 70
8. Use of throwing movement in games (training) . 78
9. How to make children release the ball at the highest point when shooting at goal?. 80
10. Learning the basic defensive position. 84
11. Dividing the attention while dribbling . 94
12. Ball passing exercises in pairs with one and two balls . 98
13. Introductory practices for goal shooting with falling or rolling. 101
14. The preparation of simple starting fake . 105
15. Teaching to shoot at the goal (practices). 109
16. Providing help to learn. 115
17. Introductory practices to understand the relationship between attacker and defender. 119
18. The acquisition of thinking as a team in the form of combat exercises. 127
19. Catching the ball coming from the side or behind while moving. . . . . . . 129
20. Shooting at the goal from crossing. 136

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The macrocycles of education

6-7 year olds – 1st grade

Preparatory exercises, development of general skills. Development of ballhandling
skills by reducing the fear of the ball. Initial period of consolidating
the right space perception and sense of balance. Introduction of foam
handball.

7-8 year olds – 2nd grade

Harmonization of coordination skills. Initial development of conditional
skills. Introduction of basic tactical thinking when playing in small teams.
The technique of foam handball.

8-9 year olds – 3rd grade

Initial development of complexc, acyclic movements. Refinement of jump
shot technique. Goal shooting with different techniques and gaining momentum.
Movement in defense and attack.

9-10 year olds – 4th grade

Development of general playing skills and the aptitude for playing handball.
Positioning with and without ball. The role of the division of attention
during games and training drills. Setting up a goal chance with and
without ball.

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What has to be known about teaching handball in the first grades of primary school?

What makes this game beautiful and exciting is that the diversity of the movements made together in a team as well as the individual talent and skills of the players trigger such emotional impacts that only few branches of physical exercise can produce. The question is merely when is the time that children are ready to make minimum contact with each other during the game. First grade provides the best opportunity to lay the foundations. The development of coordination and sense of rhythm obviously represent crucial conditions for this. Children of 3rd grade and particularly those of 4th grade are ready to play in team.Physical Education teachers can take advantage of a great number of interesting and useful games in order to allow our pupils, who have already acquired the basic skills, to be able to play and not least enjoy handball. With the application of games such as “Cat and Mouse” and other dodge games, we have prepared or created the condition of direct handball or that of moving together in a team.
Handball has to offer pleasure even if during some games children have to play without restrictions or obligation to abide with the game rules. The trainer who draws a dividing line between talented and non-talented children right in their early childhood is not on the right track. There can be several reasons for someone not to enjoy the game.

–– they do not understand the game rules;
–– they do understand them, but cannot memorize them;

a. they lack coordination;
b. their sense of balance is not quite right;
c. they are afraid of something;
d. they have spatial perception problems;
e. they are not yet able to concentrate on several things simultaneously.

IMPORTANT!

We always need to make the game as simple as possible in terms of movement
coordination and clarity.

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The presence of specialized teachers in primar school’s physical education

One of the main pillars of the methodology that I stand for is that the education-teaching tasks need to be performed by specialized teachers, right from the beginning. Unfortunately, this demand is not resolved in many primary schools. Think about what effects it could have if 6-7 year old children were trained already in first grade, 3 or, preferably, 4-5 times a week under the supervision of a specialized teacher. We could experiencea significant development right in the first couple of months. Of course, it takes time for children to become school matured not only in terms of behaviour, but also in terms of thinking and understanding! However, if they manage to overcome these barriers with the teacher’s significant help, we will experience a rapid development as an outcome of the work done together. Playing and striving for playfulness need to play a primary role in education. While at the beginning of the teaching process it’s difficult for children to acquire the necessary levels, later it becomeseasier and easier. Without exaggeration, everything has to be taught to them. Of course, this not only requires a high level of know-how from the part of teacher, but also a high degree of patience. I tempted to implement my training curriculum into the curriculum (the one of Apáczai) in force in the first grades (1st-4th grade) of primary school. I aimed to document and elaborate the methodology applied in practice in order to demonstrate the education curriculum which canbe integrated in the classes of primary schools. The table contains the main principles in chronological sequence, built on each other. The goals determined in the curriculum have to be specified in this framework, broken down to daily and weekly goals. The original curriculum specifies that the necessary tasks have to be accomplished in 3 classes on a weekly
basis and 109 on a yearly basis. On the grounds of this principle, the contents of the table below can be attached to the original curriculum as a supplement of the main and final parts of the classes. This handball curriculum does not want to replace or abolish anything! It is merely built on, or more specifically integrated in the original general curriculum, and paves a way for the priority treatment
of handball in primary school physical education. It is important to mention that due to its back-to-back nature, the curriculum assumes a determined sequencing. That is, a given development level has to be reached before progressing further. More specifically, if someone wants to know what has to be taught to children in 3rd grade without taking the curriculum of the first and second grade into consideration, they might face a situation in which the written curriculum exceeds the skills of their own pupils. I, therefore, suggest colleagues should start and progress further in the education in compliance with the given development level of the children, regardless of the age group specified.Concerning the elaboration of the curriculum, I also find it important to note that the curriculum of the first two grades contains exercises to be performed specifically in classes. More accurately, the curriculum can be performed in the framework of lessons per week. The specialized curriculum of the 3rd and 4th grade assumes a “higher” level of development.It is perfectly conceivable that this requires after-school trainings and sport circle activities. However, in case there are 4 or 5 classes per week, there is a real opportunity to complete the curriculum within school hours. Since our subject is a general physical education curriculum, we cannot ignore the teaching of gymnastics, athletics or other ball games. In this sense, the basic skills – such as running, jumping or throwing – eed to constitute a permanent part of the educational work. Based on asimilar principle, certain elements of gymnastics and artistic gymnastics
have to be taught in coordination with the development of particular ball skills. The application of a variety of gymnastic exercises is indispensablewhen teaching the right body posture or strengthening the upper-body.

Lövőmozdulat 2. 26.1 25.2
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