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Dr.Biswajit SardarDr.Biswajit SardarDr.Biswajit SardarDr.Biswajit Sardar

Dr.Kavita VermaDr.Kavita VermaDr.Kavita VermaDr.Kavita Verma

International E – Publication

www.isca.me , www.isca.co.in

The CompleThe CompleThe CompleThe Completttteeee Text book of Text book of Text book of Text book of

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Dr.BiswajiDr.BiswajiDr.BiswajiDr.Biswajitttt SardarSardarSardarSardar Head, Department of Physical Education,

Dhiren Mahila P.G. College, Varanasi, U. P. India.

Dr.Kavita VermaDr.Kavita VermaDr.Kavita VermaDr.Kavita Verma Assistant Director, University Sports Board,

Banaras Hindu University, Varanasi, U.P., India.

2014

International E - Publication

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International E - Publication 427, Palhar Nagar, RAPTC, VIP-Road, Indore-452005 (MP) INDIA

Phone: +91-731-2616100, Mobile: +91-80570-83382

E-mail: [email protected] , Website: www.isca.me , www.isca.co.in

© Copyright Reserved

2014

All rights reserved. No part of this publication may be reproduced, stored, in a

retrieval system or transmitted, in any form or by any means, electronic,

mechanical, photocopying, reordering or otherwise, without the prior

permission of the publisher.

ISBN: 978-93-84648-06-0

International Science Congress Association

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The Complete Text book of Handball iii

DedicatDedicatDedicatDedicatedededed

To To To To

Our parents andOur parents andOur parents andOur parents and

Loving DaughterLoving DaughterLoving DaughterLoving Daughter



The Complete Text book of Handball iv

ACKNOWLEDGEMENTACKNOWLEDGEMENTACKNOWLEDGEMENTACKNOWLEDGEMENT

First and foremost we offer our sincerest gratitude to

our teachers of Lakshmibai National University of

Physical Education, Gwalior (M.P.) India, Who all are make

us competent and capable to pursue this highly responsible

task. We would have been standing on the crossroads, had

it not been the constant encouragement and mature

understanding of our teacher. Since their guidance was

always persuasive rather than detective. Our family has

supported all the way to writing this book, our love and

gratitude for them can hardly be expressed in words. Last

but above all, I thank with heart and soul to the almighty

who graced us with right thoughts and power to convent

those thoughts into action.



The Complete Text book of Handball v

About the BookAbout the BookAbout the BookAbout the Book

To have quality physical education at all levels it is essential to have a qualitative

scientific literature / information on aspects of physical education. This book is a step in this

direction to design as both a text and resource in physical education. This book gives a brief

outline and provides a context informations to sports association’s, players and officials

towards the Handball game trainning and cocahing. Whether you get your Handball in with

someone or alone, the single most significant way you can help yourself improve is to have a

plan. Schedule your workouts into your day rather than let the day determine when you go to

play. Without the premeditated effort of adding your workouts to your calendar every week,

fitting them in will be a long shot on most days and a reality on very few.

Our goal for this book is to make Handball enjoyable for you so you can experience a

combination of the childlike enthusiasm for Handball and the adult like result of meeting

your individual goals. Whether you have been lap Handball for years, played as a kid and

want to get back in the court, or have a competitive streak for master’s meets or other

championship Total Handball has been written with you in mind!

The pages of this book are filled with information on how to reap the most benefits of

your time in the game by getting prepared and having a plan.

This book has been recognized into six chapters. Each chapter has been systematically

organized and which will provide precise information of Handball game.

In chapter I enhance the knowledge of how handball game came to existence and

how it developed world wide.

Chapter II described The Rules and Regulation of Handball, which makes the

game most popular and attractive.

Chapter III has been systematically organised in two parts to understand Offensive

and Defensive Skill of Handball.

Chapter IV is the most important section of the book, concedes about Teaching

Methods, Tactics and Techniques of Handball game. This can be the well-built manual for

Coaches and trainer. Even though a laymen can learn to play handball after going through

this chapter.

Chapter V provides Guide to Refereeing of the game. Referee Hand signals with

the elaborate diagrams are shown.

Chapter VI described all the Governing Bodies & Award of the Handball Game,

who presides over the world. And in part II sections awards are listed.



The Complete Text book of Handball vi

TABLE OF CONTAIN

Chapter- I Page no.

HISTORY AND ORIGIN OF HANDBALL

1 Introduction 1-6

1.1 The History of Handball 1-3

1.2 The Development of Handball In The World 3

1.3 Handball In India 4

1.4 The Modern Era 5

1.5 Olympic Origins 6

1.6 Handball Today 6

Chapter –II

The Rules and Regulation of Handball

THE RULES OF HANDBALL 7-20

1.1 Playfield 7-9

1.2 D Zone 10

1.3 Substitution Area 10

1.4 Substitution Area of Regulation 11

1.5 Coaching Zone 12

1.6 Duration 12-13

1.7 Team Composition 13-15

1.8 The Goalkeeper 15

1.9 Playing Time 16

1.10 Score 16

1.11 Extra-Time 17

1.12 The Ball 17-19

1.13 OFFICIALS 18

1.13.1 The Referees 19

1.13.2 Timekeeper and Scorekeeper 19

1.14 AWARD THROW 19-20

1.14.1 Throw-off 20

1.14.2 Throw-in 20

1.14.3 Goalkeeper-throw 20

1.14.4 Free-throw 20

1.14.5 Seven-meter- throw 20

Chapter –III

Offensive And Defensive Skill Of Handball 20-25

Part-1

1.1 Offensive Skill 20-21

a) Passing/Catching 21

b) Shooting 21

c) Dribbling 21

1.2 Offensive Play 21-22

1.2.1 First wave 21

1.2.2 Second wave 22

1.2.3 Third wave 22

2. Defensive skill 22-23

2.1. Work Together 22

2.2 Build a Wall 23

2.3. Stepped Defense 23

2.4. "5-1" Defense 23

2.5. Offensive Defense 23

2.6. Fast and Confident 23

3. Defensive play 24-25

4. Formations 24

4.1 Offence 24



The Complete Text book of Handball vii

4.2 Defence 25

Part-II

5. Foul 25-29

Chapter - IV

TEACHING METHODS 0F TECHNIQUESAND TACTICS 30-75

Part-I

1 Method of Handball 30

The Rules of Teaching 30

The Methods of Teaching 30

The Forms of Teaching 30

The Stages of Teaching a New Element 30

The Rules For Teaching Beginners 30

Part-II

2 TECHNIQUE OF HANDBALL 33-75

Catching the ball 33

Passing 33

Shooting 33

Dribbling 33

Feint movements 33

Offensive and Defensive movement 33

Goalkeeper’s Technique 33-41

A Player’s Movement In Offence And Defence 42-45

Teaching Of Individual Defence 45-46

The Goalkeeper 46

3 Individual Tactical Method 58-60

Group and Team Tactical Methods 60-75

Chapter – V

1 Guide to Refereeing 76-78

2 Refereeing Hand signals 78-80

Chapter – VI

INTERNATIONAL BODIES 81-68

Part – I 81

1. The International Handball Federation (IHF) 83

2. European Handball Federation 83

3. African Handball Confederation 83

4. Americas – Pan-American Team Handball Federation (PATHF) 84

5. Oceania Continent Handball Federation (OCHF) 84

6. Asian Handball Federation 85

7. Handball Federation of India 86

PART –II

AWARDS 87-88

8. Arjuna Award 87

9. Olympic Game Medallist Lists 88

Men & Women 88

10 About Author and Co-author 89-90



The Complete Text book of Handball 1

CHAPTER – I

HISTORY AND ORIGIN OF HANDBALL

INTRODUCTION

“Handball is a diamond, which should be polished in order

to become a brilliant.”

-Dr. Hassan Moustafa (President of International Handball Federation)

Handball is a sport from the category known as sport games, and is

becoming more and more popular in the world. Handball is the a strenuous contact

Olympic team sport that place emphasis on running, jumping, sprinting, arm

throwing, blocking and pushing. A relatively rapid learning of this game, based on

natural human motion, has allowed it to be popularized quickly. The development

of the game is also influenced by its attractiveness based in variable action and

direct conflict with an opponent. Such conflict calls for a good physical

preparation of a player. The competitors playing handball have a neat stature

because all the body’s muscles are used in a game. Permanent motion where all the

joints of upper and lower limbs work develops and improves their range of motion.

Intense and permanent physical activity generates changes in the central nervous

system and in the muscles as well as in organs such as the heart, lungs, liver and

kidneys. The handball game is not only influenced by physical fitness. As any

physical activity it is performed and generated by thinking. A player has to - in

strenuous action - rapidly see, retain, estimate, conclude and act relevantly. Two

teams attempt to gain victory which is the object of the game. The players must

follow all the fair play rules and sports regulations issued in order to keep the game

sportsmanlike. Handball is a team game, so it plays an important role in education.

Players learn to cooperate with each other. A game must be tough but in

accordance with the fair play rules, team work and a sportsmanlike conduct. All

these positive aspects and forms of conduct result - as time go - in socially

acceptable behaviour in everyday life. This is the vital, educational aspect of

playing handball.

1.1 The History of Handball

Team handball as we know it today developed in northern Europe by the end of the

1800s. It was especially popular in Sweden, Norway, Denmark and Germany

during this period, and Denmark is widely recognized as the birthplace of modern

handball. The rules for modern handball was drawn up by Danish gym teacher

Holger Nielsen in 1898 and published in 1906. Rasmus Nicolai, also a Danish




teacher, drew up similar rules in 1897.From that point on, fixed rules for ball

games played between teams emerged. Games such as “Treibball” played against

or over a border (“Grenzball” or “Raffball”, “Königsberger Ball”) were well-

known. Moreover, there were games towards baskets or against nets (German

netball, netball, “Turmball”), and later on games towards goals without ball

control. Players were not allowed to run with the ball and to hold it longer than

three seconds (Handball 1906 in Sweden, “Neuer Raffball”, “Torball”). Further

development included games towards goals with ball control. In this case, players

were allowed to run three steps with the ball or to hold it for three seconds. A kind

of game from the Czech Republic was called “Hazena”, a form of field handball

which already included the division of the playing field into three parts

characterizing field handball. However, countries such as Denmark, Germany and

Sweden are considered as the real handball pioneers of modern times. Field

handball was pushed by German gymnastics teacher so that, alongside handball, it

became popular as an alternative to football, especially for women. In 1917, Max

Heiser formulated the first official handball rules for women. Two years later, Karl

Schelenz added the rules for the men.

Games similar to modern team handball have historically been played in

many different cultures around the world. We do for instance know that the ancient

Greeks and Romans played a type of handball, and handball was also played by the

Inuit in Greenland and the French in Europe as early as the Middle Ages. By the

19th century, handball was played in countries such as Ukraine (gandbol),

Denmark (Hand bold), Germany (Torball), Slovakia (hádzaná) and Czech

Republic (házená). Now handball (also known as team handball, Olympic

handball, European team handball, European handball, or Borden ball) is a team

sport in which two teams of seven players each (six outfield players and a

goalkeeper on each team) pass a ball to throw it into the goal of the other team. A

standard match consists of two periods of 30 minutes, and the team that scores

more goals wins.

On the occasion of a meeting in The Hague (Netherlands) in 1926, the

Congress of the International Amateur Athletics Federation appointed a

commission for the elaboration of international playing rules for field handball. In

1928; the International Amateur Handball Federation (IAHF) was founded in

Amsterdam on the occasion of the IX Olympic Games. One of the foundation

members was Avery. Brundage (USA) who later became IOC President In 1933,

handball was included in the Olympic Programme. At the XI Olympic Games in

Berlin, host Germany won the final – and therefore the gold medal. During the

Olympic Games, the IAHF held a congress in which delegates of the 40 nations

represented in the federation participated. Two years later at the first Field

Handball World Championship, the German team – benefiting again from home

advantage – also won this title. Once again, Austria came in second best. Then




Germany started to impose a disastrous war on the nations of the world – resulting

in immeasurable consequences also for handball.

Men's handball world championship premiered in 1938 before going on

hiatus until the end of World War II. It then was played every 4 (sometimes 3)

years to 1995. Since the 1995 world championship in Iceland, the world

championship has been in biannual event. The first women's handball world

championship took place in 1957.Modern handball is played on a court 40 by 20

meters (131 by 66 ft), with a goal in the centre of each end. The goals are

surrounded by a 6-meter zone where only the defending goalkeeper is allowed; the

goals must be scored by throwing the ball from outside the zone or while "diving"

into it. The sport is usually played indoors, but outdoor variants exist in the forms

of field handball and Czech handball (which were more common in the past) and

beach handball (also called sand ball). The game is quite fast and includes body

contact, as the defenders try to stop the attackers from approaching the goal. Goals

are scored quite frequently; usually both teams score at least 20 goals each, and it

is not uncommon for both teams to score more than 30 goals.

One year after the end of World War II, representatives of eight nations met in

Copenhagen, the capital of Denmark, and launched the International Handball

Federation (IHF) 11 July 1946 is considered as the date it was founded. The

nations involved in the foundation are Denmark, Finland, France, Netherlands,

Norway, Poland, Sweden and Switzerland. The first IHF President was Gösta

Björk (Sweden). The Scandinavian who at the same time was President of the

Swedish Handball Federation executed his function at the IHF until 1950.

Afterwards, he was elected Secretary General of the National Olympic Committee

of his home country and resigned from the office of President of the IHF.

1.2 The Development of Handball in The World

The Danish encyclopaedia “Athena Lexicon” says, that at the turn of the

19th century handball was popularized at the Oldrup Gymnastics School. In 1898,

the teacher Holger Nielsen introduced a running game with two goals in which 14

persons, divided into two teams, took part. The game in which a ball was passed

with the players’ hands was called handball. The first game rules were issued in

1906 at the Oldrup School published by “Wejdlendling Handball”. The Germans

also claim to have developed the game Klaudina, the author of a book “Das

Handball Spiel”, published in 1941 in Leipzig, claims that handball derives from a

game called “Konigsbergerball”, which was then renamed “Torball” - which

means goal ball. Records on handball development in Germany are dated from the

period after 1915. In 1917 Max Heiner, a teacher from Berlin began developing

handball as a sport for women. Another important year is 1919. Famed propagator

of handball, Karl Schelenz, a teacher of physical education at the German

Academy of Physical Education, was also popularizing the game. Some changes in

rules had been introduced. The dimensions of the playing field were increased to

80 x 40 m, the goal line moved to 8 m, and the goal dimensions were changed to 5




m in width and 2, 10 in height. Those rules embraced playing with a ball and the

body, which greatly influenced the technical development of handball. In 1920

handball was introduced into school programmes. Handball, however, didn’t have

a separate federation in Germany. It was not until 1934 that Fachmat fur Handball

was established. Owing to the extensive activity of that organization handball

spread all over Germany. Czechoslovakia is the third country which claims to have

created handball. In a book entitled “Metodej Zajec - Dejiny Hazeny”, published in

1948, the author says that Czechoslovakia is the homeland of handball, which

originated from Hazena (“hazet”means to throw). A founder of hazena, which was

introduced in that country in 1906 was a teacher of physical education in Prague,

named A. Kristd. He wanted boys to turn their interest from soccer, which he

recognized to be a dangerous game, to hazena for which he developed rules.

International handball began in 1928. In that year the first organization the IAHF

(International Amateur Handball Federation) Congress held its meeting. The

following countries organized the Federation: Germany, Czechoslovakia, Holland,

Belgium, Austria, USA, France, Ireland, Denmark and Canada.After the 2nd

World War in 1946. The representatives of the 15 countries created a new

Federation, called IHF. The dynamic progress of handball in the world had begun.

Nowadays it is played in more than 130 countries. In 1991 the European Handball

Federation EHF was founded with its base in Vienna. The Federation is

responsible for development of handball in Europe.

1.3 Handball in India

In India Handball was founded by Sh. Jagat Singh Chauhan who was a

physical teacher hailing from Haryana. He was the first Secretary of Handball

Federation of India. The Member States were Andhra Pradesh, Uttar Pradesh,

Haryana, Vidharbha and Jammu & Kashmir. The first senior National Handball

Championship was held at Rohtak (Haryana) in the year 1972. Haryana won the

gold medal and Vidharbha got the silver medal. In the year 1973 Second Senior

National Handball Championship was held at Hyderabad (A.P.) where Andhra

Pradesh won the gold medal and Vidharbha won the silver medal.

Due to some unavoidable circumstances, Mr. Jagat Singh Chauhan could

not continue as secretary of Handball Federation of India. Mr. M.L. Khan was

elected as secretary of Handball Federation of India and Mrs. Laxmi Chhabla

elected as President of Handball Federation of India at Hyderabad. In the year

1973 first All India Tournament was held at Jalandhar. In the year 1978 Maqsood

Memorial Tournament was held at Srinagar. The team like Air Force, west Bengal,

Jammu & Kashmir and Vidharbha participated in the tournament. In 1979, the

Senior National Handball Championship was held at Ludhiana. During this

Championship the selections were made to participate in the 2nd Asian Handball

Championship held at China. Duly ten days National Coaching Camp was held at

Jammu. In 1976, the elections were held at Nagpur. Mr. M.L. Khan was elected as




secretary and AVM H.L. Kapoor was elected as President of Handball Federation

of India.

The game saw a trend with physical abilities more dominating. But in the

year 1976 the first Indoor Handball game rules were applied and the ground

dimensions changed to the existing ones. In the year the HFI got affiliated to Asian

Handball Federation. In 1981, the probable were selected for the National

Coaching camp for the preparation of the Indian Handball to participate in the

Asian Games held at Delhi in 1982.

First Seminar for reference coaches was held at Nagpur in 1981. Mr.

Erick Illias took the Seminar and First time in India Handball Team participated in

Asian Games held in India in 1982. The performance of the men team was fairly

well. Handball took a big step towards popularity since then.

The Regular Diploma course in Handball also started in 1983 at Patiala

and it is continuing. In the schools also Handball game took its popularity. The

SGFI organised its First School National Games at Srinagar in 1981. In the

colleges, Handball grained its development. First All India Intervarsity

Championship was held in 1979. Thereafter Handball game was played in rural

villages and also in every corner of cities.

The elections to the Handball Federation of India were held at Ludhiana

in 1985. Sh. S.M. Bali was elected as Secretary and Padamshree Dr. R.L. Anand

was elected as President, Handball Federation of India respectively. Handball

game in India took a new look and popularity during the leadership of Mr. S.M.

Bali and Padamshree Dr. R.L. Anand with more international exposure and

organizing various International Tournament in India.

1.4 The Modern Era

Handball as it is played today began in northern Europe in the late 19th

century, when it emerged as the successor to such regionally popular games as

raffball and Königsbergerball. Holger Nielsen of Denmark - who actually medaled

in fencing and shooting at the first modern Olympic Games in 1896 - and German

physical education teacher Max Heiser are credited with shaping the basic rules

that would come to govern the sport. The International Amateur Handball

Federation was established in 1928; it was replaced in 1946 by the International

Handball Federation, which continues today as the sport's world governing body.

Handball underwent a number of refinements during its formative years.

The most significant was a move indoors. In its first modern incarnation, called

field handball, teams of 11 played on turf fields. Because of the game's popularity

in snowy Scandinavia, a scaled-down indoor version featuring seven-member

teams soon arose and eclipsed field handball. It is this version of the sport that is

played at the Olympics today.




1.5 Olympic Origins

Despite its connection to Greek antiquity, handball didn't make its Olympic

debut until 1936. As host of the Berlin Games, Germany was allowed to add a

demonstration sport to the program and chose field handball. The Germans

outscored their first four opponents 86-13 on their way to the championship game.

They went on to defeat Austria, 10-6, to win the gold medal.The Germans' romp

did little to stir handball fever in the wider Olympic community. The sport,

primarily a European phenomenon at the time, was not included in 1948 when the

summer games resumed after a 12-year hiatus. In fact, handball's absence lasted

until 1972, when the men's indoor game returned as part of the Munich Olympics -

this time as an official event. Women's handball was added to the roster of

Olympic sports at the 1976 Montreal Games, with the Soviet Union winning the

first gold medal. Medals in men's and women's team handball have been awarded

in every Summer Olympics since.

1.6 Handball Today

Handball enthusiasts have had more difficulty in importing their sport to

the Americas. It has caught on in a few countries - notably Brazil and Argentina -

but remains a curiosity in the United States, where it is often confused with the

racquetball-style recreational sport of the same name.

Handball seemed to be gaining a foothold in the 1990s when the NCAA

classified it as an "emerging sport" for women. In a news release dated Sept. 14,

2007, the CWA included handball, along with archery, badminton and

synchronized swimming, on a list of sports that "show no steady progress in

sponsorship and have less than ten institutions sponsoring the sport at the varsity

level."




Chapter- II

THE RULES AND REGULATION OF HANDBALL

Rules allow you to control the behaviour of a form by performing actions

that take place based on conditions within the form, or events that take place when

filling out a form. The behaviour that you can control by using rules in a form

includes automatically displaying a message inside of a dialog box, setting a field

value, querying or submitting data to SharePoint or a database, or switching views.

These rules can be triggered by the user changing the value in a control, clicking a

button, or opening or submitting the form. They can also be triggered based on

conditions that are present when the form is opened, such as the user role or based

on a value that is queried from a data source.

1. THE RULES OF HANDBALL

The Rules Are Laid Out In The International Handball Federation

Two teams of seven players (six field players plus one goalkeeper) take

the field and attempt to score points by putting the game ball into the opposing

team's goal. In handling the ball, players are subject to the following restrictions.

After receiving the ball, players can pass, keep possession, or shoot the ball. If

possessing the ball, players must dribble (similar to a basketball dribble), or can

take up to three steps for up to three seconds at a time without dribbling. No

attacking or defending players other than the defending goalkeeper are allowed to

touch the floor of the goal area (within six metres of the goal). A shot or pass in the

goal area is valid if completed before touching the floor. Goalkeepers are allowed

outside the goal area, but are not allowed to cross the goal area boundary with the

ball in their hands. The ball may not be passed back to the goalkeeper when they

are positioned in the goal area. Notable scoring opportunities can occur when

attacking players jump into the goal area. For example, an attacking player may

catch a pass while launching inside the goal area, and then shoot or pass before

touching the floor. Doubling occurs when a diving attacking player passes to

another diving team-mate.

1.1. Playfield

a) The playing court consists of a rectangle which measures 40 x 20m. It

should be checked by measuring the length of the two diagonals. From the

outer side of one corner to the outside of the opposite corner they should

measure 44.72m. The length of the diagonals for one half of the court

should measure 28.28m, from the outside of each of the corners to the

opposite outer middle of the centre line.

b) The playing court is provided with marking lines which are called «lines».

The width of the goal lines (between the goalposts) is 8cm like the

goalposts, all other lines have a width of 5cm. Lines which separate

adjacent areas of the playing court can be replaced by a change in colours

between the adjacent areas.

c) The goal area in front of the goals consists of a 3 x 6m rectangle and two

connecting quarter circle sectors each with a radius of 6m. It is constructed




by drawing a 3m long line parallel to the goal line at a distance of 6m from

the rear edge of the goal line to the front edge of the goal-area line. On both

sides this line continues in two quarter-circle arcs with the centre at the rear

inside edge of the respective goalposts and with a radius of 6m. The lines

and arcs which enclose the goal area are called the goal area line. The outer

distance between the points where the two arcs meet the outer goal line in

this way will measure 15m.

d) The 1m long 7-meter line is drawn directly in front of the goal, parallel to

the goal line, at a distance of 7m from the rear edge of the goal line to the

front edge of the 7m line.

e) The goalkeepers restraining line (the 4m line) directly in front of the goal is

15cm long. It is parallel to, and 4m away from, the goal line measured from

the rear edge of the goal line to the front edge of the 4m line, which means

that the widths of both lines are included in this measure.

f) The playing area should be surrounded by a safety zone of at least 1m

along the side lines and 2m behind the outer goal lines.

g) The goal line is placed in the centre of each outer goal line. The goals must

be firmly attached to the floor or to the wall behind them. The interior

measures are 3m in width and 2m in height. The goal frame must be a

rectangle, which means that the inside diagonals will measure 360.5cm

(max. 361cm – min. 360cm, in one and the same goal the difference must

be maximum 0.5cm).

i. h) The rear side of the goalposts shall be in line with the rear edge of the goal

line (and the outer goal line), which means that the front side of the

goalposts is placed 3cm in front of the outer goal line.

i) The goalposts and the horizontal crossbar which joins them shall be made

of a uniform material (e.g. wood, light metal or synthetic material) and

have a square cross section of 8cm with rounded edges with a rounding

radius of 4±1mm. On the three sides which are visible from the court, the

goalposts and the crossbar must be painted in bands of two colours which

contrast clearly with each other and with the background; the two goals on

one and the same playing court must have the same colours.

j) The colour bands of the goals measure in the corner between posts and bar

28cm in each direction in the same colour. All other colour bands shall be

20cm long. The goals must have a net, called goal net, which must be

attached in such a way that a ball thrown into the goal cannot immediately

rebound or pass through the goal. If necessary, an additional net, placed in

the goal behind the goal line can be used. The distance from the goal line to

this additional net should be approximately 70cm, but minimum 60cm.




i. a. Fig. no.1. Goal Post

k) The depth of the goal net should at the top be 0.9m behind the goal line,

and at the bottom 1.1m, both measures with a tolerance of ± 0.1m. The size

of the meshes should not be more than 10 x 10cm. The net must be fixed to

the post and the crossbar at least at every 20cm. It is allowed to bind

together the goal net and the additional net in such a way that no ball can

go between the two nets.

l) Behind the goal in the middle of the outer goal line at a distance of

approximately 1.5m, there should be a vertical barrage net with a length of

9 - 14m and a height of 5m from the floor.

m) In the middle of the substitution area at one of the side lines the table for

the timekeeper is placed. Length of the table max. 4m should be placed 30-

40cm above the floor of the playing court in order to secure the field of

vision.

Fig. no.2.Handball Court

Fig. No.3. Measurement of Handball court

1.2. D Zone




The goals are surrounded by the crease. This area is delineated by two

quarter circles with a radius of six metres around the far corners of each goal post

and a connecting line parallel to the goal line. Only the defending goalkeeper is

allowed inside this zone. However, the court players may catch and touch the ball

in the air within it as long as the player starts his jump outside the zone and

releases the ball before he lands (landing inside the perimeter is allowed in this

case as long as the ball has been released).

If a player contacts the ground inside the goal perimeter, or the line

surrounding the perimeter, he must take the most direct path out of it. However,

should a player cross the zone in an attempt to gain an advantage (e.g., better

position) their team cedes the ball. Similarly, violation of the zone by a defending

player is penalized only if they do so in order to gain an advantage in defending.

Fig. No.4 D-Zone

1.3. Substitution Area

a) Outside of one long edge of the playing field to both sides of the middle line

are the substitution areas for each team.

b) The areas usually contain the benches as seating opportunities. Team officials,

substitutes, and suspended players must wait within this area.

c) The area always lies to the same side as the team's own goal. During half-

time, substitution areas are swapped.

d) Any player entering or leaving the play must cross the substitution line which

is part of the side line and extends 4.5 meters from the middle line to the

team's side.

Fig.no.5 Substitution Area




1.4. Substitution Area of Regulation

a) The substitution areas are situated outside the sideline, to the left and right

of the extension of the centre line, up to end of the respective team benches

(compatible with row of chairs, which is also permitted), and also behind

them if there is space (Rules of the Game: diagram 3).

b) The regulations for IHF and continental federation events/competitions

prescribe that the team benches, and thereby also the respective

„coaching zones‟, shall start at a distance of 3.5 meters from the centre

line. This is also a recommendation for games at all other levels.

c) No objects of any kind may be placed at the side line in front of the team

benches (for at least 8 meters from the centre line).

d) The team officials in the substitution area must be fully dressed in

sportswear or civilian clothing. Colours which may cause confusion with

the court players of the opposing team are not allowed.

e) If before the game there are any infringements of the rules as regards the

substitution area, the game must not start until the infringements have been

remedied. If these rules are infringed during the game, the game must not

be continued after the next interruption until the matter has been resolved.

f) The timekeeper and scorekeeper shall support the referees in monitoring

the occupancy of the substitution area before and during the game.

g) Team officials and players are generally expected to remain in the

substitution area of their team. If a team official nevertheless leaves the

substitution area for another position, he loses the right to guide and

manage his team and must return to the substitution area to regain his

right.

h) If the Substitution Area Regulations are infringed, the referees are

obliged to act in accordance with Rules(warning, suspension,

disqualification).

i) seriously unsportsmanlike conduct, and extremely unsportsmanlike

conduct are to be punished in the same manner as if the violation had

taken place on the court or in the substitution area.

j) Players and team officials remain under the jurisdiction of the referees

throughout the game, and the normal rules for personal punishments apply

also if a player or official decides to take up a position away from

the court and the substation area.

k) In principle, players in the substitution area should sit on the

substitution bench.

The players are however permitted to:

• move around behind the bench to warm up, without ball, provided

that there is sufficient space and that it is not disruptive

• Interfere with or insult referees, delegates, timekeeper/scorekeeper,

players, team officials, or spectators, by behaving in a provocative,

protesting, or otherwise unsportsmanlike manner (speech, facial expression or

gestures).

• Leave the substitution area in order to influence the game.

1.5. Coaching Zone




a) However, the officials are permitted to move around within the “coaching

zone”. The “coaching zone” is the area directly in front of the bench and, if

this is feasible, also directly behind it.

b) The movements and the positioning in the “coaching zone” are allowed for

the purposes of giving tactical advice and to provide medical care. In

principle, only one official of the team is allowed to stand or move at a

time.

c) It is, of course, permitted for one team official to leave the “coaching zone”

when he immediately wants to submit the “green card” to request a team

time-out. However, the team official is not allowed to leave with the green

card and stand waiting at the table for the moment to request the team time-

out.

d) The “responsible team official” may also leave the “coaching zone” in

special situations, for instance, for necessary contact with the timekeeper or

scorekeeper.

e) The team officials have the right and duty to guide and manage their team

also during the game from coaching zone.

1.6. Duration

a) A standard match for all teams of 16 and older has two periods of 30 minutes

with an interval of 10–15 minutes. At half-time, teams switch sides of the court

as well as benches. For youths the length of the halves is reduced—25 minutes

at ages 12 to 16, and 20 minutes at ages 8 to 12; though national federations of

some countries may differ in their implementation from the official guidelines.

b) If a decision must be reached in a particular match (e.g., in a tournament) and it

ends in a draw after regular time, there are at maximum two overtimes of five

minutes with a one-minute break each. Should these not decide the game

either, the winning team is determined in a penalty shootout (best-of-five

rounds; if still tied, extra rounds afterwards until won by one team).

c) The referees may call timeout according to their sole discretion; typical reasons

are injuries, suspensions, or court cleaning. Penalty throws should trigger a

timeout only for lengthy delays, such as a change of the goalkeeper.

d) Each team may call one team timeout (TTO) per period which lasts one

minute. This right may only be invoked by team in ball possession. To do so,

the representative of the team plays a green card marked with a black T on the

desk of the timekeeper. The timekeeper then immediately interrupts the game

by sounding an acoustic signal and stops the time. As of 2012, rule changes

allow three TTOs, and two of them can be used in either period of the game or

overtime.




1.7. Team Composition

A team consists of 12 players. The players' names must be listed in the score sheet.

a) The team must use a goalkeeper at all times.

b) Not more than 7 players (6 court players and 1 goalkeeper) may be

present on the court at the same time. The remaining players are off the court at the

same time. The remaining players are substitutes.

c) Only the substitutes, suspended players if any and 4 team officials

are allowed in the team substitution area.

d) The team officials must be listed in the score sheet and may not be

replaced during the course of the game. One of them designated as "the responsible

team Official". Only this Official to address the timekeeper / scorekeeper and

possibly, the referees.

e) A team must have at least 5 players ready on the court at the start of

the game.

f) The number of players in a team can be increased upto 12, any time

during the game, including overtime.

g) The game may continue, even if a team is reduced to less than 5

players on the court.

h) A player is entitled to participate if he is present at the start of the

game and is included in the score sheet.

i) The court over the teams own substitution live.

j) Players and team officials who are active after game has started

must obtain their entitlement to participate from the time keeper/Score keeper.

k) A player who is not entitled to participate shall be disqualified if he

enters the court and the opponents shall be awarded a free throw. Substitutes may

enter the game, at any time and repeatedly without notifying the timekeeper /

scorekeeper as long as the players they are replacing have already left the court.

l) This also applies to the substitution of goalkeepers.

m) The players shall always leave and enter the court over their own

teams’ substitution line.

n) During a time out, it is permitted to enter the court from the

substitution or else with explicit permission from one of the referees.

o) Anyone leaving on entering the court incorrectly shall be penalized

for faulty substitution, except in the case of someone leaving the court

unintentionally.

p) A faulty substitution shall be penalized with a free-throw for the

opponents from the place where the guilty player crossed the side line. However, if

the ball is at a more favourable position for the opposing team when the game is

interrupted, then the free throw shall be taken from there. In addition, the offending

player shall be given 2 min suspensions, If the faulty suspension taken place during

a stoppage in the game, the player shall be suspended but the game is to be

restarted in the way which corresponds to the reason for the stoppage.

q) In the event of a seriously unsportsmanlike conduct of an assault in

connection with, as immediately following a faulty substitution, the guilty player

shall be disqualified or excluded, respectively.




r) If an additional player enters the court without a substitution or if a

substitute illegally interferes with the game from the substitutions area, there shall

be a 2 minute suspension for the player, and another player must leave the court so

that the team plays with reduced strength for 2 minutes.

s) If the player enters the court while serving a minute suspension.

t) All the court players in a team must wear identical uniforms. The

combination of colours and design for the two teams must be clearly

distinguishable from each other. A player who is used as goalkeeper must wear

colours which distinguish him from court players of both teams and the goalkeeper

of the opposing team.

u) The players should be numbered from 1-20. The number must be at

least 20cm. high in the back of the shirt and at least 10cm. in the front.

v) The colours of the numbers must contrast clearly with the colours of

the shirt.

w) The players must wear sports shoes.

x) It is not permitted to wear any objects that could be dangerous to

players.

y) Players who do not meet the requirement will not be allowed to take

part until they have corrected the problem.

z) The captain of each team must wear an armlet around the upper

arm. It should be about 4cm. wide and its colour must contrast with that of the

shirt.

Fig.no.6 Players Positions in Handball

1.8. The Goalkeeper

a) A player who is playing in the goalkeeper position may become a court

player at any time, following a change of uniform. Similarly, a court

player may become a goalkeeper at any time.

b) Touch the ball with any part of his body while in the act of defence

inside the goal area.

c) Move around with the hall inside the goal area without any restrictions.

d) Leave the goal area without the ball and participate in the game in the

playing area. When doing so, the goalkeeper becomes subject to the

rules applying to players in the playing area. To leave the goal area with

the ball and play again in the playing area, if he has not managed to

control it fully. Endanger the opponent while in the act of defence.

e) Play the ball intentionally out over the outer goal line, after controlling

the ball. Leave the goal area with the ball under control.




f) Touch the ball again outside the goal area following a goalkeeper

throw, until after it has touched another player.

g) Touch the ball when it is stationary or rolling on the floor outside the

goal area Re-enter the goal area from the playing area with the ball.

h) Touch the ball with the foot in the leg below the knee when it is

stationary on the floor in the goal area or moving out towards the

playing area.

i) Cross the goalkeepers restraining line (4meter line) or its projection on

either side, before the ball has left the thrower's hand when a 7 meter

throw is being taken.

Fig.no.7Goalkeeper

1.9. Playing Time

a) The normal playing time for all teams with players of age 16 and above

is 2 halves of 30 minutes. The half-time break is normally 10 minutes.

b) The normal playing time for youth teams is 2 x 25 minutes in age group

12-16 and 2 x 20 minutes in age group 8-12. In both cases the half-time

break is normally 10 minutes.

c) Overtime is played, following a 5-minute break, if a game is tied at the

end of the regular playing time and a winner has to be determined. The

overtime period consists of 2 halves of 5 minutes, with a 1-minute

halftime break.

d) If the game is again tied after a first overtime period, a second period

is played after a 5-minute break. This overtime period also has 2 halves

of 5 minutes, with a 1-minute half-time break.

e) If the game is still tied, the winner will be determined in accordance

with the rules for the particular competition. In the case that the

decision is to use 7-meter-throwing as tie-breaker to decide a winner,

the procedures indicated below shall be followed.

1.10. Score

a) A goal is scored, when the whole of the ball has passed over the opponents

goal line between the goal posts and under the cross bar.

b) A goal is scored when the entire ball has completely crossed the goal line,

provided that no violation of the rules has been committed by the thrower, a

teammate or a team official before or during the throw. The goal line

referee confirms with two short whistle signals and hand signal that a goal

has been scored.




c) If a referee or the time keeper has blown his whistle before the whole of the

ball has crossed the goal line, the goal cannot be counted.

d) A goal made by a team in its own goal is awarded to the opposing team.

e) A goal may be scored direct from any throw except goal throw.

f) If a goal has been scored, the play has been restarted by a throw on from

the centre of the court.

g) The team having scored the greater number of goals will be the winner.

h) If both teams have scored the same number of goals or if no goal has been

scored at all, the game is a draw.

i) A goal shall be awarded if there is a violation of the rules by a defender but

the ball still goes into the goal.

j) A goal cannot be awarded if a referee, timekeeper or delegate has

interrupted the game before the ball has completely crossed the goal line.

k) A goal shall be awarded to the opponents if a player plays the ball into his

own goal, except in the situation where a goalkeeper is executing a

goalkeeper-throw.

l) A goal that has been awarded can no longer be disallowed, once the referee

has blown the whistle for the subsequent throw-off to be taken.

m) The referees must make clear (without a throw-off) that they have

awarded a goal, if the signal for the end of a half sounds immediately after

a goal is scored and before a throw-off can be taken.

n) The team that has scored more goals than the opponents is the

winner. The game is tied if both teams have scored the same number of

goals or no goals at all.

1.11. Extra-Time

a) If previously decided that a match will end in a decision and at the end

of the second half if it is a draw, two extra halves will be played, after

an interval of 5 minutes.

b) The referee will again toss a coin and the team winning the toss will

have the option of sides or the throw on. The 2 halves will be of 5

minutes each.

c) Even after these 2 halves, if the game remains indecisive, another 2

halves of 5 minutes each must be played after an interval of 5 minutes

and after a new toss of coin.

1.12. The Ball

Fig.no.8 Handball

a) The ball is made of leather or a synthetic material. It must be spherical. The

surface must not be shiny or slippery.




b) The ball sizes, i.e. the circumference and weight, to be used by different

categories of teams are as follows.58-60cm and 425-475g (IHF Size 3) for Men

and for Male Youth (over age 16).54-56cm and 325-375g (IHF Size 2) for

Women, Female Youth (over age 14), and Male Youth (age 12 to 16).50-52cm

and 290-330g (IHF Size 1) for Female Youth (age 8 to 14) and Male Youth

(age 8 to 12).

c) For every game there must be at least two balls available. The reserve balls

must be immediately available at the timekeeper’s table during the game. The

balls must meet the requirements of Rules.

d) The referees decide when to use a reserve ball. In such cases, the referees

should get the reserve ball into play quickly in order to minimize

interruptions and avoid time-outs.

1.13. Officials

Fig.no.9 referees

1.13.1. The Referees

a) Two referees with equal authority shall be in charge of each game. They

are assisted

by timekeeper and a scorekeeper.

b) The referees monitor the conduct of the players and team officials from the

moment they enter the premises until they leave.

c) The referees are responsible for inspecting the playing court, the goals, and

the balls before the game starts; they decide which balls will be used.

d) The referees also establish the presence of both teams in proper

uniforms.

e) They check the score sheet and the equipment of the players. They ensure

that the number of players and officials in the substitution area is within the

limits, and they establish the presence and identity of the responsible team

official for each team.

f) The coin toss is undertaken by one of the referees in the presence of

the other referee and both the captain.

g) If one of the referees becomes unable to finish the game, the other referee

will continue the game alone.




h) If both referees whistle for an infraction, or the ball has left the court, and

the two referees show different opinions as to which team should have

possession, then the joint decision that the referees reach after consulting

with each other will apply. If they do not manage to reach a joint decision,

then the opinion of the court referee will prevail.

i) Time-out is obligatory by the consultation between the referees, they give

clear hand signals and the game is restarted after whistle signal.

j) Both referees are responsible for keeping the score. They also take notes

about warnings, suspensions and disqualifications.

k) Both referees are responsible for controlling the playing time. If there is

any doubt about the accuracy of the timekeeping, the referees reach a joint

decision.

l) The referees are responsible for ensuring after the game that the score sheet

is completed correctly.

m) Decisions made by the referees on the basis of their observations of facts or

their judgments are final.

n) The referees have the right to suspend a game temporarily or

permanently.

o) The official uniform is primarily intended for the referees.

p) The referees and the delegates may use electronic equipment for their

internal communication. The rules for their utilization are determined by

the respective federation.

1.13.2. Timekeeper and Scorekeeper a) In principle, the timekeeper has the main responsibility for the playing

time, the time-outs, and the suspension time of suspended players.

b) Other tasks, such as the control of the number of players and team officials

in the substitution area, and the exit and entry of substituting players, are

regarded as joint responsibilities.

c) Generally, only the timekeeper should interrupt the game when this

becomes necessary. Regarding proper procedures for the interventions of

the timekeeper/scorekeeper when fulfilling some of the responsibilities

indicated above.

d) If there is no public scoreboard clock available, then the timekeeper must

keep the responsible team official for each team informed about how

much time has been played or how much time is left, especially

following time-outs.

e) If there is no scoreboard clock with automatic signal available, the

timekeeper assumes the responsibility for giving the final signal at halftime

and at the end of the game.

f) If the public scoreboard is not capable of displaying also the

suspension time, the timekeeper shall display a card on the timekeeper’s

table, showing the expiration time of each suspension, together with the

player’s number.

g) The scorekeeper has the main responsibility for the team rosters, the score

sheet, the entering of players who arrive after the game has started, and the

entering of players who are not entitled to participate.

1.14. Award Throw The referees may award a special throw to a team. This usually

happens after certain events such as scored goals, off-court balls, turnovers




and timeouts. All of these special throws require the thrower to obtain a certain

position, and pose restrictions on the positions of all other players. Sometimes the

execution must wait for a whistle blow by the referee.

1.14.1. Throw-Off A throw-off takes place from the center of the court. The thrower

must touch the middle line with one foot, and all the other offensive players must

stay in their half until the referee restarts the game. The defending players must

keep a distance of at least three meters from the thrower. A throw-off occurs at the

beginning of each period and after the opposing team scores a goal. It must be

cleared by the referees. Modern handball introduced the "fast throw-off" concept;

i.e., the play will be immediately restarted by the referees as soon as the executing

team fulfils its requirements. Many teams leverage this rule to score easy goals

before the opposition has time to form a stable defence line.

1.14.2. Throw-In The team which did not touch the ball last is awarded a throw-in

when the ball fully crosses the side line or touches the ceiling. If the ball crosses

the outer goal line, a throw-in is awarded only if the defending field players

touched the ball last. Execution requires the thrower to place one foot on the

nearest outer line to the cause. All defending players must keep a distance of three

meters. However, they are allowed to stand immediately outside their own goal

area even when the distance is less than three meters.

1.14.3. Goalkeeper-throw If the ball crosses the outer goal line without interference from the

defending team or when deflected by the defending team's goalkeeper, or when

the attacking team violates the D-zone as described above, a goalkeeper-

throw is awarded to the defending team. This is the most common turnover. The

goalkeeper resumes the play with a throw from anywhere within the goal area.

1.14.4. Free-throw A free-throw restarts the play after an interruption by the referees. It takes

places from the spot where the interruption was caused, as long as this spot is

outside of the free-throw line of the opposing team. In the latter case, the throw is

deferred to the nearest spot on the free-throw line. Free-throws are the equivalent

to free-kicks in association football; however, making them is typically not seen as

poor sportsmanship for the defending side, and in itself, they carry no major

disadvantages. The thrower may take a direct attempt for a goal which, however, is

rarely feasible if the defending team has organised a defence. However, if a free

throw is awarded and the half or game ends, a direct throw at the goal is typically

attempted, which occasionally goes in.

1.14.5. Seven-meter- throw A seven-meter throw is awarded when a clear chance of scoring is

illegally prevented anywhere on the court by an opposing team player, official, or

spectator. It is awarded also when the referees have interrupted a legitimate scoring

chance for any reason. The thrower steps with one foot behind the seven-meter line

with only the defending goalkeeper between him and the goal. The goalkeeper

must keep a distance of three meters, which is marked by a short tick on the

floor. All other players must remain behind the free-throw line until execution. The

thrower must await the whistle blow of the referee. A seven-meter throw is the

equivalent to a penalty through in association football; however, it is far more

common and typically occurs several times in a single game.




Chapter-III

Part-1

OFFENSIVE AND DEFENSIVE SKILL OF HANDBALL

In team game offensive and attacking skills are the two sides of a coin,

which play an important role to win a game. Handball uses both offensive and

defensive team play.

1.1. Offensive Skill

Some of Offensive Skills are use handball i.e. Passing/Catching, Shooting,

And Dribbling.

a) Passing/Catching:

a) Using a baseball throw, jump and pass ball to partner while in the air.

b) Using a baseball throw, jump over a line/object and pass to a partner.

c) Using a baseball throw, jump and throw ball over partner/defender.

b) Shooting:

a) Using a baseball throw, throw the ball at the target with a defender standing

at arm’s length in front of the shooter.

b) The shooter can throw over or go to the right/left of defender who should

remain still. Distance of the target may vary.

c) Dribbling: a) Dribble in a straight line and change directions/hands on a signal from the

instructor.

b) Dribble and pass ball to partner on signal.

c) While moving, dribble the ball in place at one speed, then increase /

decrease the speed.

d) While moving, dribble with one hand, then switch to the other hand.

e) While dribbling, move ball around legs in a Figure 8 pattern.

f) Dribble behind back.

1.2 Offensive play

Attacks are played with all field players on the side of the defenders.

Depending on the speed of the attack, one distinguishes between three attack

waves with a decreasing chance of success:

1.2.1 First wave

First wave attacks are characterised by the absence of defending players

around their goal perimeter. The chance of success is very high, as the throwing

player is unhindered in his scoring attempt. Such attacks typically occur after an

intercepted pass or a steal, and if the defending team can switch fast to offence.

The far left or far right will usually try to run the attack, as they are not as tightly

bound in the defence. On a turnover, they immediately sprint forward and receive




the ball halfway to the other goal. Thus, these positions are commonly held by

quick players.

1.2.2 Second wave

If the first wave is not successful and some defending players have gained

their positions around the zone, the second wave comes into play: the remaining

players advance with quick passes to locally outnumber the retreating defenders. If

one player manages to step up to the perimeter or catches the ball at this spot, he

becomes unstoppable by legal defensive means. From this position, the chance of

success is naturally very high. Second wave attacks became much more important

with the "fast throw-off" rule.

1.2.3 Third wave

The time during which the second wave may be successful is very short, as

then the defenders closed the gaps around the zone. In the third wave, the attackers

use standardized attack patterns usually involving crossing and passing between

the back court players who either try to pass the ball through a gap to their pivot,

take a jumping shot from the backcourt at the goal, or lure the defense away from a

wingman.

The third wave evolves into the normal offensive play when all defenders

not only reach the zone, but gain their accustomed positions. Some teams then

substitute specialized offence players. However, this implies that these players

must play in the defence should the opposing team be able to switch quickly to

offence. The latter is another benefit for fast playing teams.

2. Defensive Skill

While scoring is important, you can't control the ball being out of your

hands. If you find the opposing team coming after you in a fast-paced way, your

team needs to get together and form a strong defense. Defensive skills need to kick

in immediately to help take back control of the ball.

Here are a few tips you should keep in mind to help you achieve success

while playing defense in handball.

2.1 Work Together - All 6 players of the team must work together while

defending. It is best if all players are located closer to the goal than the center line

while defending the goal line but not interfering in his or her line of focus. To

directly defend a player, always remember to only use your hands and feet should

remain close together while arms must stay by your side at all times.

2.2 Build a Wall - A normal formation for defensive play is having all 6

players line up in a straight "wall" somewhere between the six and nine meter

lines, known as "6-0" formation. Doing this blocks the opposing team from getting




to the goalie. This is called "indirect" defense as no player will be defending a

single player of the opposing team.

2.3 Stepped Defense - This defensive play positions one to three of the

defenders in front of their teammates to prevent across-the-court shots from being

made by the opposing team. Essentially, two walls are made, allowing members of

the opposing teams to pass but not get away. This play spreads out the defense to

other areas of the court where defense may soon be needed.

2.4 "5-1" Defense - This is another defensive play in which five members

form a solid wall on the six meter line as one player is out in front of the wall. That

player should go to block the opposing player who has the ball. Once the ball is

passed, that player will return to the wall and another player will come out and

block the opposing player who now carries the ball. This is a unique form of

defense but highly effective in creating a "defensive illusion."

2.5 Offensive Defense - To play in hopes of a turn-over is called offensive

defense. This is the most effective way to play defense. While forming a wall will

defend your goalie and block the opposing team, it will make it hard for any single

player to catch the ball. With direct defense or other similar plays, always try to

catch the ball when in the air.

2.6 Fast and Confident - When playing defense, it's important that you

know what formation you will be playing and to get into that position as fast as

possible. Once the other team retrieves the ball, it will be up to you to defend your

net sharply and quickly. Make sure you never let your guard down. Have a

confident look on your face to scare away the other team. If you aren't confident in

the game you're playing, chances are your defensive skills will be weak.

Defense isn't always an easy thing to play during a game of handball. No

one likes having the ball held by the opposing team, but by playing a strong and

smart defense, you'll have the ball back on your side in no time. Keep some of

these tips and plays in mind next time you're on the handball court.

3. Defensive play

The usual formations of the defence are 6-0, when all the defence players

line up between the 6-meter and 9-meter lines to form a wall; the 5-1, when one of

the players cruises outside the 9-meter perimeter, usually targeting the centre

forwards while the other 5 line up on the 6-meter line; and the less common 4-2

when there are two such defenders out front. Very fast teams will also try a 3-3

formation which is close to a switching man-to-man style. The formations vary

greatly from country to country, and reflect each country's style of play. 6-0 is

sometimes known as "flat defence", and all other formations are usually called

"offensive defence.




Fig no, 10 Defensive and Offensive skill in Handball

4. FORMATIONS

Players are typically referred to by the position they are playing. The

positions are always denoted from the view of the respective goalkeeper, so that a

defender on the right opposes an attacker on the left. However, not all of the

following positions may be occupied depending on the formation or potential

suspensions.

4.1 Offence

• Left and right wingman. These typically are fast players who excel at ball

control and wide jumps from the outside of the goal perimeter in order to

get into a better shooting angle at the goal. Teams usually try to occupy the

left position with a right-handed player and vice versa.

• Left and right backcourt. Goal attempts by these players are typically

made by jumping high and shooting over the defenders. Thus, it is usually

advantageous to have tall players with a powerful shot for these positions.

• Centre backcourt. A player with experience is preferred on this position

who acts as playmaker and the handball equivalent of a basketball.

• Pivot (left and right, if applicable). This player tends to intermingle with

the defence, setting picks and attempting to disrupt the defence's formation.

This positions requires the least jumping skills; but ball control and

physical strength are an advantage.

4.2 Defence

• Far left and far right. The opponents of the wingmen.

• Half left and half right. The opponents of the left and right backcourts.

• Back centre (left and right). Opponent of the pivot.

• Front centre. Opponent of the centre backcourt may also be set against

another specific backcourt player.




F.No. 11Positions of Attacking (red) and Defending players (blue), in a 5-1 defense

formation.

PartPartPartPart----IIIIIIII

FOULS

Fouls that warrant a personal punishment under Rules

Fouls, where the action is mainly or exclusively aimed at the body of the

opponent, must lead to a personal punishment. This means that, in addition to a

free-throw or 7-meter-throw, at least the foul is to be punished progressively,

beginning with a warning, then with 2-minute suspensions and disqualification.

For more severe fouls, there are 3 further levels of punishment on the

basis of the following decision-making criteria:

• Fouls that are to be punished with an immediate 2-minute

suspension.

• Fouls that are to be punished with a disqualification

• Fouls that are to be punished with a disqualification and

where a written report is required.

1.1. Decision-making criteria

For the judgment as to which personal punishments are appropriate for

specific fouls, the following decision-making criteria apply; these criteria are to be

used in combination as appropriate in each situation:

• The position of the player who commits the foul (frontal position,

from the side, or from behind);

• The part of the body against which the illegal action is aimed (torso,

shooting arm, legs, and head/throat/neck).

• The dynamics of the illegal action (the intensity of the illegal body

contact, and/or a foul where the opponent is in full motion).




• The effect of the illegal action.

• The impact on the body and ball control.

• The reduction or prevention of the ability to move.

• The prevention of the continuation of the game.

For the judgment of fouls the particular game situation is relevant, too

(e.g., shooting action, running into open space, situations with high running speed).

1.2. Fouls that warrant an immediate 2-minute suspension For certain fouls, the punishment is a direct 2-minute suspension,

regardless of whether the player had received a warning earlier. This applies

especially for such fouls where the guilty player disregards the danger to the

opponent. Taking into account the decision-making criteria under, such fouls

could for instance be:

a) Fouls that are committed with high intensity or against an

opponent who is running fast.

b) Holding on to the opponent for a long time, or pulling him down.

c) Fouls against the head, throat or neck.

d) Hard hitting against the torso or throwing arm.

e) Attempting to make the opponent lose body control (e.g., grabbing the

leg/foot of an opponent who is jumping; see, however).

f) Running or jumping with great speed into an opponent.

1.3. Fouls that warrant a disqualification

A player who is attacking an opponent in a way that is dangerous to his

health is to be disqualified. The special danger to the opponent’s health

follows from the high intensity of the foul or from the fact that the opponent is

completely unprepared for the foul and therefore cannot protect himself.

In addition to the criteria of 8:3 and 8:4, the following decision-making

criteria also apply:

a) The actual loss of body control while running or jumping, or during a

throwing action.

b) A particularly aggressive action against a part of the body of the

opponent, especially face, throat or neck; (the intensity of the body contact).

c) The reckless attitude demonstrated by the guilty player when

committing the foul.

This also applies in those situations where a goalkeeper leaves the goal

area, for the purpose of catching a pass intended for an opponent. Here the

goalkeeper has the responsibility for ensuring that a situation does not arise that is

dangerous to the health of the opponent

He is to be disqualified if he:

a) Gains possession of the ball, but in his movement causes a collision

with the opponent.




b) Cannot reach or control the ball, but causes a collision with the

opponent.

If the referees are convinced in one of these situations, that, without the

illegal action from the goalkeeper, the opponent would have been able to reach the

ball, then a 7-meter throw is to be awarded.

1.4. Disqualification due to a particularly reckless, particularly

dangerous, premeditated or malicious action.

If the referees find an action to be particularly reckless, particularly

dangerous, premeditated or malicious, they must submit a written report after

the game, so that the responsible authorities are in a position to take a

decision about further measures.

Indications and characteristics that could serve as decision-making criteria

in addition to those in are:

a) A particularly reckless or particularly dangerous action.

b) A premeditated or malicious action, which is not in any way related to

the game situation.

1.5. Unsportsmanlike conduct that warrants a personal punishment

under Rules.

As unsportsmanlike conduct is considered any verbal and non-verbal

expressions that are not in conformity with the spirit of good sportsmanship. This

applies to both players and team officials, on the court and outside the court. For

the punishment of unsportsmanlike, seriously unsportsmanlike, and extremely

unsportsmanlike conduct, a difference is made between 4 levels of actions:

1. Actions that are too punished progressively.

2. Actions that are to be punished with a direct 2-minute suspension.

3. Actions that are to be punished with a disqualification.

4. Actions that are to be punished with a disqualification and a written

report.

1.6. Unsportsmanlike conduct that warrants progressive punishment

The actions listed below under a-f are examples of unsportsmanlike

conduct that is to be punished progressively, beginning with a warning:

a) Protests against referee decisions, or verbal and non-verbal actions

intended to cause a specific referee decision.

b) Harassing an opponent or teammate through words or gestures, or

shouting at an opponent in order to cause distraction.

c) Delaying the execution of a formal throw for the opponents, by not

respecting the 3-meter distance or in some other way.

d) Through, theatre, trying to mislead the referees regarding the actions

of an opponent or exaggerating the impact of an action, in order to provoke a time-

out or an undeserved punishment for an opponent.




e) Actively blocking a shot or pass by using a foot or lower leg; pure

reflex motions, e.g., moving the legs together, are not to be punished.

F) Repeated entering of the goal area for tactical reasons.

1.7. Unsportsmanlike conduct warranting an immediate 2-minute suspension.

Certain unsportsmanlike actions are by their nature seen as more

severe and warrant an immediate 2-minute suspension, regardless of whether the

player or the officials had received a warning earlier. This includes.

a) Protests involving loudness with forceful gestures, or provocative

behaviour.

b) When there is a decision against a team in possession, and the player

with the ball does not immediately make it available to the opponents by dropping

it or putting it down on the floor.

c) Blocking the access to a ball that went into the substitution area.

1.9. Seriously unsportsmanlike conduct warranting a disqualification.

Certain forms of unsportsmanlike conduct are considered so serious that

they warrant a disqualification. The following are examples of such conduct:

a) Throwing or hitting the ball away in a demonstrative manner, after a

decision by the referees.

b) If a goalkeeper demonstratively refrains from trying to stop a 7-meter-

throw.

c) Deliberately throwing the ball at an opponent during a stoppage in the

game; if it is done with a lot of force and from very short distance, it is more

appropriately regarded as a „particularly reckless action.

d) When a 7-m shooter hits the goalkeeper’s head, if the goalkeeper is

not moving his head in the direction of the ball.

e) When a free-throw shooter hits a defender’s head, if the defender is

not moving his head in the direction of the ball.

f) An act of revenge after having been fouled.

1.10. Disqualification due to extremely unsportsmanlike conduct.

If the referees classify a conduct as extremely unsportsmanlike, they must

submit a written report after the game, so that the responsible authorities are in a

position to take a decision about further measures.

The following actions may serve as examples:

a) Insulting or threatening behaviour directed at another person, e.g.,

referee, timekeeper /scorekeeper, delegate, team official, player, spectator; the

behaviour may be in verbal or non-verbal form (e.g., facial expression, gestures,

body language or body contact).

b) The interference by a team official in the game, on the playing court or

from the substitution area, or a player destroying a clear chance of scoring, either

through an illegal entry on the court or from the substitution area.

c) If during the last minute of a game the ball is out of play, and a player

or team official prevents or delays the execution of a throw for the opponents, in

order to prevent them from being able to take a shot on goal or to obtain a clear

scoring chance; this is considered extremely unsportsmanlike, and it applies to any

type of interference (e.g., with only limited physical action, intercepting a pass,

interference with the reception of the ball, not releasing the ball).




d) If during the last minute of a game the ball is in play, and the

opponents, through an action falling under, prevent the team in possession from

being able to take a shot on goal or to obtain a clear scoring chance; this is not just

to be punished with a disqualification; a written report must also be submitted. 1.11. PENALTIES

Penalties are given to players, in progressive format, for fouls that require

more punishment than just a free-throw. Actions directed mainly at the opponent

and not the ball (such as reaching around, holding, pushing, hitting, tripping, and

jumping into opponent) as well as contact from the side, from behind a player

or impeding the opponent's counterattack are all considered illegal and are subject

to penalty. Any infraction that prevents a clear scoring opportunity will result in a

seven-meter penalty shot. Typically the referee will give a warning yellow card for an illegal action;

but, if the contact was particularly dangerous, like striking the opponent in the

head, neck or throat, the referee can forego the warning for an immediate two-

minute suspension. A player can get only one warning before receiving a two-

minute suspension. One player is only permitted two two-minute suspensions; after

the third time, they will be shown the red card.

A red card results in an ejection from the game and a two-minute penalty

for the team. A player may receive a red card directly for particularly rough

penalties. For instance, any contact from behind during a fast break is now being

treated with a red card. A red-carded player has to leave the playing area

completely. A player who is disqualified may be substituted with another player

after the two-minute penalty is served. A coach or official can also be penalized

progressively. Any coach or official who receives a two-minute suspension will

have to pull out one of their players for two minutes.

CHAPTER – IV

TEACHING METHODS, TACTICS AND TECHNIQUES

METHODS OF HANDBALL

1. METHODICAL INTRODUCTION

Physical education teachers and instructors are expected to have great

experience in their work with children. It would be desirable to have trainers with

extensive experience in teaching. A teacher at school must deal with the problem

of how to teach children the basic technical and tactical elements of the game. To

teach - means to conduct regular training which should result in learning a

particular subject.

Teaching is the method chosen by a teacher of using various measures to achieve

The objective:

1.1. The Rules of Teaching

1.2. Methods of Teaching

1.3 The Forms of Teaching

1.4. Steps or Stages in Teaching a New Element

1.5. The Rules for Teaching Beginners




1.1. THE RULES OF TEACHING

The standards of a sensible, didactic process in a course of teaching are called

rules.

The basic rules are as below:

1.1.1. The Rule of Visual Teaching

1.1.2. The Rule of Regularity

1.1.3. The Rules of Awareness and to Be Active in Learning

1.1.4. The Rule of Step By Step Teaching

1.1.5. The Rule of Versatility

1.1.6. The Rule of Fixation

1.1.1. The Rule of Visual Teaching is mainly accomplished by the demonstration

of a particular move and by arousing an interest in it which will encourage the

pupil to perform the demonstrated exercises.

1.1.2. The Rule of Regularity means a permanent and correct repetition of the basic

technical and tactical elements. A new exercise should relate to the previous one

and will be a preparation for the more complex elements.

1.1.3. The Rules of Awareness and To Be Active in Learning are closely interacted

and they have a vital impact on the results in training. Each player should know

and understand the meaning of the performed exercise and its implementation in a

game.

1.1.4. The Rule of Step by Step Teaching demands a variety of exercises from a

teacher/coach. One must remember that the material to be taught must be suited to

the level of the players.

In teaching youths we have to keep in mind the following rules:

1.1.4.1. Developing a simple element into a complex one

1.1.4.2. Developing an easy element into a difficult one

1.1.4.3. Developing the known elements into the new ones.

1.1.5. The Rule of Versatility a teacher must prepare the youths for performing

various tasks. This refers to the fitness preparation as well as the technical and

tactical performance.

1.1.6. The Rule of Fixation is dependent on a permanent repetition of the technical

and tactical elements. Continuing the repetition we can produce the required

behaviour which is essential in a game. A lesson includes the rules, methods and

forms of teaching.

1.2 THE METHODS OF TEACHING

The methods show us how to act in order to achieve the required task.

There are some methods used in the process of moulding behaviour.

1.2.1. Analytic Method

The analytic method is a method of dividing the movement to be taught

into particular elements. Having learnt these elements they are then incorporated




into the whole exercise. The method is useful in teaching the difficult elements of

movements in regard to the techniques and tactics of a game.

1.2.2. Synthetic Method

The synthetic method is the most natural form of teaching in where we

teach the whole move.

1.2.3. Complex Method

The complex method is one which embraces the previous two methods.

Part of the element is taught using the analytic method.

1.3 THE FORMS OF TEACHING

The basic forms are as follows:

A. The form of Games and Pre-Games

Different forms of games and pre-games are mainly used at the early stages

of teaching.

B. The Strict Form

The strict form is an essential form in teaching sport games. A teacher,

using this form, chooses trainees, the directions of passing the ball and changing of

the positions. Exercises are provided without an opposing team which is an

important feature of this form.

C. The Form of the Fragments of a Game

All exercises involving opponents are practised in fragments of a game.

This form is used when teaching techniques as well as tactics.

D. The Form of a Game: Simple, Educational and Basic

A simple game is used for beginners. In this type of game only those rules

are being followed which are connected with previously taught technical elements.

This results in a smooth flow of the game and the youths can enjoy the scores.

During an educational game we perform the technical or tactical elements which

have already been taught. Certain rules which must be abided by during the game

are established by the teacher or coach. The basic form of the game is played

according to the rules. It is a test in which one can verify to what extent the

techniques and tactical elements have been learnt.

1.4 THE STAGES OF TEACHING A NEW ELEMENT

When teaching a new element a teacher should follow a certain order. This

can b divided into three stages:

A. The Stage of Generalization

Demonstration and verbal explanation are used during the stage of

generalization. We emphasize on the most important features of the particular

exercise and mistakes which might arise during performance. The central nervous

system is being stimulated by verbal as well as visual factors.

B. The Stage of Concentration

During the stage of a concentration a particular element is performed and

the teacher eliminates the errors. The central nervous system is being affected just

by stimuli vital for the taught element.




C. The Stage of Automation

In the stage of automation taught the elements are being implemented. At

the beginning of this stage the form of fragments of the game are introduced.

1.5 THE RULES FOR TEACHING BEGINNERS

The basic rule for working with children is not just to transform the training

techniques used with adults. We must also remember that lessons and a game have

to be shorter than in advanced groups effort has to be adjusted to the level of a

group various exercises should be used equipment should be appropriate for the

physical condition of a particular group at least 1/3 of the exercises should be in

the form of games and pre-games a group must be under permanent medical

control.

A PHYSICAL EDUCATION LESSON

The teaching programme is implemented in the form of a lesson. Each

lesson lasts45 or 90 minutes and consists of three parts:

1. Introduction

2. Main part

3. Conclusion

The subject of the lesson is arranged according to a plan which is called a

lesson schedule. Correctly arranged lessons should provide a complete fulfilment

of the didactic subjects.

They are as follows:

1. Teaching of new elements/exercises

2. Improving known elements/exercises

3. Control and assessment

A LESSON DRAFT

The schedule is a framework for introducing relevant exercises. A prepared

set of exercises is called a lesson draft. Any training session ought to be based on a

lesson draft. The lesson draft is presented below in its standard form:

PartPartPartPart----IIIIIIII TECHNIQUE OF HANDBALL

GENERAL REMARKS Technique is the basis of any team sport. The technique is a skill which is

necessary to perform a game. The technique is conditioned by motoric abilities of

players and the frequency of exercise repetitions. The exercise repetitions should

provide fast and almost automatically performed activities. If the players have

good technique, they will pay more attention to team work and properly performed

tactical tasks during the game.

A player is considered to be capable of playing handball if he can:

1. Run fast and on purpose.

2. Change his direction of movement.




3. Catch and pass a ball in any directions regardless of the speed he is

running at Shoot from any situation.

4. Free himself from an opponent.

5. Move on the court with a ball.

6. Co-operate with other players.

Considering activities which are performed on the court, handball technique is

dividing into:

1. Catching the ball

2. Passing

3. Shooting

4. Dribbling

5. Feint movements

6. Offensive and defensive movement

7. Goalkeeper’s technique

1. CATCHING THE BALL

Fig. 1 Position of hands while catching a ball

1. General Remarks

Catching the ball is an essential technical element in handball. Accurate

catching is very important and ensures a fast, smooth and efficient game. Catching

the ball with two hands is the best method. In some situations one can use one

hand with the help of the other hand before passing or shooting. So-called “putting

down” a ball is rarely used.

The “softness” of catching the ball is another feature of catching. Fingers must

be relaxed and properly placed on the ball providing shock absorption during

impact. An additional element, which is important while catching, is the speed of

movement and the proper positioning of a player in regard to the path of a ball.

There are some positions:

1. Frontal position, rarely used in the game

2. Sideward, quite often used in the game

3. Backwards almost facing the path of the ball

4. The most frequently used position in fast attack

5. Emphasis should be placed on teaching the last two positions.

2. Various Catching Methods

In handball there are the following methods of catching the ball:




1. Upper

2. Half-upper

3. Lower

4. In midair

5. After bounce

6. From the ground

7. With the help of the other hand

8. putting down a ball

2. PASSING

1. General Remarks

This is one of the basic, technical elements. A pass must be accurate, fast and

tactically useful. Accurate pass, so that a player has no problems when catching the

ball.

Fig. 1 Position of hands while catching a ball

A decision to whom a pass should be directed depends on the player’s

position in a particular situation. A pass should be directed to that player, whose

position may menace the opponent.

2.1 Types of Passing

Depending on the particular situation we pass:

1. Standing

2. While running

3. With jump (preliminary stride)

4. With vertical jump

In regard to performance we divide passing into:

One hand pass

1. upper

2. half-upper

3. near hip

4. lower in particular situations

Both hand pass

1. Upper

2. Half-upper

3. Lower

TEACHING OF CATCHING AND PASSING

1. General Remarks

Both elements are taught together. We start with the one hand half-upper

catch and pass, then we teach the other more complicated movements. Thus at the

beginning we teach the easy elements that are often used in game. Both right and

left hand catching and passing must be practiced. When teaching how to catch the

ball, we must remember that players...




a. Should keep their eyes on the ball until they have caught it.

b. Must spread their fingers, inner palms to the ball, and slightly bend their

elbows.

c. While catching the player must assume a posture required to pass.

d. Should always move to the ball, without waiting.

e. Should not correct the catch.

Teaching how to pass we remember

a. To pass with the right and left hand.

b. That passing should be as simple as possible, without additional moves.

c. That the ball must be passed in front of a player, taking into account the

player’s speed.

d. That the pass should be performed while running.

e. To practise short and long passing, taking into account the particular

situation on the playing field.

Teaching the said elements, we often find the following mistakes

a. While catching:

b. Wrongly

c. Lack of shock absorption

d. Overleaping forward

e. Wrong position of hands

f. While passing :

g. Passing behind, instead of in front of a player

h. Passing too hard

i. Lob passing

j. Swinging a passing arm too wide

When teaching the catch and pass elements we should begin with the easiest

form sand then go into more complex ones. Basic forms of teaching ought to be

implemented.

a. In the form of games and pre-games.

b. In the strict form.

c. In the form of fragments of a game.

d. Playing the game.

4. SHOOTING

Shots are one of the most important elements of handball. They are vital

elements that decide the scores. While shooting the muscles of the lower and upper

limbs, pelvic region and trunk are extremely engaged. One can assume that

shooting is performed similarly to passing, but with a stronger action of the trunk

and upper limbs. The shot power is conditioned by the distance and hand action

time on a ball. The greater the distance that the hand on the ball covers in the time

unit the stronger the shot will be (a ball reaches a higher velocity) performed. The

names of shots have been derived from the way the players move on the court and




the position of his/her body to the ground. In handball there are the following

shots:

1. Shot in Place.

2. Leaning Back Shot.

3. Vertical Jump Shot .

4. Stride /Jump Shot .

5. Shot While Falling.

6. Situational Shots.

1. Shot in Place

Fig. 2 Shot in Place

2. Leaning Back Shot

Fig. 3 Leaning Back Shot

3. Vertical Jump Shot (Fig.4+5)

Fig. 4 Leaning Vertical Jump Fig. 5 Vertical Jump Shot

The analysis of a vertical jump shot from the bio-mechanics point of view, allows

us to say that

a. For a jump shot (long jump) the best take-off angle is 45% so that a player

covers the greatest distance.

b. For a vertical jump shot the best take-off angle is 90%, a player can then

jump the highest.

c. The quality of a jump always depends on its initial velocity.

4. Stride Jump Shot (Fig. 6)

This shot is mainly used by the offence players during a group tactical

attack. The performance of this shot is preceded by a cross-legged jump or a jump




towards the goal. Correct performance of the shot, and particularly the position of

the trunk and proper co-ordination of arms and legs make it the one of the

strongest.

Fig. 6 Stride Jump Shot

5. Shots While Falling (Fig.7+8)

These are used during a game and while performing penalty shots. During a

game (competitions, training sessions) the shots are mainly performed by the pivot

and wing players. A pivot player performs the shot facing backwards, forwards,

right or left sideways the goal.

Forward Position

A player is on one foot or both. Leaning his/her trunk forwards before

falling is performed without bending the hips. Up to the moment of losing balance,

the ball being held in both hands, he/she brings it sideways at the level of the head

or shoulder, twisting his/her trunk at the same time. Then the ball is carried with

one hand, the other directed forwards is ready to absorb the impact while falling.

The throw, which is the final backward move of the hand, should be executed at

the very moment, when the player’s body is at an angle of 40 % to the ground.

Simultaneous, fast, straight move of knee joints provides extra ball velocity.

Fig. 7 Shot While Falling - Forward Position

Backward Position

In this case, where there is only one defender near a pivot player, the

method of attack depends on the position of the defender. If he is on the right, the

pivot player performs a half-turn to the left making the shot while falling (Fig. 8).

If the defender is on the left, one should perform a half-turn around the right

shoulder.




The shot can then be performed using the following technique - a player takes-off

from his right leg and throws the ball using the right hand, or he takes a step onto

the left leg and shoots towards the goal. The most difficult form of the above throw

is to combine it with a vertical jump shot. The throw is quite often performed by

the players playing in the pivot or wing position. From the position of a pivot

player the jump shot while falling can be executed forwards to or sideways from

the goal.

TEACHING OF SHOTS

Shots involve more difficult and complex techniques as compared to

passing and catching the ball. Therefore we teach most shooting techniques using

the analytic method. We teach them while moving. Their efficiency depends on the

ball’s initial velocity. Thus we teach shooting moving slowly at the beginning of

the learning process and gradually increasing the speed up to maximum. The

direction of shot is roughly described, but after many repetitions we fix particular

areas of the goal for the precision of targeting. At all times we emphasize correct

performance.

Practising the shots, the players must pay attention to the following features:

1. To perform a strong shot, it must be executed by the trunk, arm and wrist.

2. A shooting player should fake the opponent.

Fig. 8 Shot While Falling - Backward Position

4. DRIBBLING

After receiving the ball and before dribbling a player holds the ball with

both hands. The ball is being dribbled sideways at hip level. Bouncing on the

ground is performed by the combined action of the elbow and wrist joints. The

angle of the bounced ball depends on the speed that the player is moving at. The

faster the run the more the angle becomes obtuse. If an opponent comes closer, a

player must lower his position as well as the dribbling, protecting the ball from

being taken by the opponent (Fig. 9, 10).




Fig. 9 With an opponent Fig. 10 Without an opponent

6. FEINTS

It is a technical element which enables an attack player to free himself from

a defender in order to:

a. Get a better position for shooting

b. Pass

c. Run into the space for receiving the ball

A feint consists of one or several movements which are similar to running, passing

or shooting, followed by the performance of the real action. Based on actions

performed by players, they are generally divided into:

Body feints are performed mainly by using the trunk and legs. While

feinting, a player may or may not have the ball, thus they are devided into:

1. Body feints with a ball:

Body feints with a ball are used to:

a. pass by the opponent, attracting another defender, then to pass the ball to a

player who as a result of that action is better placed to make a shot

b. Free the throwing hand from the opponent

2. Body feints without a ball

The said feints are used to free the player from the opponent and to get a better

position for receiving or passing the ball. The feints are performed by attack

players who are facing or have their backs to the defenders.

2. Ball Feints

An offence player distracts the defender by performing a body feint in combination

with either feinting a shot a pass. Regarding these actions we divide ball feints

into:

a. Feinting a shot

Feinting a shot is to provoke a defender to react in such a way as to enable the

attack player to implement one of the following actions:

1. Passing by the opponent and performing a shot

2. Feinting a shot - initial movement by indicating a shot and then performing

the shot in another way

b. Feinting a pass




Feinting a pass is used to deceive an opponent so that one of the actions

below can be carried out:

i. Passing by the opponent and performing a shot

ii. Passing by the opponent and passing the ball to a fellow player

iii. Passing the ball to a fellow player

The first action can be used in group tactical attack, the other two actions during

fast attack.

3. Performance of Feints

Regarding the performance of both body and ball feints we distinguish between:

1. Single Forward Performance

2. Double Forward Performance

3. Single Backward Performance

4. Double Backward Performance

5. Single Forward Performance

This performance is especially used by the pivot and wing players. There are

some variations, but all the feints are performed to the left and passing by an

opponent to the right and vice-versa. A player feinting to the left takes a small step

to the left front, placing at the same time the body weight onto his left foot (a ball

close to the body).

Then he pushes his left foot against the ground and crosses it with his right,

passing by the opponent. He then takes off from his left foot and performs a jump

shot or dribbles and then shoots. If the opposing team uses the zone defence, the

feint is widely used by pivot players, and then by wing players. All the players can

use it while screening each other.

A. Double Forward Performance

This performance is similar to the single one, but the feinting player fakes

twice, e.g. right, left and then runs away to the right. In executing this feint both

feet are on the ground, only the body weight is shifted from one foot to the other as

well as bending the trunk.

B. Single Backward Performance

This action is performed by a player who has the ball, with his back towards

the opponent. He imitates a move to the right with his right foot combining this

with a body bend turn action. Then he performs a half-turn to the left and,

depending on situation, takes off from the left foot executing a jump shot or he

passes with a bounce. This feint is widely performed by pivot players and while

screening each other all players are with their backs to the opponents. In such

situation an attack player with the ball, being far away from the goal, bounces

feinting and then finishes the action by shooting or - if attacked by a defender -

passes the ball.

C. Double Backward Performance

Performed similarly as a single backward pass, but a feinting movement is

performed twice (e.g. right, left and passing by to the right).

l. Both Feet Jump Feint




A player (usually a pivot player) performs a jump onto both feet keeping them on

the same line. The distance between the feet is wider than the hips width. The body

position is lowered by bending the knees and leaning forwards (Fig. 11) If passing

by is performed to the right, so the attacker jumps onto both feet simultaneously or

first the right then the left foot, and leaning the body to the left. Then he pushes the

left foot against the ground and runs away to the right, performing a shot towards

the goal. Running away to the right, a player makes two or three steps being sure

he has his back towards the defender while passing him by (Fig.12). The said form

of performing the first stage of the feint allows a player to run in the opposite

direction. He runs moving his hand behind a defender, making a step forward with

his right foot, then he takes a step with his left foot, takes off and executes the shot

(Fig.13).

Fig. 11

Fig. 12 Fig. 13

TEACHING OF FEINTS

In handball training feints are often neglected. A player who begins

learning feints should already have a certain flexibility, which is developed by

means of various exercises (with and without a fellow player or using equipment).

Holding a ball in one hand is a very important skill, which is useful in learning

feints. Players who cannot get a one handed hold of the ball have limited

possibilities in learning feints. It is very important that a feint is followed by a

movement resulting from a defenders wrong reaction, e.g. passing by a defender

and shooting or passing to a fellow player, who is in a better position to shoot. A

feint without taking advantage of a wrong reaction is useless and often hampers

offensive action.

Most frequently committed mistakes: performing a fake too far from a

defender (about 1m, it is the proper distance), shifting the body balance (the centre

of gravity) too far (the first step made wider than should have been, it hampers and

often makes it impossible to perform a proper action), holding the ball far from the




player‘s body but close to the defender, a feint too slow. Auxiliary exercises,

games and pre-games used in teaching feints should include a repertoire of many

movements involving leaning the trunk and dodging etc. The majority of feints,

despite their complex movements, can be taught by the synthetic method.

A PLAYER‘S MOVEMENT IN OFFENCE AND DEFENCE

A player moves in attack in order to...

1. Gain space.

2. Free him/herself from an opponent.

3. Gain a better position for performing an offensive action.

4. Create for a fellow player a better position for performing an offensive

action.

To achieve these goals a player can use various methods of moving on the

court. Depending on the particular situation, there are some basic ways of moving:

a. Running

b. Starting

c. Running and changing the rhythm

d. Running and changing the direction of running

e. Stopping

f. Pivot in place and while running

g. Jumps

Regarding the position of players in group tactical attack we call them: centre

players, wing players and pivot players. Each player in his particular position

should learn various ways of moving, which are essential for his/her particular

position.

1. Individual Defence Elements

At the end of the sixties the teaching of the defence formation game was

emphasized. It was noticed that much could be done in that regard. In modern

handball a player must possess a high level of motor skills, tactical thinking, fast

reaction, anticipation of certain situations and counteraction to the opponent’s

intention.

2. Individual Defence Technical Elements

a. Posture

b. Drawing step

c. Jump-in, jump-off

d. Run-up

e. Running backwards

f. Stopping and changing the direction of running

g. Reaction to feints

h. Interception of the ball

i. Blocking the ball

j. Stealing the ball




3. Stealing the Ball

This element can be performed while dribbling and during a shot. The

stealing movement should be performed while the opponent bounces the ball

against the ground. The stealing hand must get the ball in midair. The stealing

player gets the ball or it goes out.

4. Screening the opponent without a ball

A defender should start the action by studying the opponent. If the defender

already knows his opponent’s skill and style of playing, he can then screen

successfully. Otherwise he must learn this during the first minutes of a game and

then must create an individual tactical plan. This is very important while screening

in a defence formation as well as in combined defence. If the team performs zones

defence, screening a player without the ball is performed by hindering him/her

from running into the middle of a zone. Hindering consists of blocking the path of

the opposite team player. Stopping or delaying an offensive player from moving

into his/her position is used to interrupt the opposing team’s action.

When screening the opponent without a ball, the defenders, regardless of the

defence formation, perform two tasks:

1. They perform the so-called “screening at the ball”, thus they hinder the

opponents from catching the ball

2. They make it impossible for the opponents to perform screening.

5. Screening with the ball

It is a very important task, because the player with the ball is more dangerous.

When the attack player is dribbling towards the goal, the defender should position

him/her so as to force the offense player to the side line of the court. A defender

takes up a position in relation to the dribbling player (centre right or right wing) so

that he/she hinders his/her way to the middle with his/her right shoulder. Running

beside the dribbling player, the defender takes a position from inside the court,

forcing the dribbler more and more to the corner. We will also describe the

position of a defender, when an attack player is in front of the goal. A centre player

should be screened close to his shooting hand. If a feint is performed to the right

and passed by to the left, a defender will be close to the shooting hand and an

offence run away is not a threat. If a feint is performed to the left, the attack will be

screened from that side (Fig. 14).

Fig. 14




A defender should jump towards the attacker, so that both players’

shoulders are parallel to each other. This is in accordance to the said defensive

action (an attack towards shooting hand) and is particularly useful to the left

handed left centre player (right hand shooting - left foot advanced and vice-versa).

It is very important for defenders to cooperate with the goalkeeper while

screening. In this case the “short corner” must be safe. A ball thrown towards the

goal should be blocked by a defender. If shots are performed from the centre player

position, the defenders and the goalkeeper cooperate as to which side of the goal is

screened. Usually, it is the corner closer to the shooting hand. Screening a pivot

player in front of the goal area is one of the most difficult tasks. The technical skill

of the attack player influences the performance. If a player shoots half turning to

the left while falling, the defender ought to be at the left side. If the defender has to

deal with a more versatile player, he must screen him very closely, controlling his

movement in order not to let him get the ball. In such a situation the other

defenders are to help in screening (Fig. 16). Wings should be screened within a

distance, where they cannot play efficiently. A screening player should concentrate

on his/her defensive task.

Fig. 15 Fig. 16

TEACHING OF INDIVIDUAL DEFENCE

The elements of individual defence can be used in all defence formations and

should be emphasized in teaching. The defender’s skill is often neglected by

coaches and fellow players. This often results in poor defensive playing. In fact

defensive exercises are not attractive and they are more strenious than offensive

exercises, but they must be practised in the course of training. Most frequent

mistakes observed:

A. Improper defence posture (usually straight knee joints and a small distance

between feet);

B. Rarely performed individual defence elements such as stealing and

blocking the ball - not tough enough and slowly initiated attack against a

player with the ball.

While teaching individual defence in a pre-game form, we should include

exercises, where the drawing step and the other forms of moving in defence

formation are used.

THE GOALKEEPER

1. General Remarks




A goalkeeper greatly influences the game and the final result. Playing as a

goalkeeper requires a lot of physical and mental efforts. A goalkeeper must be very

fit, bold and self-controlled. His actions are not only limited to defending the goal.

The goalkeeper also takes part in a game, when he sparks the fast attacks, co-

operates with defence and prevents the opposing team’s fast attacks.

This variety of tasks call for a versatile preparation of the goalkeeper in:

A. Technical,

B. Tactical,

C. Physical conditioning.

2. The Goalkeeper’s Play

The basic elements of the goalkeepers play are:

Posture

Moving

Using hands (upper balls)

Using legs (lower balls)

Using trunk

Putting the ball down

Posture and Moving

A goalkeeper’s posture should provide instant movement. The goalkeeper

stands with his feet apart and his knees slightly bent. The distance between his feet

is approximately not less than 30 cm. This posture enables him to move rapidly

one foot sideward (or obliquely front) to get a lower ball. The body weight should

be placed equally on both feet (instep) with the body slightly bent forwards, head

up, eyes kept on the ball. The arms should be bent at the elbow-joints, palms at the

chest or head level, elbows sideways. This arm position allows the goalkeeper to

intercept the ball at various heights as, in that position; the hands have the shortest

distance to the ball in any direction (Fig.17).




Fig. 17 Fi.18

Some goalkeepers lower their arms close to the thighs. This position,

however, does not often work, especially when the ball is being thrown from a

close distance and above the goalkeeper’s head. When the ball flies near the head,

the goalkeeper defends by swinging his hand and bending the trunk (the ball near

his left ear, bending to the right, simultaneously lifting the left hand). The said

posture should be performed, when the attack player is in front of or slightly

sideward to the goal. Variations of this basic posture are related to the goalkeeper’s

particular physical condition and features. They can be used if they do not affect

the defence efficiency. Among the most often committed mistakes we might find:

1. Too lowered posture

2. The trunk bent too far forwards

3. Knee-joints and elbow-joints entirely straight

If a wing has the ball, a goalkeeper should change his/her posture. Defending a

shot from a long distance, the goalkeeper stands close to the goal post, and lifts

his/her arm close to the goal post with the other arm lifted to the chest level. The

body weight is mainly shifted onto the foot close to the goal post, this allows the

goalkeeper to defend the shots directed towards the “long corner” (Fig. 18). When

defending the shots from a short distance, the goalkeeper lifts both his feet together

(Fig.19).

When defending the goal, a goalkeeper moves in any directions and in

various ways. Moving from one goal post to another, he uses the drawing step or

its particular variation-jump-to, and sometimes running (Fig.20).

B

Fig. 19 Fig. 20




Balls which fly above the hip level are caught by the goalkeeper or stopped

with the trunk. Strong and surprising shots are rebounded with one hand, as there is

not enough time to catch them. He/She catches weak shots executed from a

distance with both hands. When defending with one hand or with both hands, a

goalkeeper usually either lunges forward or jumps to the flying ball as he/she

stretches the elbow-joint and stiffens his/her palms and fingers (Fig. 21)

Fig. 21

Balls which fly below the hip level are defended with legs and hands. The

goalkeeper stops low, close flying balls with the inner part of his foot or shin, after

taking a stride towards the ball. To get the same balls, when directed to the goal

corner, a goalkeeper performs a wide stride or splits, stretching his arm above the

leg and parallel to it. The foot of the defending leg is perpendicular to the shin and

with the heel supported on the ground, the trunk leans towards that leg, increasing

the hand range (Fig. 22).

Fig.22 Fig. 23

This defending technique is either used while shooting from the front or

shooting from the wings, but in that case a goalkeeper acts in a perpendicular

direction to the goal (Fig 23).

When defending against a bounce shot a goalkeeper should lunge front-

sideways, protecting with one hand or both hands the supposed path of the ball

after it has bounced on the ground. Hands facing obliquely to the ground.

Advancing the leg sideward allows the goalkeeper to defend the ball immediately

after being bounced on the ground; delay in defending, when the ball is further

from the place that it has bounced, is more difficult, because the path of a ball after

bouncing depends on many factors, so that direction is difficult to foresee. While

defending splits one should not support a hand against the ground. Low balls

should not be defended by a flying save, because defending with a leg takes a




shorter time compared to the flying save. Another disadvantage of the flying save

is, that it delays the initiation of the fast attack. Moreover any flying saves results

in diminished strength and there is a risk of injury. Low shots between the

goalkeeper’s legs should be defended by twisting the shin outwards and bringing

the heels together by bending knees and putting the ball down. If the shot between

the goalkeeper’s legs is being executed at the moment when the goalkeeper has

already performed the lunge sideways and has lowered his/her position, one should

stop the ball with both hands and fingers facing downwards. One should not react

too early to the shooting player’s feints and movements, so as to be able to react

fast enough to the changing direction of the shot. A goalkeeper should react in the

very moment, when the ball is being released. In some situations, the shots are

being defended with the goalkeeper’s trunk, so he/she should wear proper

protective equipment.

3. Grip and Pass

A goalkeeper always tries to catch the ball with both hands or to put it

down, because in this way he/she can start the fast attack. However this form of

defence should not be emphasized while defending very strong or surprise shots,

because one can easily fail. Effective fast attack can be initiated after precise and

immediate passing of the ball forwards to a distance of 20 - 30 m. Thus, during

goalkeeper training, a lot of time should be spent on learning the said technical

element regarding the two forms of passing the ball for fast attack. The first form

involves a goalkeeper throwing the ball strongly at first to the wings who are at a

safe distance from the withdrawing defenders. In another form, a goalkeeper lobs

the ball high so that it can drop down exactly. The latter form is mainly performed

to the player who is running in the middle of the court when, between the

goalkeeper and the running player, there is a player who wants to intercept the ball.

In both these cases timing the thrown ball to the speed of a player who begins a

fast attack is a vital element. A goalkeeper passes the ball immediately, or after

running to the goal line, watching - at the same time - the court, in order to judge to

which of the fellow players the ball should be passed. If the opposite team’s

goalkeeper has run forward to steal the ball, the goalkeeper can directly throw the

ball into the opposite team’s goal in an attempt to score. In a situation, when the

pass to initiating fast attack may result in losing the ball, the goalkeeper should not

attempt it and pass the ball to one of the nearest fellow players.

4. Physical Conditioning

The goalkeeper’s physical conditioning should consist of flexibility

exercises (bending, twisting, swinging, lunges and so on), strength-jump exercises,

speed and acrobatic exercises (forward and backward somersaults, jumps over

obstacles, etc).Proper training and the knowledge of various exercises will develop

the goalkeeper’s motor skills.

1. Exercises for increasing the range of joints movements:




a. Arms circulation,

b. Legs swinging, sideways, backwards and forwards,

c. Trunk circulation, bends and trunk twisting.

2. Fast stand-ups from a sitting position and prone and supine positions.

3. Fast change from supine into prone position.

4. Running forwards, every few steps fall prone onto hands, quick stand-up and

vertical jump.

5. Forward and backward somersaults.

6. Squat while running, vertical jump and arms sideways.

7. One-leg skipping, swinging another leg in different directions.

8. At wall-bars legs swinging - backwards, sideways.

9. Both feet skipping, vertical jump, legs askew, back to initial position.

10. From supporting (with hands) squat sideways kicks in fast tempo.

11. Loose running, jump onto both feet - astride, sideways trunk leaning touching

the ground with a hand.

12. Vertical jump, then (on signal) assuming half-splits.

13. Forward somersault, assuming half-splits, back to the squatting position,

backward somersault and assuming half-splits with another leg.

14. From standing position forward somersault, then vertical jump, sideway

swinging of lower limbs - hands touch feet.

15. Standing in the goal, right leg swings and touches the right corner and

beginning with left leg assuming half-splits towards the left goal-post. (Fig. 24)

16. In squatting position, moving to the right, left, then vertical jump, legs astride,

fingers touch the foot, back to starting position.

17. Hurdle sits, dynamic twist-bends.

18. From position on the goal line, quickly standing up, touching upper left goal

corner, then right and back to the prone position.

19. Drawing, step in squatting position, 3m to the right and left.

20. While running forwards, assuming the goalkeeper posture, and on signal – half

splits to the right, left, jumps to the balls right, left.

Fig. 24

The following exercises are performed on the ground using balls:

1. Forward somersault on the mat, after which a goalkeeper receives the

ball from the coach, then passes it back. The same exercise is performed after

backward somersault.




2. The same exercise, but the ball is passed sideways. A goalkeeper stops

the ball with a foot performing half-splits.

3. The same exercise, but the ball is passed higher. A goalkeeper stops it

with a hand.

4. The position as for push-ups, defending a low ball from left or right side.

Back to the position (Fig. 25).

5. Prone position on the bench, which is at an oblique angle (the

goalkeeper’s feet fixed under the wall-bars),the coach throws 6 - 8 balls to be

defended with hands.

6. Kneeling position, arms sideways, defending low shots

(Fig. 26)

7. In supine position, body supported on both hands, defending a half-upper

shot from the right side with the left hand, and vice versa.

8. Marching in a kneeling position supported by the hands, defending shots

within arm and leg range.

9. Marching in a squatting position, defending low shots with legs.

10. Jumps in a squatting position. The coach throws the ball low or high.

Defending with a leg or jump-up.

Fig. 25

Fig. 26

5. The Game Tactics

A high level of handball requires top physical fitness and skill from the

goalkeeper as well as a knowledge of the game tactics in the goal. The rules are as

follows:

a. A goalkeeper must watch the game

b. A goalkeeper must carefully watch the opposite team players and the whole

game

c. One must not react to fakes

d. A goalkeeper should take such a position so as to diminish the angle of

shooting

The goalkeeper’s playing tactics are divided into:

a. Taking a Position During the Game




b. Defending in the Situation “tête-à-tête”

c. Taking a Position While Defending free shots

d. taking a position while defending penalty shots

e. taking part in defence before a fast attack

f. co-operation with defence formation during the opposing team’s tactical

attack

g. changing the goalkeeper

The Goalkeeper’s Position During the Game

A goalkeeper changes his/her position in front of a goal in response to the

position of the player with the ball, in this way he/she is always facing the

approaching ball. When changing his position, he/she must move along a

semicircular line, the centre of which is about one metre from the goal line (the

goal). A goalkeeper must always be on the move. From his/her position in front of

the goal, he/she moves towards that goalpost, which is closest to the so called

„short corner of the goal“ - the path of the ball is shorter to that corner. A

goalkeeper stands close to the goalpost (touching it with his/her body) while

shooting is performed at a very sharp angle. A goalkeeper always knows what

distance he/she is from the goalpost and the goal line. This is not easy, because

he/she must always watch the ball. Touching the posts with his/her hands can be

useful in controlling the distance. While fellow players are performing group

tactical attack, the goalkeeper usual moves in front of the goal area, or sometimes

stands at the free shot line, or even in front of it. Such a position can prevent a fast

attack from the opponent by moving out and intercepting the ball.

While defending the goal, a goalkeeper should adjust his/her position in the

goal. This is very important when shots are performed by centre players. When the

shots are executed from those positions, a defender often screens the “short

corner”, so the goalkeeper must protect the “long corner”.

Defending in the “tête-a-tête” Situation

In the situation “tête-a-tête“ a goalkeeper can defend using the so called:

“run forward defence”. The run forward should be performed at the moment that

the shooting player finishes the hand movement with the ball. That form of defence

diminishes “the goal clearance” and in such a situation the attacker must change

the direction of the shot, but in many cases it is too late. A goalkeeper should not

run forwards when the attacker is swinging the hand with the ball. The goalkeeper,

being on the move, does not have enough time to react properly and the attacker

can lob the ball or shoot precisely into the goal. A properly timed run forward may

result in the ball missing the goal or hitting the goalkeeper. Most often committed

mistakes by the goalkeeper:

1. Running too far forwards, a lob can be executed.

2. When an opponent shoots from wings, a goalkeeper leaves the “short

corner” too early.

3. Premature reaction to the player’s feint.




4. Lifting the leg too early, while defending low shots.

TEACHING OF THE GOALKEEPER’S GAME

General and special physical conditionings are the basis of which technical

skill can be taught. Any technical element can be taught by means of various

exercises.

1. Posture and Footwork

1. A goalkeeper assumes a proper posture from various positions (from

lying position, sitting and kneeling) and after performing some exercises (after

forward or backward somersaults).

2. A goalkeeper starts from the standing position, runs a few steps, stops

(on signal) and assumes proper position.

3. Two players take the position of wings close to the goal area; they pass

the ball to each other. A goalkeeper changes his/her position and posture in

relationship to the moving ball.

4. From the goalkeeper’s posture, moving left or right to the distance of 3

m, using a drawing step.

5. The coach walks along the goal area line from one corner to the other

one. The goalkeeper follows his progress. The coach controls the goalkeeper’s leg

and hand position in the goal.

6. Three players stand in front of the goal area and they pass the ball. The

goalkeeper changes his/her position and posture in relationship to the moving ball.

(Fig. 27).

7. The same as 6, but there are five players in front of the goal area (two

wings and three centres) (Fig. 28).

Fig. 27 Fig. 28

2. Defending With Legs and Hands

1. One foot skipping, swinging another leg in different directions (and vice

versa).

2. Sideward and backward leg swings at the wall-bars.

3. Two feet skipping, jump-up, legs astride.

4. From supported squatting position legs kick sideways.

5. Slow run, fast bending to left and right legs (on signal).

6. Supine position and trunk twisting.




7. Slow two feet jumps, on signal, assuming half splits.

8. One foot skipping, turning left and right. On signal assuming half splits

to the right or left.

9. From sitting position, on signal changing to kneeling and then to half

splits right or left.

10. From sitting position, on signal changing to standing position, then

three jump ups with legs astride sideways.

11. In the goal, touching the upper goal corner (right), and left leg half

splits towards the left goalpost.

12. From lying position on the goal line, changing quickly to standing

position, touching the upper left goal corner, then the right and back to the initial

position.

13. From initial position, on signal, the goalkeeper takes a step to the left or

right, swinging one hand upwards.

14. As in 13, on signal, the goalkeeper performs a long lunge to the left or

right, with the help of his hands.

15. The goalkeeper is in the goal and a coach in the middle of the goal area.

The goalkeeper reacts to the coach’s movements, who indicate from which

position a shot will be executed. The goalkeeper reacts on signal as if reacting on a

shot.

16. As in 15, but the goalkeeper stands close to the goalpost, and the coach

in the position of a wing.

17. A position as for a push-up exercise in the middle of the goal line,

defending a low shot directed into the left or right corner, then back to the initial

position.

18. Prone position on the oblique bench (feet fixed under the wall-bars), the

coach throws 6 - 8 balls to be defended with the hands.

19. Sideward lying position on the Swedish box, hands holding the wall-

bars, balls defended with legs. The ball is to be thrown within the range of legs.

20. Half squatting position with the back to the wall-bars, hands holding the

wall-bars at the shoulder level. Defending low shots with legs.

21. From the standing position vertical jump up, legs astride, defending

with left or right leg.

22. Forward somersault from standing position and defending in half splits,

a ball thrown into the goal’s right corner.

23. As in 22, but to the goal’s left corner.

24. As in 22, 23, but into the right, then into the left goal corner.

25. The coach in the position of a wing player and the goalkeeper at the

goalpost closer to the coach. On signal the goalkeeper alternately performs either

an outer leg lunge helping with his/her hand (as if shooting into low long corner)

or lifts his/her hand obliquely up and takes a sideward step (as if shooting into

upper long corner).

26. The goalkeeper stands at the closer goalpost. The coach in the position

of a wing player executes 5 shots into the further low goal corner.




27. As in 26, but shots are executed into the further upper goal corner.

28. As in 26,27, but shots are alternately executed into upper or low

corners.

29. The goalkeeper in the squatting position, closer to the left goalpost. The

coach executes 5 low shots into the right goal corner. The goalkeeper defends in

half splits helping with his/her right hand.

30. As in 29, but into the left goal corner.

31. As in 29, 30, but shots are sent alternately to the right, then left goal

corner.

32. As in 31, but the coach executes a bounce shot. The goalkeeper defends

with the help of his/her hands.

33. The coach stands at the penalty shot line and executes strong shots into

the low goal corners (alternately).

34. As in 33, but the coach shoots into the upper goal corner.

35. As in 34, but the coach shoots into the lower corner.

36. The players are arranged in two lines at the side centre positions, they

alternately execute any shots. The goalkeeper defends changing his/her position.

37. The coach, standing at the penalty shot line, passes the ball to the wing

player. They execute the vertical jump shots, and the goalkeeper moves from the

middle of the goal to the shorter goal corner and defends the goal.

38. The players with balls are arranged every 2m along the whole goal area

line at the free shot line. They alternately execute shots. The goalkeeper quickly

changes his/her position and assumes proper posture, depending on the position

from which a shot is being executed.

39. The players are arranged in two lines at the wing positions. They

alternately execute vertical jump shots. The goalkeeper defends the goal, quickly

changing his position.

40. The players are arranged at the left centre position, alternately execute

shots into any areas of the goal.

41. As in 40, but at the centre position.

42. As in 41, but at the centre right position.

3. Passing to Initiate Fast Attack

A successful start of the fast attack depends on the goalkeeper’s fast throw. The

correct decision of the goalkeeper and a precise pass of the ball are vital elements

for a successful fast attack.

1. Passing the ball into particular areas of the court. The goalkeeper performs

10 passes beyond the court centre line trying to hit the marked circles.

2. As in 1, but this time he/she passes the ball to the players who are

arranged beyond the centre line.

3. The goalkeeper stands at the goalpost where there is a ball on the ground,

on signal he/she runs to the opposite goalpost, runs back, picks up the ball and

passes it to the approaching wing player.




4. The coach who is in front of the goal area executes a shot into the goal.

The goalkeeper, after defending, runs to the ball which is on the ground at the goal

area line, picks it up and passes to the approaching player.

5. The goalkeeper precisely passes the ball just beyond the centre line.

6. Two wing players and a defender (who tries to intercept the passed ball).

The goalkeeper, depending on the situation, passes the ball either to the left or to

the right.

4. Speed of Reaction

Reflex is mainly conditioned by genetic material, but it is possible to

improve it by training and performing proper exercises.

1. The goalkeeper faces the wall, about 2m in front of it. The coach stands

behind him/her and throws the ball in such a way that it rebounds at different

levels. The goalkeeper tries to stop it with legs or hands.

2. As in 1, but the goalkeeper stands with his/her back to the wall, as soon

as a throw has been executed, the goalkeeper turns round (to face the wall) and

tries to stop the ball.

3. The goalkeeper stands in his/her goal with his/her back to the court. The

coach , on signal, throws the ball towards the goal. The goalkeeper, on hearing the

signal, immediately turns round and tries to stop the ball.

4. The goalkeeper’s position is the same as in 3. Three players stand in

different positions in front of the goal area. Each of them has a ball. On signal the

goalkeeper turns round, and one of the players (the coach says who) executes a

shot towards the goal.

5. The goalkeeper bounces the ball hard at the wall (at the distance of 6m

from the wall). After performing a 360° turn he/she tries to catch or hit it.

6. The goalkeeper stands with his/her back to the wall. The coach bounces

the ball higher or lower. After each throw the goalkeeper turns round and tries to

stop the ball with his/her hands or legs.

7. The goalkeeper stands 5 - 6m behind 2 or 3 players who are standing

close to each other. The coach stands on the other side of the players and throws

the balls around to players. The goalkeeper tries to catch or hit the balls. The

goalkeeper cannot see the coach, so he/she does not know from which side the

throw will be executed.

8. Four goalkeepers stand in a square-like shape. The distances between

them are 2-3 m. Each of them holds a ball at the hip level. On signal they

simultaneously drop the balls and change their positions, e.g. to the right, trying to

catch the ball dropped by a fellow. The same exercises can be performed in another

way with the goalkeepers, after dropping the balls, perform splits and attempt to

put the fellow’s ball down.

9. Two goalkeepers face each other. One of them stands in the goal, another

at a distance of 3-4 steps from his mate. Both have balls. The goalkeeper in the

goal throws the ball up to the cross-bar level. In this instant he gets the ball from




the other goalkeeper. He promptly passes the ball back, then tries to catch the ball

which has been thrown up before it touches the ground.

2. TACTICAL MEANS

Handball training consists of three interconnecting spheres:

A. Development of movement abilities - physical condition

B. Practice of playing activities - technique

c. Improvement of playing skills - tactics

Tactics is defined as the choice of the most useful and the most effective

action in the given concrete situation. The higher the level of physical condition

and the greater the repertoire of technical skills, the more useful and more

successful the tactics of action can be.

INDIVIDUAL TACTICAL METHODS

What kind of opponent do I face? Is it better to pass or to move into a free

space round him? To the right or to the left? Shall I feint? I have moved into free

space and I can shoot. What kind of shot shall I choose? Where to direct the ball?

The top players have highly automated this process of decision making. This stage

is, however, preceded by a long-term process of learning, trials and errors and

successes -all during the training process and in matches. In the following

paragraphs we will focus on some practical advice for the individual action of

players.

1. Always to Be Held True.

A. Respect the rules of the game!

B. Respect your opponents and behave towards them in the same manner they

should behave towards you!

2. For the Players in Attack.

i. You must get perfectly familiar with the ball.

ii. You must take on the ball and manage it as if it were an integral part of your

body.

iii. An advantageous position is one where you can receive the pass or where you

are a threat to the opponents’ goal. If you are in such a good position, keep it. If

you lose it, try to find a new one.

iv. Permanently improve “leg work”, sudden accelerations and sudden changes of

direction of movement.

v. When moving into a free space with the ball at first use the possibility of steps

and only afterwards try dribbling.

vi. When dribbling watch what happens around you?

vii. Learn to move into the free space round a defender in various ways and from

various directions.

viii. When you are close to the opponent, dribble or hold the ball in the furthest

hand - your body should be between the ball and the defender.

ix. If possible, catch the ball with both hands.




x. Learn to catch and to pass the ball in every situation, from and to every direction

and in various ways.

xi. Try to be always in motion.

xii. Learn to pass by using the weaker hand over shorter distances.

xiii. Pass along the shortest trajectory to the height of your fellow-player’s chest! If

there is a defender, use a bounce pass or a bow-shaped pass.

xiv. Give preference to a pass to a better positioned fellow-player to your own

movement into a free space.

xv. Don’t pass to the fellow-player who isn’t watching you or isn’t expecting your

pass.

xvi. Try to learn at least two ways of shooting from each part of the shooting area!

xvii. In a match only shoot when you can achieve a goal.

xviii. Try to surprise the defender and the goalkeeper both by the way in which you

shoot and from which direction.

xix. Permanently watch the goalkeeper! In the final phase of your shot direct the

ball according to the goalkeeper’s movement.

xx. Shots thrown against the movement of the goalkeeper, shots thrown

downwards (goalkeeper’s legs are slower then his/her arms) and hitting shots are

the most effective.

3. For the Players in Defence:

a. React to the playing situations, but also try to influence them actively in

a positive way by anticipating.

b. Change your defending position and posture according to both the

opponent and the ball.

c. Move between your own goal and the opponent you are to guard. The

opponent must not get closer to your goal than you.

d. Provoke opponents to make mistakes.

e. If the opponent doesn’t hold the ball firmly, steal it.

f. Try to catch the opponent’s long and slow passes.

g. When the opponent is dribbling, try to hit his ball after the bounce, at the

moment when the ball moves up.

h. Block the shot with both arms, if possible! Don’t be afraid of the ball,

don’t dodge, don’t close your eyes.

4. For the Goalkeepers:

a. Create “a feeling for the goal” and of the correct position and posture for

every situation.

b. Concentrate merely on the ball.

c. With long distance shots rely on your reaction.

d. Don’t be afraid of short distance shots, run against them or confuse the

shooter by faking.

d. Don’t show your fear to the opponent.




f. After catching or volleying the ball give it back to the field as quickly as

possible.

g. During your own attack run away from the goal area to the field.

5. In Conclusion for All.

a. Evoke a feeling of uncertainty for the opponent! Therefore try to perform

as wide a range of activities and faking as possible.

b. Change the method of activities and faking.

c. Create your own personal style.

d. If you are not successful, seek the reasons.

e. If you are successful, don’t get complacent, you must go on learning.

GROUP AND TEAM TACTICAL METHODS

Very rarely a player acts completely individually, for example at penalty

shooting or at individual fast break of one player against the goalkeeper. Mostly

the action of one player is integrally bound to the action of fellow-players. The co-

operation of a group of players is usually called a playing combination, the co-

operation of the whole team a playing system. The playing system determines the

functions, tasks, starting positions and the operating area of all players. The more

perfect the playing system, the smaller the chance of misunderstanding amongst

the players. In common playing situations each player should know exactly what,

when and how he/she should perform. Within the rules of action accepted by the

team there should remain a certain space for individual creative solutions of

unusual situations. The choice of playing systems both in training and in matches

depends on:

1. Qualification and level of players, mainly the key ones.

2. Opponents’ playing systems.

3. Development of the match.

Consequently every team should master several attack and defence

systems, which they should be able to use favourably and change quickly

according to the situation. The ability to change quickly and fluently from an

attack to a defence system and vice versa is also very important.

1. Basis of Co-operation in Attack and Defence

The co-ordinated action of two players creates the elements of co-

operation. More complicated structures can be developed by putting together the

following elements.

The elements of co-operation in attack can be combinations based on:

Passing: the task is to pass the ball to a better positioned fellow-player

(Diagram1).




Diagram1

Changing positions (most often in the form of crossing): the task is to damage the

co-operation of the defenders by changing the attack area ( Diagram 2).

Diagram2

Screening: the task is to stop a defender from moving in a certain direction

(Diagram 3).

Diagram3

The elements of co-operation in defence can be combinations based on:

Ensuring: the task is to strengthen the defence where the ball is (Diagram 4).

Diagram4

Taking over: the task is to change the attackers being guarded without

changing the defended areas (Diagram 5).

Diagram5

Sliding through: the task is to exchange defended areas while guarding the same

attackers (Diagram 6).

Diagram6




2. Transition to Attack

In the following paragraphs we will only deal with the fast transition from

defence to attack, i.e. fast attack. We will distinguish the first wave fast attack

from that of the second wave.

The first wave attack

The target of the first wave attack is to get to a shooting position before the

opponent manages to return. The first wave includes the players who rush forth

from the defensive position at the moment of the shot or when their team regains

the ball. Most often these are the side or forward defenders. The fast attack is

initiated most frequently by the goalkeeper or occasionally by one of the field

players. He/she passes to the attacker who is not guarded and is closest to the

opponent’s goal. The first wave attackers free themselves as quickly as possible,

carefully watching the ball and if the opponent gains the ball, they immediately

return to a defensive position.

The following principles for movement and passing are to be kept:

1. Move into free space as fast as possible and fake the shortest route. If

you are guarded by a defender, try to get rid of him.

2. Keep enough distance between yourself and a fellow player, so that you

can safely pass to each other but that both of you cannot be guarded by a defender.

3. “Crossing” is useful only in the situations 2 against 2 or 3 against 3, it is

not suitable in the situations 2 against 1, 3 against 2 or 3 against 1.

4. Free yourself if you are not guarded and you are the nearest player to the

opponent’s goal or if you can’t pass.

5. Pass if your fellow-player is in a better position than you are.

6. If you get into the shooting area, still catch the ball before the free throw

line and shoot after 2 or 3 steps, preferably by jumping.

The second wave

If the players of the first wave are not able to finish their attack by

shooting, they pass to the players of the second wave, i.e. to the other fellow

players. The tasks of the second wave:

1. After losing the ball secure the area in front of your own goal.

2. Be ready to catch the pass from the goalkeeper if he/she is not able to

pass a further distance or to the first wave players.

3. Finish the fast attack with a shot if the first wave does not succeed.

So that all tasks can be fulfilled, the transition of the attackers of the 2nd wave is

rather slower in the beginning, being 10m - 15m behind the 1st wave. The 1st

wave tries to engage the defenders and if they succeed and some of the 2nd wave

attackers move freely into the shooting area, then they pass to them. When the fast

attack cannot be finished by a shot, it changes to set attack. We start by practising

the easiest situations, i.e. with a lower number of attackers and without defenders.

We make the exercises more difficult by introducing various ways of beginning the




attack (from the goal area or from the field, passing player is free or guarded etc.),

with a variation of attacks in the centre of the field (various distances and several

positions, various directions of movement, various numbers of defenders) and

varying the finish of attacks (shooting in different ways and from different areas,

changes in activities of goalkeepers and defenders). We also practise exercises

where the players must return to their own goal and fulfil defensive tasks as

quickly as possible after finishing an attack.

3. Transition to Defence

The organization of a fast return from attack to defence is the most

difficult. After losing the ball the defenders, as the attacking players of the

opponent, form into two waves.

The task of 1st wave defenders is to guard the attackers of the 1st wave and to get

into position in front of their own goal earlier than the opponent. In the 1st wave

the back court players and the wings are most often engaged unless they took part

in the finishing of a shooting combination. The situations with numerical equality

are advantageous, but the situations with numerical superiority are even more

advantageous. The defenders should apply the following principles:

1. Anticipating the finishing your own attack and be ready to return to

defence.

2. After losing the ball immediately get into a defensive position, return

more quickly than the attacker, don’t allow him to control the first long pass.

3. If you are close to the attacker with the ball, guard him closely and press

him into a less advantageous space, disturb or make his further activities

impossible.

4. If you are not guarding any attacker, then guard the most endangered

area (most often between the ball and your own goal).

5. If the attacker moves into a free space near to your fellow player and

becomes more dangerous than the attacker whom you guard, then help your fellow

player.

6. If your attacker moves into a free space and your fellow player helps,

then you take over his role.

The most important tasks of the 2nd wave defenders are:

1. Make it difficult or impossible for the attack to be mobilized from the

opponent’s goal area.

2. Return to your goal as quickly as possible and disturb the attack of the

2nd wave.

3. Finish the organization of the defence in the space in front of your goal

area. These tasks are fulfilled by the pivot and other one or two players, who have

finished their own attack. If they are near the player with the ball, they guard him

closely. Also the goalkeeper who throws the ball or throws it out from the goal

area must be guarded. In returning to defensive positions the players must follow

principles similar to those of the 1st wave. Positioned at the free throw line they

make shooting from a 2nd wave attack difficult. They then organize themselves,

together with the defenders of the 1st wave, into the chosen defence system.




Practising defence against a fast attack involves exercises similar to those used to

practise fast attack. This should, nevertheless, be preceded by exercises practising

the method and the organization of returning, without the ball.

4. Attacking Systems

Attacking Systems against Man-to-man Defence

In these systems there are no differences between the work of back court

player, pivot and wing. Attack can be realized in various ways, for example:

1. The attackers separate further from each other and try to individually

move into free space towards the opponent’s goal to catch the ball.

2. The attackers move as closely as possible to the opponent’s goal area and

use the naturally arisen screens for moving into free space. This is very demanding

on orientation and accuracy of movement in a rather small and crowded space.

3. The attackers move to the side lines, for example 3 to the left side and 3

to the right side and the goalkeeper, running into the free space in the middle of the

field, creates numerical superiority.

Attacking Systems against Zone and Combined Defence

When using this system the attackers play the roles of back court players,

pivots and wings. In the systems against combined defence there is also the

role for a man-to-man defended attacker (who can play in any of the attacking

areas).

The most often used system is that with one pivot (Diagram 7). More advanced

teams also use the system with two pivots (Diagram 8).

Diagram 7 Diagram 8

Attacking Systems in Numerical Superiority or Inferiority

In numerical superiority the systems with one or two pivots are used most

often, in numerical inferiority the system without pivot, with one pivot or against

man-to-man defence. In numerical superiority the teams usually have enough

time to prepare a good situation for shooting. A well practised shooting

combination finished from the pivot’s space is usually preferred. Numerical

superiority must not decrease the effort and responsibility of the attacker.

In numerical inferiority the teams try to keep the ball in their control until

the return of the excluded player. The activity of the team must not lose its

attacking character, so as not to give the referee a reason for taking the ball away

from them, because of passivity. Only shoot from an extraordinarily advantageous




position! Even in numerical inferiority it is possible to score (the opponent

underestimates us, he takes risks to get the ball as soon as possible etc.).

5. Defensive Systems

Man-to-man Defensive Systems

Man-to-man defence can be played throughout the field, in the own

defensive half of the field or only in front of the own goal area. Man-to-man

defence throughout the field demands that each player guards the closest opponent

immediately after the loss of the ball. Disturbing an opponent’s attack from the

very beginning is an advantage. The disadvantage is the possibility that weaker

defenders must cover stronger attackers and vice versa. If this occurs it is

necessary to make a “redistribution of attackers” during the next break in the game.

If each attacker is to be guarded by the same defender all the time, then all

defenders must return towards their goal. In a chosen area, for example at the

middle line or at the free throw line they expect the opponents and guard them.

These systems do not demand so much cooperation as the systems presented later.

Man-to-man defence is advantageous in the match against a weaker opponent or in

that part of the match, when we want to surprise the opponent or to reverse an

unfavourable development of the match.

Zone Defensive Systems

We name these systems according to the basic position of the defenders. If

all defenders have their positions at the goal area line, then it is the defensive

system 6:0 (Diagram 9)

Diagram 9

According to the method of guarding the opponent various variations of the

system can be created:

1. All defenders approach the opponent with the ball.

2. Only some defenders approach, mostly the central ones (sometimes

only the side ones).

3. Defenders do not approach. The advantage of the system 6:0 is that it is

relatively easy to practise (the positions of all players in one line facilitates

cooperation) and protects the space in front of the goal area. The system is useful

against a team with weaker shooters from the back court players’ area or when the

wings and pivot are strong players. The disadvantage is the lack of possibilities to

disturb preparatory combinations and the lack of possibilities to closely guard the

attackers shooting from a long distance. By shifting some defenders forwards from

their initial position (approx. 8 - 12m from their own goal) we can create other




forms of zone defensive systems: the most frequently used are 5:1, 4:2 or 3:2:1

(Diagram 10).

Diagram 10

For example in the system 5:1 the forward defender can fulfil the following tasks:

1. Guards the central back court players’ space and controls the activities in

the left and right back court players’ space.

2. Is responsible for the entire space of back court players, he moves

preferably in the area where the ball is.

3. Guards the space of the back court player who is nearest to the ball to

prevent him from taking the pass. The advantage of the systems with forward

defenders is the disturbance of preparatory combinations and the close guarding of

shooters from longer distances. The greater the number of forward defenders and

the greater the space they defend, the better these tasks can be fulfilled. The

disadvantage of these systems is a more difficult communication among the

defenders from various lines and the small number of defenders near the goal area.

Combined Defensive Systems

In these systems the elements of man-to-man and zone defence are

combined - some players fulfil the tasks of man-to-man defence and some the tasks

of zone defence. The most frequently used system is the system 5:0+1. One

defender practises man-to-man defence, the others practise the zone system. This

system is useful against the team with an exceptionally good player (mostly the

shooter, but it may also be the starting player). The pivot can sometimes be

defended using the man-to-man method, in this case the other defenders form the

basic defence, being a few meters further away from the goal line (system 1+0:5).

During the practice of the zone and combined defensive systems we concentrate

primarily on the three following spheres:

1. Taking up positions typical for the chosen system as well as for the

transition from attack to defence,

2. The movement of defenders while guarding attackers in their own space

with and without the ball , with a strengthening defence towards the ball,

3. Cooperation of defenders against an exchange of the positions of

attackers. At first practise in couples or groups of three defenders, later with all six

players. The role of the attackers must be included. At the beginning of the practice

the attackers must carry out set sequences of attack. During further practice the

attackers are able to gradually play more freely.




Defensive Systems in Numerical Inferiority or Numerical Superiority

In numerical inferiority zone defence, the system 5:0, is nearly always

pursued. This way the space in front of the goal area is sufficiently covered. The

defenders try to eliminate the opponent’s numerical superiority close to the ball as

much as possible by permanently moving towards the side lines. Suddenly and for

a short period the team can change the system, for example into 4:1 or 4:0+1, in

order to surprise the opponent, to disturb or to interrupt their intended combination.

In numerical superiority the zone defensive systems with forward

defenders and combined defensive systems, for example 5:1, 5:0+1 or 1:0+5, are

preferred. In the system 1:0+5 five defenders carry out man-to-man defence and

the sixth one defends the space between the ball and his own goal. If the opponent

is weaker or the development of the match makes it necessary to take a risk, it is

possible to defend with only five players (zone or man-to-man). The sixth one

waits somewhere at the middle line to catch the ball in case of the defending team

gaining the ball. When two opponents are excluded, the system 4:0+2 (4 zone and

2 man-to-man defending players) is also used.

6. An Example for the Practice of a Playing System

As an example for the practice of a playing system we choose the

presentation of a possible methodical process for the practice and improvement of

attacking systems with one pivot. The aim of the practice is to enable the set up of

an attacking system in a match, using a methodical process involving the following

four steps:

i. Taking basic attacking position.

ii. Moving into free space and passing without changing positions.

iii. Moving into free space and passing with a change of positions.

iv. Involvement in chosen shooting combinations.

Some principal instructions are also included:

a. When your team gains the ball, get as quickly as possible into the basic

position of the chosen attacking system.

b. Return to this basic position after each action.

c. If your fellow player runs into your playing area, then move to some

other area.

d. Permanently watch the ball and also the opponent’s goal! (excepting

pivots)

Step One: Taking up the Basic Attacking Position

Exercise 1: Players move and practise according to the instructions and

signals of the coach. Each player plays a certain attacking role. Consequently on a

certain signal (command, etc.) the players take their basic attacking positions.




Exercise 2: Similar to Exercise 1, but the players are in couples. The

couples move freely throughout the field. One player always plays the role of the

leader, the other simulates his movements. After an agreed signal (whistle,

throwing the ball up by the coach, etc.) all players take up their basic attacking

positions as quickly as possible.

Exercise 3: The same as the previous exercise, but each player has a ball.

The “leader” chooses various ways of moving into free space and practises with

the ball.

Note: Various suitable exercises for the simulation of the leader’s

movements (coach or fellow player), for example various forms of running,

stretching etc., can be included in the warming up.

Step Two: Moving into Free Space and Passing without Changing Positions

Exercise 4 (Diagram 1): Players are in their basic positions in the attacking

system with a pivot. Three attacking roles create a triangle.

Diagram 1

In this case there are the following formations: LW (left wing) - LB (left

back court player) - CB (central back court player) and PI (pivot) - RB (right back

court player) - RW (right wing). Each group has one ball which the players pass to

each other to the right (for the right handed players, who make so called

“unfinished” passes), to the left (for the right handed players so called

“overdrawn” passes), freely. After managing the exercises with one ball we can

add another one. This exercise is followed up with normal passes in the triangle,

but in this case the players have to adapt to the playing space and the specific

demands on the respective roles.

By using both goal areas, and when each role is doubled or tripled, we can

simultaneously engage all players present. We see to it that the players catch and

pass while moving. That means that the players have to move into free space even

before catching the ball. After passing the players return to their initial position by

running backwards in order to continue watching the ball. It is useful to mark the

initial position or, if need be, the trajectory of movement with a cone, small circle,

chalk or sticking stripe (in the hall) or with lime or a piece of rope, etc. outdoors.




Exercise 5 (Diagram 2): The ball is played in direction LW - LB - PI - RB

- RW - CB - LW and so on. The direction of the movement of the ball and the

number of balls (up to three) can be changed.

Diagram 2

Exercise 6 (Diagram 3): The order of passes is LW - LB - CB - RB - RW -

PI – LW and so on. Back court players’ fake shooting before passing, at the

beginning from the ground, later while jumping. After passing in both directions is

mastered, we can add a second ball.

Diagram 3

Exercise 7 (Diagrams 4, 5): The roles of wings and pivot are always

occupied by one player, the roles of back court players are doubled (tripled). The

ball is played in the order LW - LB - CB - RB - PI - RW (Diagram 4) and back

RW - RB - CB -LB - PI - LW (Diagram 5) etc.

Diagram 4 Diagram 5

Note: In the simplified form we can repeatedly carry out the exercises from

one side. For example in Diagram 4. RW will not pass to RB, but to the

goalkeeper, the goalkeeper to LW and he then starts another exercise.

Step Three: Moving into Free Space and Passing with Changing

Positions




Exercise 8: This exercise can follow up exercise 3. After taking the basic

positions the players dribble on the spot. After a certain signal they leave the ball

on the ground and run to other free balls:

A. To any ball.

B. Not to the nearest one.

In the new position the players pick the ball up, dribble on the spot, etc.

Exercise 9 (Diagrams 3, 6 and 7): The ball is played in the same way as in

exercise 6 (Diagram 3), but the players take new positions, after they have passed.

The exchange of positions can occur between two roles, e.g. LB with LW, CB with

PI, RB with RW or LB with RW, CB with PI, RB with LW (Diagram 6) or

between three roles, e.g. LB - RB - PI and CB - RW - LW (Diagram 7) or LB - RB

- LW and CB - RW - PI.

Diagram 6 Diagram 7

Exercise 10 (Diagrams 8 and 6): Three balls are used. The following pairs

in attacking positions pass between each other: LB with LW, CB with RB, Pi with

RW.

The players change their positions according to Diagram 6 in the following

ways:

1. Each time after passing

2. After every second pass

3. After the signal (in this case all players change their positions at the same time,

those having the ball dribble to the new position).

Diagram 8 Diagram 9

Note: It is easy to imagine the previously presented exercises of step 3,

being initially performed in a simplified form in a circle, where the respective




players are not bound to certain attacking roles. For example exercise 10 could

precede the exercise from Diagram 9.

Exercise 11 (Diagram 10): LW passes to LB and runs into the space of PI

(PI runs to the role of LW at this moment). The ball then is thrown to the opposite

wing position in the following order of passes: LB - CB - RB - LW (now in the

role of PI) - RW. From RW the exercise continues in “mirror” form. After passing

to RB, RW changes his position with the “new” PI(at the very beginning of the

exercise he was in the role of LW) and the ball is further played in the order RB -

CB - LB - RW (now already in the role of PI) - LW (at the very beginning of the

exercise in the role of PI).

Exercise 12 (Diagram 11): LW passes to CB who moves in the direction of

the pass and forwards the ball to the crossing LB. LB passes to RB, from RB the

ball is passed to PI and then to RW. From RW the exercise continues in a

“mirrored” form. The crossing back court players mutually change their roles after

the action (they queue at the end). The back court player who didn’t cross (he

passed to PI) returns quickly to his initial position (to the head of the row).

Diagram 10 Diagram 11

Note: For ensuring regular circulation of back court players it is necessary

to have an odd number of players (three at the best).

Exercise 13 (Diagram 12): In this exercise two previous ones are combined

(Diagrams 11 and 12). The ball is played in the order LW - CB - LB - RB - LW

(now already in the role of PI) - RW and back in a “mirrored” form.

Diagram 12

7. Involvement of Chosen Shooting Combinations

i. Shooting Exercises within an Attacking System.




ii. Practise and Improvement of Complex Shooting Combinations.

iii. Shooting Exercises within the Attacking System.

From the open range of possibilities we present only three examples

(finishing by a shot from the space of the back court player, wing, pivot), in which

the players learn, within a certain system, the co-operation required before

shooting and during which they change the various attacking roles.

Exercise 14 From RW the ball is passed in the order: RB - CB – LB who

shoots. After the action the players always queue into the row of that player to

whom they passed.

Diagram 13

Variants:

1. CB does not move directly towards the goal but diagonally to the left and

passes on the cross to LB who then shoots from the central space.

2. We add 1 (2) passive defender(s), who tries to block, the shots of the

back court players from the position of the goal area line.

3. The pivot stands by the defender who cannot only block but also

approach the “finishing” back court player. If the defender approaches the back

court player, the pivot gets the last pass to shoot.

4. In the “finishing” space there are two defenders besides the LB, PI and

LW. Defenders arbitrarily guard two of the three mentioned attackers. The attacker

who is not being guarded should get the final pass and shoot. The roles of PI and

LW can be either permanent or, if they receive the pass from LB and shoot, they

move to the queue of RW and their place is taken by the LB who had passed to

them.

Exercise 15: The ball is played in the same way as in exercise 7 (Diagram

4).The players with balls are on the left wing, other roles are occupied by players

without balls. RW, after getting the final pass, finishes by shooting and queues

with the ball in the row of LW. Passing players always procede to that position to

which they passed. In the “ mirror” form we can also practise shooting from the

space of LW (according to Diagram 5).

Exercise 16 (Diagram 14): Structurally this example follows exercise 13.

To be carried out alternatively from the left and right. The wings finishing in the

space of the pivot pick up the ball and queue in the rows of the opposite wings. To

ensure the regular circulation of back court players an odd number of players




should be in the role of CB. After a certain time we change the players in the roles

of wing and back court players.

Diagram 14

Practise and Improvement of Complex Shooting Combinations

As an example we choose complex shooting combinations, which are based

on a long running in of one of the side back court players (RB or LB) to the space

of the pivot. It involves the short-term transition from the attacking formation with

one pivot into the formation with two pivots. This transition has two variations,

which are almost the same in respect to the movement of players, but differ in the

order and number of passes and also in the key space for finishing the action.

In the first variation - Diagram 15 (running in of RB) or Diagram 16 (running in of

LB) - the side back court player passes to the closest wing and runs in to the space

of the pivot, where he/she screens the central back. The wing attacker has moved

into the free space with the ball and passes to CB who meanwhile has moved to the

space of side back court player, who had left his space. Here comes the first critical

moment of the attacking combination. CB chooses either of the following

possibilities: his own shot (from distance or from jump through), pass to the pivot,

who is running over, pass to the wing or pass to another back court player. In this

case (pass to another back court player) the second critical moment comes up,

again with several possibilities of choice (shot, jump through, pass to next wing,

pass to one of the players in the space of the pivot, pass to the distant wing).


In the second variation - Diagram 17 (running in of RB) and Diagram 18

(running in of LB) - the side back court player receives the back pass from the

closest wing and sends the ball to the other side back court player. The decision to

which he passes creates the first critical moment of this variation. If he passes to

the CB who has meanwhile moved to the free space created by the running in of

the first side back court player, the second critical moment comes up. CB either




shoots from a distance or, after jumping through, passes to the wing or possibly to

the other wing, i.e. not only to the closer wing. A jump shot, best performed after

faking a shot or a very difficult, but surprising pass to the wing in a more distant

space, can be carried out, especially if this wing is in his basic position in the far

corner of the field


Both variations mutually complement each other and provide the chance to

engage all the players in attacking roles. Not only shooting, but also involving

creative abilities of at least two back court players (CB and one of the side ones)

are the basic conditions for a successful attack. While in the first variation the final

key space is occupied by a side back court player, who doesn’t run in, in the

second variation it is occupied by the CB. During the practice of the whole

complex of shooting combinations we practise above all specific space

coordination, the timing of the movement of the attackers as well as passes in

various forms. The technical aspect of actions is stressed. During improvement the

tactical aspect of actions as well as the choice of various solutions with regard to

topical development of the situation prevail. We present examples of exercises for

practice and improvement only for the running in of RB. For the running in of LB

they would be analogically “mirror-reversed”.




Chapter – V

1.GUIDE TO REFEREEING

The complete laws of handball are published by the International Handball

Federation. What follows is a simplified version explaining the basic rules and

regulations.

The Referees

Two referees with equal authority shall be in charge of each game. They

are assisted by a timekeeper and a scorekeeper.

The referees monitor the conduct of the players and officials from the

moment they enter the premises until they leave.

Before the Game

The referees are responsible for

• Inspecting the playing court, the goals, and the balls

• Deciding which balls shall be used (two balls must be available for each

match)

• Ensure both teams have the proper uniforms

• Ensure the number of players and officials in the substitution area is within

the set limits

• Establish the presence and identity of the ‘responsible team official’

• Conduct the coin toss to establish choice of sides.

Positioning of the Referees during the Game

At the start of the game the second named referee takes up the position as

Court Referee behind the team which is taking the throw-off. He starts the game

with a whistle signal for the throw-off.

The first named referee starts as Goal-line Referee and positions himself at the end

line, beside the goal of the defending team.

This referee becomes the Court Referee, when the defending team subsequently

gains possession of the ball. The other referee then becomes the Goal-line Referee

on the end line of the other team.Referees must change ends with each other from

time to time during the game.

Responsibilities of both Referees




Both referees are responsible for :

• Ensuring the game is played in accordance with the rules, and penalising

any infractions.

• Keeping note of the score, and also any warnings, suspensions,

disqualifications and exclusions.

• Controlling the playing time

• Ensuring that after the game the score sheet is completed correctly.

Both referees have the right to suspend a game temporarily or permanently.

Responsibilities of the Court Referee

In principle , the court referee whistles for

• The execution of formal throws (free throw, penalty throw etc.).

• The expiration of the playing time

Responsibilities of the Goal-line Referee

In principle , the goal-line referee whistles

• When a goal has been scored

Conflicting decisions by referees

If both referees whistle for an infraction and agree as to which team should be

penalised but have different opinions as to the severity of the punishment, then the

most severe of the two punishments should be given.

If both referees whistle for an infraction but have different opinions as the which

team should be penalised, then the opinion of the Court referee always prevails. In

such cases the game is restarted following clear hand signals from the Court

referee and a whistle signal.

Appealing against Refereeing decisions

Decisions made by the referees on the basis of their observations of facts are final.

However appeals can be lodged against decisions which are not in conformity with

the rules.

During the game, the team captains are entitled to address the referee.

Refereeing Hand signals




When infractions are called, the referees must show immediately the direction for

the throw which is to follow. Only when there is some doubt about the reason for

the call shall the referee indicate the reason for his decision.

2.Refereeing Hand signals

Illegal Entry into the Goal

Area Double - Dribble

Too many steps, Holding the

ball too long

Striking the Opponents Arm Holding the Opponent Running / Jumping into

Side-line Throw Goal Keepers Throw Passive Play, Time Wasting




Direction of Free Throw Maintain distance from Free

Throw Permission to enter the court,

during Time Out

Referee’s Throw Yellow/Red Card –

Caution/Disqualification Suspension – Two minutes

Exclusion Time Out Goal




Chapter - VI

GOVERNING BODIES

Handball teams are usually organised as clubs. On a national level, the

clubs are associated in federations which organize matches in leagues and

tournaments.

1. The International Handball Federation (IHF)

The International Handball Federation (IHF) is the administrative and

controlling body for international handball. The federation organizes world

championships, held in uneven years, with separate competitions for men and

women.

The IHF World Men's Handball Championship 2009 and 2011 title

holders was France; the 2013 title holders are Spain. The IHF World Women's

Handball Championship 2009 title holders were Russia; the IHF 2011 Women’s

World Championship title holders are Norway. The IHF 2013 Women’s World

Championship will be hosted in Serbia, December 6-22. The IHF is composed of

five continental federations which organize continental championships held every other

second year. In addition to this competition between national teams, the federation

arrange international tournament between club teams, the federation and their

corresponding tournament and member are summarization below.

International Handball Federation (IHF) Championship Club Members

Asia - Asian Handball Federation (AHF) Championship Club Members Africa -

African Handball Confederation (CAHB) Championship Club Members Americas

- Pan-American Team Handball Federation (PATHF) Championship Members

Oceania - Oceania Handball Federation (OHF) Championship Club Members

Europe - European Handball Federation (EHF) Championship Club Men

Members IHF World Men's Handball Championship - IHF World Women's




Handball Championship IHF Super Globe Asian Women's Handball

Championship -Asian Men's Handball Asian Championship Club League

Handball Championship.

Tournaments

1. World championship

1.1 Women`s World Championship

1.2 Men`s World Championship

1.3 Women`s Junior World Championship

1.4 Men`s Junior World Championship

1.5 Women`s Youth World Championship

1.6 Women`s Youth World Championship

2. Olympic games

2.1 women handball Olympic games

2.2 men handball Olympic games

3. World games

4. Super globe

5. Beach handball

6. IHF trophy

2. European Handball Federation

The European Handball Federation (EHF) is the umbrella organisation

for European handball. EHF was founded on 17 November 1991 in Berlin,

Germany, although the first EHF Congress convened on 5 June 1992 and assigned

EHF's headquarters to Vienna, Austria from 1 September that year. In 2012 the

EHF Office celebrated 20 years since it first opened its doors.[2]

Founded in

November 1991, it is made of 49 member federations and one associated

federation (Kosovo), and is headquartered in Vienna, Austria. Its current Secretary

General is Michael Wiederer. The federation celebrated its 20th anniversary on 17

November 2011 at a gala event under the slogan 'Heart Beat Handball'. The current

EHF President is Jean Brihault, who was elected in June 2012 and will serve until

2016. The EHF represents its members in the development of the sport both in

terms of grassroots talent, as well as commercial growth. EHF-organised events

such as the Men’s and Women’s European Handball Championships and the EHF

Champions League represent major revenue contributors, while initiatives such as

beach handball and handball at school expand the attraction of the sport.

Events

European Championships

• European Men's Handball Championship




• European Women's Handball Championship

• U20 European Men's Handball Championship

• U19 European Women's Handball Championship

• U18 European Men's Handball Championship

• U17 European Women's Handball Championship

European Handball Championships

The European Men's Handball Championship and European Women's

Handball Championship are the flagship national team events of the European

Handball Federation and rank amongst the leading indoor sports events on the

international sports market. First played in 1994, the EHF EUROs have taken place

in host nations across the continent on a biennial basis, with the men’s event held

in January and the women’s in December.

EHF Champions League

EHF Champions League Trophy.

The EHF Champions League was launched in the 1993/94 season for both

men's and women's teams.

European Handball Cup Competitions

Over 250 clubs take part in the EHF European Cup competitions, which

include EHF Cup, EHF Cup Winners' Cup and EHF Challenge Cup. The 2012/13

season saw a change to the men's European Cup competitions with the

amalgamation of the EHF Cup and the EHF Cup Winners' Cup to become simply

the 'EHF Cup'. The European Handball Federation is also proud of the fact that all

of its member federations are active within the organization.

3. African Handball Confederation

The African Handball Confederation, (acronym CAHB) referring to a

(French: Confédération Africaine de Handball), is the administrative and

controlling body for African team handball. Founded on January 15, 1973 in

Lagos, Nigeria during the 2nd All Africa Games, the African Handball

Confederation (CAHB) is the institution which runs handball in Africa. Its

headquarters is in Abidjan, Ivory Coast. It represents the national handball




associations of Africa under the supervision of the International Handball

Federation (IHF). Its current President is the Ivorian Christophe Yapo Achy.

Tournaments

• African Men's Handball Championship

• African Women's Handball Championship

• African Men's Junior Handball Championship

• African Women's Junior Handball Championship

• African Men's Youth Handball Championship

• African Women's Youth Handball Championship

• All-Africa Games

4. Americas – Pan-American Team Handball Federation

(PATHF)

The Pan-American Team Handball Federation, often referred to by the acronym

PATHF, is the administrative and controlling body of the National handball associations

of Northern, Central and South America and Caribbean.

Tournament

PATHF

• Pan American Men's Handball Championship

• Pan American Women's Handball Championship

• Pan American Men's Junior Handball Championship

• Pan American Women's Junior Handball Championship

• Pan American Men's Youth Handball Championship

• Pan American Women's Youth Handball Championship

• Pan American Men's Cadet Handball Championship

• Pan American Women's Cadet Handball Championship

• Pan American Games

5. Oceania Continent Handball Federation (OCHF)




The Oceania Continent Handball Federation, often referred to by the acronym

OCHF, is the administrative and controlling body for Oceania team handball. It

represents the national handball associations of Oceania.

Tournaments

Nations

• Oceania Handball Nations Cup

• Women's Oceania Handball Nations Cup

6. Asian Handball Federation

Asian Handball Federation Formation in 1974 and Headquarters

Kuwait. There were 36 members in this organization and official language

English & Arabic. President of Asian Hand ball Federation was Fahad Al-Ahmed

Al-Sabah

The Asian Handball Federation, often referred to by the acronym AHF,

is the administrative and controlling body for Asian team handball. It represents

the national handball associations of Asia.

Tournaments

• Asian Men's Handball Championship

• Asian Women's Handball Championship

• Asian Junior Men's Handball Championship

• Asian Junior Women's Handball Championship

• Asian Youth Men's Handball Championship

• Asian Youth Women's Handball Championship

• Asian Games




7. Handball Federation of India

The Handball Federation of India (Hindi: भारत क� ह�डबाल सघं) (HFI) is

the administrative and controlling body for team handball in India. India has a

handball team started in 27 April 1989. Although it hasn't made any impact at

World stage. Handball Federation of India (HFI) manages handball in India.

Handball is a popular sport in India, played at local level in India but hasn't made it

big in domestic level. India has yet to make an impact at international level and the

World Cup. Mr A.Subramaniam, IAS is the President and Mr.Anadeshwar Pandey

is the Secretary General of HFI.

In the history of Handball it is presumed that Game Handball was brought

to India arguably by Shri JS Chauhan of Haryana. He was the first Secretary of

Handball Federation of India. He conducted two all India seminar on Handball at

Rohtak in Haryana before the formation of Federation in year 1971-72. Amateur

Handball Federation of India (AFHI) was formed in 1972 and got provisional

affliation with International Handball Federation. The Asian Handball Federation

granted it Affliation in 1976. AHFI is affiliated in our country with Govt. of India,

the all India council of sports and Indian Olympic Association.

In the year 1979, the Senior National Handball Championship was held at

Ludhiana. During this Championship the selections were made to participate in the

2nd Asian Handball Championship held at China. Duly ten days National

Coaching Camp was held at Jammu. In 1976, the elections were held at Nagpur.

Mr. M.L. Khan was elected as secretary and AVM H.L. Kapoor was elected as

President of Handball Federation of India. The game saw a trend with physical

abilities more dominating. But in the year 1976 the first Indoor Handball game

rules were applied and the ground dimensions changed to the existing ones. In the

year the HFI got affiliated to Asian Handball Federation. In 1981, the probable

were selected for the National Coaching camp for the preparation of the Indian

Handball to participate in the Asian Games held at Delhi in 1982.

PART –II




AWARDS

� Arjuna Award

The Arjuna Awards were instituted in 1961 by the government of India to

recognize outstanding achievement in National sports. The award carries a cash

prize of 500,000, a bronze statuette of Arjuna and a scroll.

The Government has recently revised the scheme for the Arjun Award.[1]

As per the revised guidelines, to be eligible for the Award, a sportsperson should

not only have had good performance consistently for the previous three years at the

international level with excellence for the year for which the Award is

recommended, but should also have shown qualities of leadership, sportsmanship

and a sense of discipline.

From the year 2001, the award is given only in disciplines falling under the

following categories:

• Olympic Games / Asian Games / Commonwealth Games / World Cup /

World Championship Disciplines and Cricket

• Indigenous Games

• Sports for the Physically Challenged

In mid-August 2011, 19 athletes were announced as Arjuna recipients; the high

number due to the inclusion of both the 2010 Commonwealth Games and 2010

Asian Games in the Arjuna qualifying year.

List of Arjuna Awarded Players in Handball

SL.NO. NAME OF THE PLYERS YEAR

1 MANJIT SINGH 1978

2 ROSHAN LAL 1984

3 SURJIT SINGH 1890

4 MALKIAT SINGH 1994

5 R.LUBHAIYA 1997

6 AJNESH KUMAR 1999




B. OLYMPIC GAME MEDALLIST

List of Olympic medals in handball (men) Games Gold Silver Bronze

1936 Berlin Germany (GER) Austria (AUT) Switzerland (SUI)

1948-1968 Not included in Olympic program

1972 Munich Yugoslavia (YUG) Czechoslovakia (TCH) Romania (ROU)

1976 Montreal Soviet Union (URS) Romania (ROU) Poland (POL)

1980 Moscow East Germany (GDR) Soviet Union (URS) Romania (ROU)

1984 Los Angeles Yugoslavia (YUG) West Germany (FRG) Romania (ROU)

1988 Seoul Soviet Union (URS) South Korea (KOR) Yugoslavia (YUG)

1992 Barcelona Unified Team (EUN) Sweden (SWE) France (FRA)

1996 Atlanta Croatia (CRO) Sweden (SWE) Spain (ESP)

2000 Sydney Russia (RUS) Sweden (SWE) Spain (ESP)

2004 Athens Croatia (CRO) Germany (GER) Russia (RUS)

2008 Beijing France (FRA) Iceland (ISL) Spain (ESP)

2012 London France (FRA) Sweden (SWE) Croatia (CRO)

List of Olympic Medals in Handball (women)

Games Gold Silver Bronze

1976

Montreal

Soviet Union (URS) East Germany (GDR) Hungary (HUN)

1980 Moscow Soviet Union (URS) Yugoslavia (YUG) East Germany (GDR)

1984 Los

Angeles

Yugoslavia (YUG) South Korea (KOR) China (CHN)

1988 Seoul South Korea (KOR) Norway (NOR) Soviet Union (URS)

1992

Barcelona

South Korea (KOR) Norway (NOR) Unified Team (EUN)

1996 Atlanta Denmark (DEN) South Korea (KOR) Hungary (HUN)

2000 Sydney Denmark (DEN) Hungary (HUN) Norway (NOR)

2004 Athens Denmark (DEN) South Korea (KOR) Ukraine (UKR)

2008 Beijing Norway (NOR) Russia (RUS) South Korea (KOR)

2012 London Norway (NOR) Montenegro (MNE) Spain (ESP)




ABOUT THE AUTHOR

Dr. Biswajit Sardar is working in the Department

of Physical Education as Assistant Professor and

Head of Department at Dhiren Mahila P.G.

College, Varanasi, Uttar Pradesh, India. Dr.

Biswajit successfully completed his B.P.E.

(Bachelors of Physical Education), M.P.E. (Masters of Physical

Education) and obtained his Ph.D. Ph.D. (Doctor of Philosophy) from

the prestigious institution of Lakshmibai National University of

Physical Education (L.N.U.P.E.), Gwalior, M.P. INDIA. He had

participated at various Football tournaments like All India Inter-

university, Junior & Sub-junior national and having more than 9years

teaching exp.

Dr. Kavita verma is a Physical Educationist cum

Sports Statistician. She is working as Assistant

Director in the University Sports Board, Banaras

Hindu University, Varanasi, U.P., India. Dr. Kavita

successfully completed her B.P.E. (Bachelors of

Physical Education), M.P.E. (Masters of Physical Education) &

obtained her Ph.D. (Doctor of Philosophy) from Lakshmibai National

University of Physical Education, Gwalior (M.P.) India. Received the

Best Teacher Award of Honour by Chandigarh Education Deptt., U.T.

she has shaped many National & International Swimmers. She had

Participated International Triathlon championship, All India Aquatic

University, Senior, Junior, & Sub-Junior Aquatic Championships.

bbyyby by dr.biswajit sardar dr.biswajit sardar dr.kavita ... 978-93-84648-06...the complethe...

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