Theses ESP-POR - Complet PDF

Prod2
CHAMPIONSHIP
OF FRANCE
TACTICAL MEANS AND
COLLECTIVE PROCEDURES
USED IN THE FAST-BREAK
AND IN THE KICK FAST GOAL
Aitor Etxaburu
Federación Española de
Balonmano
º
INDICE
1 SUMMARY
OBJECTIVES
METHODS
2 KEY WORDS
3 INTRODUCTIONS
4 FAST-BREAKS
STRUCTURE
TACTICAL MEANS
BASIC AND COLLECTIVE PROCEDURES - VARIANTS
5 KICK FAST GOALS
STRUCTURE
TACTICAL MEANS
6 TYPES OF STRUCTURES OF ATTACK, TACTICAL MEANS AND

COLLECTIVE PROCEDURES USED IN THE CHAMPIONSHIP
7 ANALYSES OF TACTICAL MEANS USED BY TEAMS
TACTICAL MEANS, COLLECTIVE PROCEDURES AND VARIANTS USED BY THE

TEAMS
RELATION BETWEEN THE MEANS USED IN THE FAST-BREAK AND THE
MEANS USED IN THE KICK FAST GOAL
GENERAL DISTRIBUTION OF TACTICAL MEANS, OF THE COLLECTIVE
PROCEDURES AND OF THEIR VARIANTS USED IN THE CHAMPIONSHIP
8 CONCLUSIONS
NUMBER OF TACTICAL MEANS USED BY TEAMS

TACTICAL PROCEDURES MORE USED
REASONS FOR SELECTION OF THE DIFFERENT MEANS USED
º
1 SUMMARY
OBJECTIVES
To show the different collective tactical means used by the teams of the
championship Prod2 of France both the fast-break, as well kick fast goal.
To find out if the coaches use the same tactical procedures to realize the phase of
fast-break and the phase of kick fast goal.
METHODS
I have analyzed 130 of 182 matches of the Championship, that is to say, 71,4 % of
total. The teams have played 26 official matches and I have analyzed 10 games to
each team.
2 KEY WORDS
Phase of Game  Third phase of the fast-break  kick fast goal.

Structure of Attack  Tactical Means  Collective Procedures  Variants.
3 INTRODUCTIONS
Everyone in the world of handball knows that we have a sport alive and that is in
constant evolution. It is luck for all of us, to be able to appreciate its permanent
progression in all its phases of game, attack, return, defense, and fast-break.
It is a good debate to find out and to analyze the reason of these constant changes
and the constant innovations that there are in our sport. This can be caused by the
physical profile of the players, or by the tactical technical profile of the players, or
by the advances that have existed in the physical preparation, or by the evolution
of the sports medicine, or by the changes of the laws of the game, or by the
contributions of the world of the coaching, or by the help of new technologies, etc.
but the reality is that the sport is in constant evolution.
In the last years, we could have verified in the handball a big impulse in the phase
of the game of the transition. We have seen this progress within three phases of
the fast-break and also inside the phase of the kick fast goal. To understand and
analyze this increasingly relevance of the transition game inside all the other
phases, in addition to what was said in the previous paragraph; we could add the
tactical or strategic reasons. As for example; to prevent the rival team make the
changes of its players specialists of defense; or by the weaknesses that may have
our positional attack; or by the skills that our players have in the transition from
defense to attack; or simply the obligation to take risks for going below in the
scoreboard. On the other hand, we could also add physical reasons, As for
example; have confidence in our physical strengths to increase the intensity of the
match, either by the own conditional qualities of the players, or by having more
rotations than the opposing team. But there may also be an explanation simpler
than the strategic ones or the physical ones to understand the greater use of the
game of transition, the characteristics of this type of actions, its speed, its
dynamism, its beauty, its huge spectacular, etc.
Everything previously written, are more than sufficient reasons to explain why the
evolution of this phase of the game, the why of their deployment and the reason for
its importance in the handball that we practice today.
Tesis Master Coach Aitor Etxaburu

1
º
But it is not a reason of this thesis to analyze the reason of this fact, the reason for
this evolution. Nor is the subject of this thesis to realize a statistical analysis of the
phases of the fast-break and the kick fast goal, this is due to the difficulty that has
to analyze all possible variables: number of fast-break, number of kick fast goal,
number of turnovers, number of recoveries, percentages of effectiveness, throwing
areas, or another type of statistics.
The reason of this thesis is to find out what are the structures of game used in the
game of transition by the teams in the Prod2 Championship of France, and to
analyze the tactical means and the procedures most used by the teams. Therefore,
the study that I perform focuses on the third phase of the fast-break, when the
defense of the opposing team is formed and focuses also on the game of kick fast
goal. We will find out how the structures of the attacks are: 3:3 or 2:4, or if the
attack performs a transformation of 3:3  2:4. In this sense, us we will also see, if
the attack uses two pivots specialists, or on the contrary, if they are players from
other specific posts who play like Pivots. In the same way, we will know if some
player of the second line runs for the streets of the first line, or if the teams make
changes defense and attack and in spite of this, they perform the fast-break or the
kick fast goal. There is a second objective in the study of the Thesis, which it is to
know if the coaches use different strategies when they play these two game
phases. Do the teams use the same procedures in the fast-break and in the kick
fast goal? What number of procedures do they use for each phase? What number of
procedures do the teams use in parallel for the two phases?
This thesis will attempt to give answers to all these questions and to any more, will
also seek to make a picture of trends and strategies that are currently taking place
in the category Prod2 of handball French.
I want to clarify before proceeding, that this study will not reflect 100% all the
means and procedures used by each of the teams in the French Championship. This
would be very difficult to perform and in addition, this would be a very long drafting
work, because the number of variations and possibilities of each mean or of each
procedure is fortunately very high. In our sport, the individual contribution of the
player is fundamental. The decision-making of the player to interpret the spaces to
occupy, decision making to know interpret the difficulties generated by
adversaries, ultimately the improvisation and the creativity of the player do that it
is very complicated to gather and to group all the types of transition and all its
variants.
Therefore, I will try to group and explain the tactical means and the collective
procedures most used by each one of the teams. I apologize in advance to all the
technical staff if I have forgotten something that they could believe relevant.
4 FAST-BREAKS
STRUCTURE
TACTICAL MEANS
The structures of the fast-break will be defined by the distribution of the players
and the occupation of the field in width. The structures used in the phase of fast-
break are: 3:3, 3:32:4, 2:4 and 3:3 whit two pivots.

2
º
Let us look at the following table one summary with the information relating to the
structures, the means and the procedures used and that will help us to continue
with the analysis.
PHASE OF GAME STRUCTURE MEAN PROCEDURE

B
1x1
A-C
3:3 2x2 AE CE BE
B x BACK
CROSSING
Back x Back
Transformation
D-F
FAST-BREAK
without ball
Transformation
A-C-B
with ball
3:3-->2:4 3:3-->2:4 + F- D 3:3-->2:4

CROSSING + Crossing Back
B x Back
CROSSING + Back 3:3-->2:4
+ 3:3-->2:4 B x Back
+ B 3:3-->2:4
2x2 Back - E
2:4 TWO PIVOTS
2x2 Winger - E
2x2 Back - E
3:3 TWO PIVOTS 1x1 Centre half
Back x Back
*(F Left Winger, D Right Winger, E Pivot, A Left Back, B Centre half and C Right
Back) *(Crossing and Against= x)
STRUCTURE 3:3
The tactical means used in the structures 3:3 are the actions of 1x1, 2x2 and
crossings.
The procedures employed in this structure are usually simple. In the actions of 1
against 1 normally the specialist back is who realizes the 1 against 1. Although it is
usually also that the player who makes the change defense-attack plays the 1
against 1. The actions of 2 against 2 are always coordinated by the pivot and
appear so much in the Back’s and Centre’s positions. Punctually the situations of

3
º
2x2 appear in winger’s zones. The crossings are of two types Back cross Back and
Centre Half cross Back.
STRUCTURE 3:32:4
The tactical means are usually four, Transformation without ball, Transformation
with ball, 3:3-->2:4 + Crossing, Crossing + 3:3-->2:4.
The procedures in the transformations with ball are the transformations of the
wingers. Normally when the ball is on the opposite side the objective is to win the
spaces generated on the backs of the defenders. On the other hand in the
transformations to pivot with ball, it is a player of the first line who realizes it and
the target is to divide the defender to find situations of 1x1 and 2x2 with the Pivot.
In the procedures of transformation plus crossing, the wingers are who go to pivot
and the first-line players who cross and the target is to facilitate the throwing
situations for the first line. Finally, in the tactical mean of Crossing plus
transformation, the player who goes to pivot is usually a player of the first line and
has two targets: Divide the defender to open spaces and to facilitate the exterior
throwing.
The variants to these procedures, as in the previous structure, will be influenced by
if there are changes defense - attack, or if there is some player who occupies post
not specific, or by the positions of the pivot.
STRUCTURE 2:4
In this structure there is not concrete tactical mean to realize the transformation,
the two pivots run to the spaces of the six meters line and it is there, where they
execute basic tactical means of 2x2 with different adjacent players, normally with
the backs and the Centre half.
The variants to this structure are those generated ones by changes defense-attack,
or if the two pivots are the specialists and for the positions of the pivots.
STRUCTURE 3:3 WITH TWO PIVOTS
As in the previous structure, the pivots do not use any tactical mean to come to its
position, the difference resides in that in this structure, the team that it attacks
plays only with 1 Wigner and three first-lines.
The means and the procedures used are 2x2 Back-Pivot, 1x1 Centre half and Back
crossing back.
The variants to these procedures, as in the previous structure, will be influenced by
if there are changes defense - attack, or if there is some player who occupies post
not specific, or by the positions of the pivot.
5 KICK FAST GOALS
STRUCTURE
TACTICAL MEANS
The structures of the kick fast goal, just like the fast-break, will be defined by the
distribution of the players and the occupation of the field in width. But in this case
the difference is that the structure with two pivots disappears, therefore the
structures used in the phase of kick fast goal are three: 3:3, 3:32:4 and 2:4.

4
º
Let us look at the following table one summary with the information relating to the
structures, the means and the procedures used and that will help us to continue
with the analysis.
PHASE OF GAME STRUCTURE MEAN PROCEDURE

B
1x1
A-C
2x2 AE CE BE
3:3
B x BACK
CROSSING
Back x Back
KICK FAST GOAL
B x Winger
Transformation
D-F
without ball
Transformation with
A-C-B
ball
3:3-->2:4 + F- D 3:3-->2:4
3:3-->2:4 B x Back
CROSSING + Back 3:3-->2:4
+ 3:3-->2:4 B x Back
+ B 3:3-->2:4
Transformation of the F-D
player who receives or another player
the first center pass Pivot
2x2 Back - E
2:4 TWO PIVOTS
2x2 Winger - E
*(F Left Winger, D Right Winger, E Pivot, A Left Back, B Centre half and C Right
Back)
*(Crossing and Against= x)
STRUCTURE 3:3
Just like the fast-break, the tactical means used in the phase of kick fast goal in the
structures 3:3 are the actions of 1x1, 2x2 and crossings.
The actions of 1x1 and 2x2 are the same as those of against attack. As for the
crossings, a new type is generated in the kick fast goal, in addition to the Back
cross Back and Centre Half cross Back, appears the Centre Half cross Winger. The

5
º
variants to this structure are those generated ones by changes defense-attack, or if

the two pivots are the specialists and for the positions of the pivots.
STRUCTURE 3:32:4
In the fast-break there are five types of transformations to double pivot, in the kick
fast goal appear the same, but it is necessary to add one more, the transformation
of the player who receives the first pass after the first center pass. This action can
be done by any player, the most rapid, or the one that is in better position to
realize the kick fast goal, although normally one winger makes the remove fast. But
in this study I try to analyze the coordinated collective actions, therefore, I will
summarize only the actions of kick fast goal that two players realize, the winger
and the pivot.
The first five transformations of the kick fast goal, its tactical means, its procedures
and its targets, they are already explained in the previous point of the fast-break,
therefore, I am going to describe only the transformations that the winger and the
pivot do when they receive the first rapid center pass.
If the winger starts kick fast goal, the most habitual thing is that he starts a 2
against 2 with the opposite back or the winger crosses the opposite back. From
here, it is possible to add another two procedures, crossing between the centre half
and the back, crossing between the Back and the back. Finally, some teams
coordinate by means of crossings, the return of the winger to its specific position.
STRUCTURE 2:4
In this structure there is not concrete tactical mean to realize the transformation,
the two pivots run to the spaces of the six meters line and it is there, where they
execute basic tactical means of 2x2 with different adjacent players, normally with
the backs and the Centre half.
The variants to this structure are those generated ones by changes defense-attack,
or if the two pivots are the specialists and for the positions of the pivots.
Let us look at two following pictures the comparative between the tactical means,
the collective procedures and its variants used in the fast-break and the kick fast
goal.

6
º
PHASE OF
STRUCTURE MEAN PROCEDURE VARIANTES
GAME
With Changes
B
Not specialist
1x1
With Changes
A-C
1x1 Back + 2x2 BE
With Changes
2x2 AE CE BE
Not specialist
3:3
With Changes
B x BACK + 2x2 E
+ 1x1 other Back
CROSSING
With Changes
Back x Back E between 3º y 4º
E between 2º y 3º
With Changes
Transformation
D-F Pivot’s Positions
without ball
FAST-BREAK
How do attacks the Back

With Changes
Transformation
A-C-B Not specialist
with ball Pivot’s Positions
With Changes
Pivot’s Positions
3:3-->2:4 + F- D 3:3-->2:4
B x other Back
3:3-->2:4 CROSSING + Crossing Back
Back x Back
D - F 2:4-->3:3
With Changes
B x Back Pivot’s Positions
+ Back 3:3-->2:4 Back 2x2 Pivot
CROSSING Back x Wigner
+ 3:3-->2:4
With Changes
B x Back
Not specialist
+ B 3:3-->2:4
Pivot’s Positions
With Changes
2x2 Back - E Not specialist
2:4 TWO PIVOTS
2x2 Winger - E Pivot’s Positions
E Crossing E
2x2 Back - E With Changes

3:3 TWO PIVOTS 1x1 Centre half Not specialist
Back x Back Pivot’s Positions
Tactical means, basic and collective procedures and variants of the fast-break

7
º
PHASE OF
STRUCTURE MEAN PROCEDURE VARIANTES
GAME
With Changes
B
Not specialist
1x1
With Changes
A-C
1x1 Back + 2x2 BE
With Changes
2x2 AE CE BE
Not specialist
With Changes
3:3 B x BACK + 2x2 E
+ 1x1 other Back
CROSSING
With Changes
Back x Back E between 3º y 4º
E between 2º y 3º
+ 2x2 E
B x Winger + Bloc Back
+ 1x1 other back
With Changes
Transformation
KICK FAST GOAL
D-F Pivot’s Positions

without ball How do attacks the Back
With Changes
Transformation
A-C-B Not specialist
with ball Pivot’s Positions
With Changes
Pivot’s Positions
3:3-->2:4 + F- D 3:3-->2:4
B x other Back
Back x Back
D - F 2:4-->3:3
With Changes
B x Back Pivot’s Positions
3:3-->2:4 + Back 3:3-->2:4 Back 2x2 Pivot
CROSSING
Back x Wigner
+ 3:3-->2:4
With Changes
B x Back
Not specialist
+ B 3:3-->2:4
Pivot’s Positions
F - D x Back
F-D + B x other back
Transformation or another player + Back x Back
of the player + F - D 2:4-->3:3
who receives the E x Backl
first center pass + B x other back
Pivot
+ Back x Back
+ F - D 3:3-->2:4
With Changes
2x2 Back - E Not specialist
2:4 TWO PIVOTS
2x2 Winger - E Pivot’s Positions
E Crossing E
Tactical means, basic and collective procedures and variants of the kick fast goals

8
º
6 TYPES OF STRUCTURES OF ATTACK, TACTICAL MEANS AND

COLLECTIVE PROCEDURES USED IN THE CHAMPIONSHIP
With or without changes defense attacks.

Players in specific positions or not, it is
Players in specific positions or not,
common to see to a winger for central
Player who goes to pivot can be or not a
rail. Also in kick fast goals
specific pivot. Also in kick fast goals

Players in specific positions or not.
Backs and winger in specific positions.
NON in KICK FAST GOALS
Pivot specialist or not. Also in kick fast
goals

9
º
This structure is used in the phase of FAST-BREAK and in the phase KICK FAST
GOALS. With or without changes. Some player can occupy not specific areas.

10
º

11
º

12
º

13
º
This structure ONLY is used in the phase of FAST-BREAK. With or without changes.
Some player can occupy not specific areas.

14
º
This structure ONLY is used in the phase of KICK FAST GOALS. With or without
changes. Some player can occupy not specific areas.

15
º
7 ANALYSES OF TACTICAL MEANS USED BY TEAMS
TACTICAL MEANS, COLLECTIVE PROCEDURES AND VARIANTS USED BY THE

TEAMS
ANGERS
ESTRUCTURA MEDIO PROCEDIMIENTO VARIANTES CON SR
1x1 A-C Con Cambios Ok
3:3
CRUCES Lateral x Lateral Con Cambios E entre 3º y 4º o 2º y 3º Ok
2:4 DOS PIVOTES 2x2 Lateral Pivote Continuidad Cruce de Pivotes Ok
3:3-->2:4 Del jugador que recibe el saque F-D 2x2 Lateral D - F 2:4-->3:3 Ok Ok
BESANÇON
B x Lateral E entre 3º y 4º Ok OK
3:3 CRUCES E entre 3º y 4º Ok Ok
Lateral x Lateral
O entre 2º y 3º Ok Ok
2:4 DOS PIVOTES 2x2 Lateral Pivote Continuidad Ok Ok
3:3-->2:4 Del jugador que recibe el saque F 2x2 Lateral Ok
CHERBOURG
B x Lateral E entre 3º y 4º Ok
3:3 CRUCES
Lateral x Lateral E entre 2º y 3º Ok
3:3-->2:4 3:3-->2:4 + CRUCE F- D 3:3-->2:4 + Cruces Lateral x Lateral + D - F 2:4-->3:3 Ok Ok
3:3-->2:4 Del jugador que recibe el saque F-D 2x2 Lateral + D - F 2:4-->3:3 Ok
DIJON
2X2 A Con Cambios Ok
3:3 Ok
CRUCES Lateral x Lateral E entre 3º y 4º o entre 2º y 3º
Ok
Ok Ok
2:4 DOS PIVOTES 2x2 Lateral Pivote Continuidad + Cruce de Pivotes
Ok Ok
3:3-->2:4 Del jugador que recibe el saque F 2x2 Lateral Ok
ISTRES
1x1 A-B-C Con Cambios Ok OK
3:3 2X2 A - B - C con E Con Cambios Ok Ok
CRUCES Lateral x Lateral E entre 3º y 4º Ok Ok
2:4 DOS PIVOTES 2x2 Lateral Pivote Continuidad Ok
Con balón C Con cambios OK
3:3-->2:4 3:3-->2:4 + CRUCE D 3:3-->2:4 + Cruces Extremo x Lateral Ok Ok
Del jugador que recibe el saque D 2x2 Lateral Ok
LIMOGES
B x Lateral Con Cambios Ok
3:3 CRUCES E entre 3º y 4º Ok
Lateral x Lateral
O entre 2º y 3º Ok
Sin balón D E entre 2º y 3º Ok
3:3-->2:4 + CRUCE D 3:3-->2:4 + Cruces Extremo x Lateral Ok OK
3:3-->2:4 E x Lateral Ok
+ B x otro Lateral OK
Del jugador que recibe el saque E
+ Lateral x Lateral Ok
+ F - D 3:3-->2:4 OK
MASSY
1x1 B No especialista Ok OK
3:3
CRUCES Lateral x Lateral E entre 3º y 4º Ok Ok
Con balón B Con cambios Ok Ok
B x Lat + Lateral 2x2 E +... Ok Ok
3:3-->2:4 CRUCE + 3:3-->2:4
Lat 3:3-->2:4 Lateral x Extremo+… Ok Ok
Del jugador que recibe el saque D 2x2 Lateral Ok

16
º
MULHOUSE
1x1 A Con Cambios Ok OK
3:3 AE Con Cambios Ok OK
2X2
BE Con Cambios Ok Ok
2:4 DOS PIVOTES 1x1 A E (1º y 2º) y (4º y 5º) Ok Ok
Con balón C No especialista Ok
3:3-->2:4 Sin balón D E entre 2º y 3º Ok Ok
Del jugador que recibe el saque F-D 2x2 Lateral Ok
NANCY
3:3 CRUCES Lateral x Lateral E entre 3º y 4º Ok Ok
2:4 DOS PIVOTES 2x2 Lateral E o 2x2 FE Continuidad Ok
Sin balón F-D E entre 2º y 3º + D - F 2:4-->3:3 Ok Ok
3:3-->2:4
Del jugador que recibe el saque F-D 2x2 Lateral + D - F 2:4-->3:3 Ok
PONTAULT
1x1 A-C Con Cambios Ok
3:3 2X2 BE No especialista Ok Ok
CRUCES Lateral x Lateral E entre 3º y 4º Ok
2x2 Lateral Pivote Continuidad Ok Ok
2:4 DOS PIVOTES
B x Lat + Lat 3:3-->2:4 Especialista Ok Ok
Sin Balón D Continuidad Ok
3:3-->2:4
Del jugador que recibe el saque F-D 2x2 Lateral Ok
SARAN
1x1 A-C + 2x2 BE Ok
2x2 DE Continuidad Ok
B x Lat E entre 3º y 4º Ok
3:3
2x2 DE Ok
CRUCES
BxD + D Cortina C OK
+ D --> A + 1x1 Ok
Sin Balón D E entre 2º y 3º Ok
3:3-->2:4
Saque Rápido F-D 2x2 Lateral Ok
SELESTAT
1x1 A-C Con Cambios Ok Ok
3:3 1X1 B No especialista Ok Ok
2x2 A-B-C Continuidad Ok Ok
3:3-->2:4 Saque Rápido F-D 2x2 Lateral Ok
VALANCE
1x1 A-B-C Con Cambios Ok Ok
Lateral E
3:3 2x2 Con Cambios + Cruce Latera Ok Ok
BE
CRUCES Lateral x Lateral E entre 3º y 4º o E entre 2º y 3º Ok Ok
Con balón A-C Con cambios Ok Ok
3:3-->2:4
Saque Rápido D 2x2 Lateral Ok
BILLÈRE
1x1 A + 2x2 BE Ok
3:3
CRUCES B x Lateral E entre 3º y 4º Ok
2x2 Lateral Pivote Ok
Con Cambios
3:3 DOS PIVOTES 1x1 B Ok
Continuidad
Lateral x Lateral OK
2:4 DOS PIVOTES 2x2 Lateral Pivote Continuidad Ok
F - D x Lateral Ok
3:3-->2:4 + CRUCE F- D 3:3-->2:4 + Cruces
+ Lat x Lat Ok
3:3-->2:4 2x2 Lateral Ok
Saque Rápido F-D D - F 2:4-->3:3 Ok
F - D x Lat x Lat Ok

17
RELATION BETWEEN THE MEANS USED IN THE FAST-BREAK AND THE MEANS USED IN THE KICK FAST GOAL
DIFFERENCE BETWEEN
TEAM FAST-BREAK KICK FAST GOALS PROCEDURES AND VARIANTS
OF THE FAST-BREAK AND THE
Procedures Variants Procedures Variants KICK FAST GOALS
ANGERS 4 3 1 2 1+1
BESANÇON 3 1 4 2 1+1
CHERBOURG 3 1 2 2 1+1
DIJON 3 2 2 1 1 + Continuity
ISTRES 5 Continuity 6 Continuity 2 + Continuity
LIMOGES 4 1 2 4 2+4
MASSY 4 1 5 1 1 + Continuity
MULHOUSE 6 Continuity 6 Continuity 1 + Continuity
NANCY 3 2 3 2 1+1
PONTAULT 6 Continuity 3 Continuity 1 + Continuity
SARAN 4 1 2 3 2+3
SELESTAT 3 Continuity 4 Continuity 1 + Continuity
VALANCE 4 2 5 2 1 + Continuity
BILLÈRE 4 4 2 4 2+4

18
GENERAL DISTRIBUTION OF TACTICAL MEANS, OF THE COLLECTIVE PROCEDURES AND OF THEIR VARIANTS USED
IN THE FAST-BREAK IN THE Prod2 CHAMPIONSHIP de FRANCE

19
GENERAL DISTRIBUTION OF TACTICAL MEANS, OF THE COLLECTIVE PROCEDURES AND OF THEIR VARIANTS USED
IN THE KICK FAST GOALS IN THE Prod2 CHAMPIONSHIP de FRANCE

20
8 CONCLUSIONS
NUMBER OF TACTICAL MEANS USED BY TEAMS

 Fast-Breaks. 4 Tactical means used of average
 With one or two variants, exceptionally three
 The biggest six and the minor three
 Kick fast goals. 3,4 Tactical means used of average
 With one or two variants, exceptionally three
 The biggest six and the minor two
TACTICAL PROCEDURES MORE USED
 Fast-Breaks. There are nine different procedures
 With fifteen variants
 Kick fast goals. There are eight different procedures
 With fourteen variants
The collectives procedures most used in the phase of Fast-Break, inside a structure
3:3, are the game 2 against 2 back with Pivot more continuity and the game back
crossing back. On the other hand, if the teams play the fast-break in a structure
2:4 or 33:2:4, the tactical means employees are more distributed. 50% of teams
play with two pivots fixed and the other 50% plays with crosses + transformations
to pivot, or transformations to pivot + crosses.
In the game of kick fast goals, all the teams exploit the game with one winger.
From here, every team uses one or two variants
DIFFERENES BETWEEN THE FAST-BREAKS AND THE KICK FAST GOAL
 Number of different procedures employed in the kick fast goal
 10 Teams use 1 Procedure + 1 Variant
 3 Teams use 2 Procedures + 3 Variants
 1 Team 2 Procedures + 4 Variants
REASONS FOR SELECTION OF THE DIFFERENT MEANS USED
The defensive system of the teams has influence in the decision that the trainers
take to choose the tactical means.
If the teams used usually several systems defensive, these teams have a type of
counterattack for each of them systems defensive.
If in the defensive system there are two pivots specialists, these teams use the
systems 2-4 in the fast-break.
If in the defensive system there are two wingers specialists, one of the wingers is
responsible for run the fast-break.

21
COORDINATION WORK WITH YOUNG HANDBALL GOALKEEPERS
Research and reflection work
Alexandre Manuel Castro de Melo
Portuguese Handball Federation
Portugal
Abstract
The Handball Goalkeeper, as the last element of a team, possesses the ability to obstruct
the goal of the other team; therefore he embodies the figure of a player with a decisive
importance in sports spectacle. It`s usually said that the goalkeeper represents fifty
percent of the team. The aim of this work is not to create a prescription book to work with
handball goalkeepers, instead we want to present some exercises that exist, that may be
modified, improved, or adapted to the needs of anyone. Sometimes we create exercises
to achieve an end, to surmount a difficulty, to improve the performance of an athlete. We
will propose some exercises that we use to develop some aspects of the young handball
goalkeepers` work. This proposal is meant to be a work support, a starting point of several
possible developments, based upon our knowledge and experience as a coach.
Keywords: Handball, goalkeeper, coordination

I - Introduction
Since 1992, with the aim to create a faster, more attractive and more spectacular game,
handball rules have went through several changes.
In Portugal`s Handball particular case, there was a significant improvement in the
nineties, that coincided with the rules changes (1st place in European Championship
under 19 in 1992; 2nd place in European Championship under 19 in 1994; 3rd place in
World Championship under 21 in 1995; ABC was finalist in Championship league in
93/94).
For this improvement and appearance of Portugal at international level, as Sá has said in
1996, has contributed a better formation of young handball players, through a more
careful selection, a suitable coaches’ formation and more time spent in practicing.
For this development and appearance of Portugal at international level, has contributed a
better formation of young athletes, after a more careful selection of athletes, a suitable
formation of trainers and more time expend in training (Sá, 1996).
These factors associated to a higher professionalism of some senior athletes, with an
increase of practice volume and with the realization of two and three trainings per day,
also contributed in a decisive manner for these increase (Sá, 1996).
These progress resisted in Portuguese Handball was related with the technical labor made
in the clubs that has been rising in quantity and quality (Costa,1994).
After a phase of assiduous presence in the finals of the more significant competitions at
selections level, Portugal has undergone a crisis that was surmounted with the second
place achieved in European championship 2010 by the under 21, winning two Challenge
Cups by two Portuguese teams (Sporting CP and ABC) and with the presence in
Champions league by FC Porto. Coinciding with this period Portugal occasionally
exported Portuguese players (1st and 2nd lines) for more competitive leagues (German,
French and Polish), the same didn´t occur with the goalkeepers, although some leave to
minor championships.
The changes that were reported previously caused an increase in the number of the
actions, and in the goalkeeper`s case, his solicitation to intervene has risen in a significant
way. Being a goalkeeper implies occupying the most specific place in Handball team.
Consequently, it´s clear that the goalkeeper’s performance during the game, influences
the final result of the match and consequently the classification of his team (Bárcenas y
Román, 1991; Donner, 1995; Faludi, 1997; Fuertes et al, 2010; Ghermanescu, 1991;
Hecher y Thgiel, 1993; Marques, 1983; Martini, 1980; Mircea, 1990; Riviére, 1989;
Zeier, 1987).
Likewise Fuertes et al (2010), through a study that was made during six seasons in Asobal
League (between 2001/2007), concluded that the better the performance of the
goalkeeper, the greater is the probability that his team wins the game, and also that the
best placed teams are those whose goalkeepers have the best performance. Therefore, we
can conclude that the performance of the goalkeeper has direct relation with match result.
Calin, R.(2015), refers the French goalkeepers contribution to the six medals won by this
country (2006 and 2010 European Championship; 2009 and 2011 World Championship;
2008 and 2012 Olympic games), at same time he refers that the French goalkeepers who
took part in this competition reached their full career at the age of 28-36.
For (Ehret, 1995; Johansson, 1995), the best goalkeepers are those who possess a great
experience of the net and a clear knowledge about the adversary attempts on goal, more
than other aspect of his opponent.
For Sá (1996), the goalkeeper`s experience, his knowledge about possibilities and habits
of his opponents are a factor that can influence his performance, so goalkeepers must
2
study their opponents in the different situations of the game and in their attempts on goal.
Nowadays, Portuguese goalkeepers possess data of the opponents that allow them a
previous knowledge of shoot probabilities (Sá, 1996).
Once verified that goalkeepers reach a maturity state in an advanced phase of their
carriers, Sá (2009), following characterize the state of art and auscultation the expert,
established that the essential psychologist’s characteristics of goalkeepers are the
anticipation as to be one of the main characteristics needed, because the reaction to a
shoot is very difficult to do for the reason of the velocity of the ball.
Relatively to somatic capacities the experts were unanimous to mention, height.
In what concerns the coordination and conditional capacities that are essential for
goalkeepers, Sá (2009) refers that some experts report reaction velocity and coordination.
According to Schilling & Kiphard, 1974, coordination is the harmonious
interaction/economic of the skeleton-muscle system, of the nervous and sensorial systems
with the purpose to produce precise and balanced motor actions.
The participation in physical activity is associated with a fine motor skill (Butcher &
Eaton, 1989; Okely et al., 2001; Wrotniak et al., 2006), while, a motor skill not so good
is associated with lower levels of physical activity (Williams et al., 2008) and a low
motivation to competitive games (Rose et al., 1998).
So we should go back to the moment when young people choose this sport.
Nowadays when younger people go to club, they possess a diversified physical activity
history, some possess previous experiences of practice in any kind of sport, others exhibit
sedentary habits (Buchner D., Miles R., 2002), whose lifestyle is associated with the new
technologies and the absence of regular physical activity. This problem creates
coordination deficits (Wilson PH, Mckenzie BE, 1998).
This thesis is structured in four parts: Introduction, Exercises, Final Thoughts and
Bibliography.
3
II – Coordination exercises
The figures nº1 to 10 show coordination exercises, eye-hand coordination and eye-foot
coordination, proprioceptive and visual field variation.
Fig.1
Exercise of fig. 1: Dribbling with two balls

Variants: Alternating,
Simultaneous,
With changing of direction,
With crossing ahead balls,
Passing balls between the legs,
With changing of velocity, etc.
Objective: Development of proprioceptive and eye-hand coordination
Fig.2
Exercise of fig. 2: Touching with the foot without letting the ball drop and a ball to pass
hand to hand
Variants: Exchanging hand ball,
Dribbling with one hand and giving foot touches,
Juggling with the foot and do self-passing with one hand, etc.
4
Objective: Coordination and dissociation work limbs, variation of the visual field.
Fig.3
Exercise of fig. 3: With two balls: touching with the foot with the ball on the ground and
dribbling with the other ball.
Variants: Changing hand,
Changing foot,
Walking backwards, etc.
Objective: Coordination work, variation of the visual field.
Fig.4
Exercise of fig. 4: With two balls, giving head touches with a ball and changing the other
hand ball.
5
Variants: Dribbling,
Throwing the ball in the air, etc.
Objective: Coordination work, variation of the visual field.
Fig.5
Exercise of fig. 5: With two balls in the same hand, bouncing a ball on the other in motion
Variants: With the other hand,
With another ball in the other hand and dribbling,
Over a ball on the foot and giving touches, etc.
Objective: Eye-hand and eye-foot coordination work, variation of the visual field.
Fig.6
Exercise of fig. 6: Two by two, face to face, with two balls making shoulder pass without
grasping the ball and looking in the eyes.
Variants: With front running,
With lateral running,
6
With a ball on the ground making passes with the foot and the other in the air
making shoulder pass,
With two balls on the air making shoulder pass and one ball on the ground
making passes with the foot, etc.
Objective: Eye-hand coordination work, general coordination work
Fig.7
Exercise of fig. 7: Two by two, face to face, with two balls, one does self-passing and the
other does shoulder passing to the chest.
Variants: Doing bounce passing,
Doing foot passing,
With three balls, they do both self-passing and chest passing with the third ball,
etc.
Objective: Eye-hand coordination work, general coordination work
Fig.8
Exercise of fig. 8: Groups of three, with three balls, passing the ball in a certain direction
Variants: At the acoustic signal, reversing direction,
With one more ball, etc.
Objective: Eye-hand coordination work and concentration work
7
Fig.9
Exercise of fig. 9: Individually, with two balls, does juggling with one arm.
Variants: With the other arm,
With another ball,
With balls of different sizes, etc.
Fig.10
Exercise of fig. 10: Individually, with three balls, does juggling

Variants: With another ball,
With balls of different sizes, etc.
8
II – Coordination and strength exercises
The figures nº11 to 14 show coordination, strength and reaction speed exercises.
Fig.11
Exercise of Fig. 11: Circuit work (step - Alternating rise foot right/left, abdominal, ladder,
alternating dorsal)
Variants: Increased runtime, less rest time,
Ladder with variants, advanced two squares, one step back,
Another type of strength exercise, etc.
Objective: Strength work, coordination and reaction speed
Fig.12
Exercise of Fig. 12: Circuit work (step - Alternating rise foot right/left to pass against the
wall, abdominal, shifts, alternating dorsal)
Add a ball in the step,
Another type of strength exercises, etc.
9
Fig.13
Exercise of Fig. 13: Circuit work (step - high defense, abdominal crossed, strings,
alternating dorsal)
Low defense,
Jumping rope feet together, with one foot,
Fig.14
Exercise of Fig. 14: Circuit work (multi-hop followed by low defense, abdominal, step)
Multi-hop with high defense,
10
II - Reaction speed exercises
Figures nº 15 to 21 show speed drills, reaction speed, coordination and concentration

exercises.
Fig.15
Exercise of Fig. 15: Groups of two, one behind the other, with a ball, throw the ball over
the colleague and this may just let hit the ball once on the ground
Variants: Throwing the ball from the sides,
Throwing the ball through the legs, etc.
Objective: coordination work, reaction speed and concentration
Fig.16
Exercise of Fig. 16: Groups of two, one in the sitting position and the other behind
standing with a ball, throw the ball over the colleague and this has to get up quickly and
just missed hitting the ball once on the ground
Part of the lying position, etc.
11
Fig.17
Exercise of Fig. 17: Groups of two, one in the sitting position and the other behind
standing with a ball, throw the ball over the other player and he may not let it hit the
ground, grasping her hands or clasping her legs
Balls of different colours and sizes, etc.
Fig.18
Exercise of Fig. 18: Groups of two, one behind the other behind standing with a ball, the
acoustic signal and wheel makes a save.
Variants: Two balls, etc.
12
Fig.19
Exercise of Fig. 19: Groups of two, one behind the other standing with a ball, shot against
the wall and defends the ricocheting ball.
Variants: Two balls, etc.
Fig.20
Exercise of Fig. 20: Groups of two, face to face with four balls, the player who controls
the exercise throws a ball and the colleague must return the ball you have in your hand
where it was.
Variants: With varying displacements,
With defense feet, etc.
13
Fig.21
Exercise of Fig. 21: Groups of two, the acoustic signal the goalkeeper is back, turns reacts
to the shot
Variants: With varying displacements,
Attempts only up or down, etc.
II - Anticipation exercises
Figure nº 22 and 23 show anticipation exercises.
Fig.22 Fig.23
Exercise: Shot of certain specific post

Variants: Different Trajectories,
With different coloured vests, etc.
Objective: coordination work, reaction speed, concentration and anticipation
14
III - Final Thoughts
Robert Nash in "A Beautiful Mind" played by actor Russell Crowe, gave the following
comment entering into a classroom, referring to the students "... ambitious minds of
tomorrow ...”. The game is constantly evolving both in regulatory terms (changing the
rules of the game in the Olympic Games in 2016), and in terms of how their players face
it. This evolutionary process makes the intervenient in the game constantly adapting.
Comparatively, the coaches in addition to having to adapt, create, overwrite and remove
routines in order to evolve themselves and their teams doing it to be able to surprise the
opponents.
As stated initially, the purpose of this work was not to create a prescription of exercises
but contribute some with ideas that can be criticised, improved, corrected, evolved,
eliminated and maybe even used. Each one has to use the exercises one thinks that are
more appropriate to reach a certain goal, and if they can be shared the better, because only
then the exercise can evolve and be improved.
We do not presume to be the possessors of absolute truth, but we rather try to make known
all the knowledge acquired during this research, the experience gained over several years
and try to share it so that we, or other colleagues, can in the future follow up. If we all
imagined always the same there would be no change.
IV – Bibliography
Barcenas, D.; Róman, J. D.: Balonmano - Técnica y Metodologia. Gymnos Editorial.

Madrid, 1991.
BUCHNER, David; MILES, Rebecca. Seeking a contemporary understanding of factors

that influence physical activity. American Journal of Preventive Medicine, 23.2: 3-4,
2002.
Butcher JE, Eaton WO: Gross and fine motor proficiency in pre-schoolers: relationships
with free play behaviour and activity level. J Hum Mov Stud.: 16: 27-36, 1989.
CĂLIN, R.: The Contribution of the Goalkeepers of the France National Team in Winning
the International Handball Competitions. Science, Movement and Health, Vol. XV,
ISSUE1, 2015.
Constantini, D.; Ehret, A.; Johansson, B.; Zvoko, Z.: Le Mondial Masculin 1995,
L'analyse du jeu par les meilleurs entraîneurs. In: Approches du Handball. F.F.H.B.. Nº
27. pp. 7-15, 1995.
Costa, M.: O campeonato da nossa desilusão. In: Andebol Revista. Nº 2, 1994.
Donner, A.: Alguns aspectos teórico/práticos determinantes no êxito do treinador de

andebol. In: Andebol Revista. Nº 5/6. pp. 31-34, 1995.
Faludi, M.: A aprendizagem perceptiva e as possibilidades do desenvolvimento das

capacidades de antecipação no processo de treino do guarda-redes. In: Revista 7 metros.
Nº 22. pp. 29-32, 1987.
15
Fuertes, X.; Peñas, C.; Martínez, L.: La influencia de la eficacia del portero en el
rendimiento de los equipos de balonmano, The influence of the goalkeeper Efficiency in
Handball Teams Performance. Apunts. Educación Física y Deportes, N.º 99, 1.er
trimestre, pp. 72-81, 2010.
Ghermanescu, I.: Comment rendre le Handball plus seduisant. In: Euro- Hand. pp. 12-
18, 1991.
Hecker, S.; Thiel, A.: Handball: Le Gardien de But. Éditions Vigot. Paris, 1993.
Marques, A. T.: Direcção da evolução do andebol de alto nível na década de 70 (I parte).

In: Revista 7 metros. Nº 4. pp. 11-15, 1983.
Marques, A. T.: Direcção da evolução do andebol de alto nível na década de 70 (II parte).
In: Revista 7 metros. Nº 5. pp. 13-16, 1983.
Martini, K.: O Andebol. Publicações Europa-América, 1980.
Mircea, C.: A individualização do treino em andebol. In: Cadernos 7 metros. Nº 4, 1990.
Rivière, D.: Hand-Ball, les conseils d'un entraîneur à ses joueurs. Éditions Vigot. Paris,
1989.
Rose B, Larkin D, Berger BG. The Importance of Motor Coordination for Children's
Motivational Orientations in Sport APAQ.: 15: 316-327, 1998.
Sá,P.:O GUARDA-REDES DE ANDEBOL, Um estudo exploratório das suas

características e eficiência nos remates de 1ª linha e de ponta. Tese de mestrado.
Universidade do Porto – FCDEF, 1996.
Sá, P.: Antecipação e tomada de decisão no guarda-redes de Andebol: Contributos para

atingir a excelência. Tese Doutural. Universidade da Coruña - Departamento de
Educación Física e Desportiva, 2009.
Sá, P.: Fernández, J. J., Gomes, A. R., Saavedra, M. & Rodrigues, P.: Estudo da
Antecipação do Guarda-redes de Andebol a Remates de 1.ª Linha com Oposição. Revista
Mineira de Educação Física, Viçosa, Edição Especial, 1, 2240-2250, 2012.
Sá, P.: O treino do guarda-redes. In Andebol: Um caminho para o alto rendimento, ed.
Arraya & P. Sequeira, 143 - 167. ISBN: 978-972-99989-9-7. Lisboa: Visão e Contextos,
2012.
SCHILLING, F.; KIPHARD, E.J.: Körperkoordinationstest für kinder, KTK.

Weinheim, Beltz Test Gmbh, 1974.
Okely AD, Booth ML, Patterson JW. Relationship of physical activity to fundamental
movement skills among adolescents. Med Sci Sports Exerc.: 33: 1899-1904, 2001.
Zeier, U.: O guarda-redes de Andebol. In: Cadernos Setemetros. Nº 3, 1987.
16
Williams HG, Pfeiffer KA, O'Neill JR, Dowda M, McIver KL, Brown WH, Pate RR.
Motor Skill Performance and Physical Activity in Preschool Children. Obesity.: 16:1421-
1426, 2008.
WILSON, Peter H.; MCKENZIE, Beryl E. Information processing deficits associated

with developmental coordination disorder: A meta‐analysis of research findings. Journal
of child psychology and psychiatry, 39.6: 829-840, 1998.
Wrotniak BH, Epstein LH, Dorn JM, Jones KE, Kondilis VA. The Relationship Between
Motor Proficiency and Physical Activity in Children. Pediatrics.: 118: e1758-1765, 2006.
17
CHARACTERISTICS, ANALYSIS AND
EVALUATION OF THE
DEFENSIVE WORK OF
GYÖR AUDI ETO
IN THE 2015/16
WOMEN’S EHF CHAMPION
LEAGUE FINAL 4
ROYAL SPANISH HANDBALL FEDERATION

AUTHOR: AMBROSIO JOSE MARTÍN CEDRÉS
COUNTRY: SPAIN
SUMMARY
In this work we will discuss and analyze the defensive work done by Györ Audi Eto KC, in the
2015/16 Women’s EHF Champion League Final 4.
We look into the reasons and we will analyze the causes,why Györ despite doing an
extraordinary defensive work in the Final 4 phase, was not able to be fot the third time the
Champion League Champio, losing the final agains CSM Bucharest with a 29-26 (22-22/25-25)
result after a 7 meters shootout.
From all of the datas collected and analyzed in both Main Round and Final 4 games agains
Buducnost and Bucarest, we will attempt to clarify that to be the winner of a final phase played
in 2 consecutive days, between the best 4 teams of the season, not only it is necessary to make a
great defensive job, but that it would take some other important aspects .
The findings will help us to know with extremely accuracy if from a strictly defensive point of
view, it is possible to become the champion of the most important club competition or it would
be needed some other things together with it.
KEYWORDS
Final 4, defense, numerical inferiortity, goalkeeper performance, shot efficience, 7 mts shots.
INTRODUCTION
The best and most important clubs competition in handball, the 2015/16 WOMEN'S EHF
CHAMPION LEAGUE, was played in Budapest, in a FINAL 4 format, among the best 4 teams
of the season: HC VARDAR of Macedonia, BUDUCNOST of Montenegro, CSM
BUCHAREST of Romania and the GYÖR Audi ETO KC of Hungary.
Buducnost and Györ are currently the only two teams that have won the Champions League in
both formats, play off and FINAL 4.
The competition’s system consists on two classification tournaments for teams with a lower
ranking. A Group Phase with four groups with four teams, where the best three
teams go directly to the Main Round, with points earned between them and forming two groups
of six teams that play against the teams of the other group. The best four teams of this Main
Round play the ¼ Final in two home and away matches. The four winners of these of ¼ finals
stage will be the finalists of the WOMEN'S EHF CHAMPION LEAGUE FINAL 4.
The four teams of the present edition of the Final 4 came from the group 2 of the Main Round.
The Final was played by a champion league’s debutant, CSM Bucharest, and Györ Audi Eto,
who came trhough a qualification tournament.The final result was 29-26 for Bucharest, decided
by 7 meters shootout serie, after 22-22, 25-25, (4-1) final result with extra time included.
METHOD AND ANALYSIS
In this section,we will show with details the whole path for Györ throughtout the entire
competition since the qualification tournament untill the Final 4. A complete analysis of the four
Main Round matches played by Györ agains Buducnost and Bucharest, is also maden; and how
useful those matches were for the technical and tactical preparation of the Final 4 matches.
Chart under shows the result of the Györ’s Qualification Phase played in Norway.
Qualification phase (12-13 Sept, Norway )

Semifinal Gyor 43 - Kragujevac 13
Final Gyor 30 - Glassverket 21
After the qualification round, Györ was framed into the group C, reaching the first position of
the group, with 4 victories, 2 draws and 1 lost matches. In the Main Round, Györ reached the
second position, with the same number of points than Buducnost but with worst goal
average.The Györ’s balance on this stage was 5 winning and 1 lost game.
As the chart indicates, Györ was the 2nd best defence in the group phase, and 3rd best in the
Main Round, and the 2nd best team in defence with both phases combined.
Group phase Main round Total

Buducnost 131 Buducnost 80 Buducnost 211
Györ 134 Rostov 85 Györ 230
Bucharest 138 Györ 96 Rostov 237
Rostov 148 Bucharest 101 Bucharest 239
Concerning the top score teams (under), Györ does not appear in the first positions of any of the
phases. Only Vardar appears as the fourth score team among the finalists.
Group phase Main round Total

Vardar 182 Rostov 108 Ftc 282
Ftc 181 Larvik 108 Rostov 281
Rostov 173 Ftc 101 Larvik 281
Larvik 173 Buducnost 95 Vardar 270
The Györ’s opponent on the ¼ final was FTC of Hungary, as the table above shows, was the
top score team after the first 2 phases. Here you can see the results of the ¼ finals matches.
¼ Final results 1st leg 2nd leg Total

Bucharest - Rostov 26-25 29-28 55-53
Baia Mare - Buducnost 24-29 25-32 49-61
Vardar - Larvik 34-20 26-28 60-48
Ftc - Györ 18-31 23-40 41-71
It should be noted that the four teams classified for the Final 4: Bucharest, Buducnost, Vardar
and Györ, came from the group 2 of the Main Round. The draw of the Final 4 paired Buducnost
agains Györ and Vardar agains Bucharest, for semifinal matches.
ANALYSIS OF BUDUCNOST
The 2 times Champion League’s winner: season 2011-12/14-15, and finalist in 2013-14, reached
the final as the best defensive team of the competition, right before Györ. Both teams faced in
the 2011-12 and 2013-14 finals, with a victory for each other.
Important players.- Among their ranks are top world players in all postions, highlighting the list:
Cristina Neagu (RUM), player of the year and best player of the last World Championship, she
is the most completed player in attack. Katerina Bulatovic, one of the best experienced shooter
of the world . Dragana Cvijic, line player, a powerful player with extremely strength and
breadth. One of the best couple of wings, Mehmedovic and Petrovic, very good in fastbreak and
with a great capacity for shooting from the corner.
Offensive systems.- his coach Dragan Adžić, has managed to develop an elegant and efficient
offensive game since some years ago, with different beginnings and multiples variants, based
primarily on the range shooting ability of their backs players, with the cooperation with the line
player. Their players are perfectly adapted to the proposed system, dominating almost perfectly
the defensive reactions.
Offensive systems for close defence :
- Wings’ transitions with ball around 9 meters, to play with the opposite back player.
- 2x2 situations on the back position with crossing between backs players.
- Screens for shooters, with an option to pass to pivot if there is output of defenders.
Offensive systems open defence:
- Wings’ transitions with ball to play with center back or with opposite back.
- Pass pivot and go into 2:4 by the center back, and 2x2 in other side,
especially Neagu.
- A back player run into 2:4, either from center or from the right back position.
Special Systems:
- Power play: decides Neagu with pivot between 1º and 2º.

- Handicap play: a right wing run into, causing collapse in the defence and thus to seek
for a shooting by Neagu or Bulatovic.
Analysis of the previous games:
Both teams played the Main Round in the group 2. Both teams won the home game. Györ set a
5:1 defense in both games, but Buducnost learnt the lesson on the 2nd match. We received many
goals of counterattack due a lack of turnovers. Györ got the same number of goals (22) in both
games.
Main Round Home (9/1/16) Away (14/2/16)

Györ - Buducnost 22-20 22-25
Buducnost’s datas and stats in both games, respecting the shots efficience and distribution in all
playing positions.
Total shots efficience Total shots distribution

88
5%
72,2 77
69,2 72,2
67
55 23% 31%
50
45
37,5
17%
24%
range shots 6mts shots line player shots
contraattack shots 7mts shots
The grafics above shows a high number of range distance shooting but a low efficience.They are
really effective from 6 mts line (line player and breakthrough). High capacity and effectiveness
playing counterattacks, and short number of 7 mts probably because the 5.1 defence and their
style of playing.
ANALYSIS OF CSM BUCHAREST
Champion League’s debutant team with many new players on the squad but most of them had
already participated on past editions of the Champion League. The danish coach Rasmussen,
replaced his compatriot Mette Klit, at the beginning of the season.
Important players.- Isabel Gullden , from Sweden, one of the most creative players of the world,
with great vision of game and good 1x1 and shotting. Oana Manea very strong and quick line
player. Jorgensen, Tortensson and Ana Paula Rodriguez, give them a great capacity of range
and short distance shotting. Excelent quality on Carmen Matín from the corner and fast break.
Offensive systems.- Kim Rasmussen has provided a rich, varied and creativity style of playing,
in accordance with the capabilities of their players, combining perfectly all the options for range
shooting, breaking through and efficience game for wings and line player.
Offensive systems for closed defence:
- 2x2 back player with pivot.

- 1x1 situation for backs players with pivot between 1 and 2.
- wings run around the 9 mts with ball to play with the opposite back player.
- game in 2:4 with 2 specific line players.
Offensive systems for open defence:
- 2x2 on both sides, directly or changing the position between backs players.
- 1x1 in back or center position.
- run into 2:4, by a wing or a back players.
Special Systems:
- Powerplay : the back player run into the 6 mts line between 1 and 2. Playmaker
decides the last pass with different options.
- Hándicap play: change goalkeeper-player, and play 6x6.
- Use of goalkeeper-player and play 7x6: normally used when some trouble in the
offence.
Analysis of the previous games
Main Round Home (6/2/16) Away (28/2/16)

Györ - Bucharest 28-22 24-22
Both teams were framed in the group 2 of the Main Round, with two winning for Györ. Despite
losing both games, Bucharest showed a combative spirit. First match Györ played in 5:1
defence, second match in 6:0 defence. In both matches Györ’s defence caused a lot of troubles
to Bucharest’s attack, stealing many balls and scoring in counterattack. Because of that,
Bucharest used the option of 7x6 in attack, changing the goalkeeper with a field player. In the
away game, Bucharest used the 6 times (12 minutes) numerical superiority to came closer in the
score, showing a great coordination in this situation. Great performance of both goalkeepers.
Bucharest datas and stadistics in both games.
Total shots efficience Total shots distribution

100 100 100
13%
69,2 71,4 34%
62,5
54,5 50 11%
38,4 46
13%
29%
range shots 6mts shots line player shots
contraattack shots 7mts shots

Datas shows, a similar numbers of 9 and 6 meters shots but a worst percentage of effectiveness
in 9 mts shots; low efficience on the wings position but really high effectiveness in line player
motivated essentially by the use of a goalkeeper-field player and play 7 X 6 with two pivots, and
also the numerical superiority with two pivots. Low number of counterattack but a lot of 7
meters forced by back players in breaking through actions and line players battle.
DEVELOPMENT
The 2015-16 Final 4, had not this year a clear favorite, not only because of the top level of
teams and players, but the results between the four teams on the previous matches made the
options totally open for one of the four teams.
The statistic of the previous phases shows a great equality in terms of numbers; Vardar
presented the best attack with 330 goals but the worst defence, Buducnost the best defence with
260 goals. Györ and Buducnost were the more regular team with two lost games, one lost agains
each other, and nine won games, with just one draw. There are a big difference between them
and Vardar and Bucharest in goals conceded. Bucharest, paradoxically, presented the worst
statistics of all participating teams, in terms of lost games, scored goals and 2nd worst defence,
after Vardar.
FINAL 4 SG CG DIF W L D
Györ 323 271 + 52 9 2 1
Semifinal 1 Buducnost 325 260 + 65 9 2 1
Vardar 330 294 + 36 8 4 0
Semifinal 2 Bucharest 297 292 +5 6 5 1
SG: goals scored; CG: goals conceded; DIF: goals difference; W: won matches;
L: lost matches; D: draw matches; WP: won points; LP: lost point
Here we show a chart with the results of the previous games.
Round Games Home Away

Group Phase Bucharest - Buducnost 22-28 23-23
Group Phase Vardar – Györ 22-27 28-29
Main Round Györ - Bucharest 28-22 24-22
Main Round Buducnost - Vardar 31-19 24-26
Main Round Vardar - Bucharest 22-21 30-25
Main Round Györ - Buducnost 22-20 22-25
All teams lost, at least, one game. Buducnost and Györ beat all the other teams at least one time.
Only Buducnost beat Györ, Bucharest and Vardar did not beat Györ any time. Vardar beat all
teams except Györ. Bucharest did not win a game, just a draw agains Buducnost at home.
This is the final ranking of won-lost point between them on previous games, Györ was the team
with more point won, with just a lost game agains Buducnost; and in the other hand, Bucharest
was the worst team with difference, with just a point won agains Buducnost .
Ranking in won-lost point WP LP
Györ 10 2
Buducnost 7 5
Vardar 6 6
Bucharest 1 11
THE SEMIFINALS
The last two Champion League winners and the clear favourites teams for the opinion of
everybody, faced in the semifinal and played an extremely tight and tough game. Only in the
last moments the result was inclined for Györ, just for one goal. The performance of both
defences were imposed to the attacks, and the final result reflected the equality of both teams
throughout the season and the previous matches played between them.
In the semifinal 2, Bucharest beat Vardar easily from the beginning. The performance of the
goalkeeper, Grubisic, and Bucharest key players was decisive. Bucharest could rotate players
and save energies for the next day.
½ FINALS RESULTS
Györ 21 (11)
Semifinal 1 Buducnost 20 (8)
Bucharest 27 (14)
Semifinal 2 Vardar 21 (9)
Györ – Buducnost
The best two defences of the championship, current year and the previous ones. Our strategy
was clear: on one hand, we tryed to avoid Buducnost’s defence, it was neccesary to make a great
defensive work, recover balls and play fast counter-attack. On the other hand, we should avoid
the effectiveness of their shooters, the cooperation with the pivot and mainly their
counterattack.
In the previous games, we decided to set a 5:1 defense, with deeper individual pressure on
Neagu side. In the semifinal we set a 6:0 defence from the beginning, keeping a higher pressure
on Neagu’s side, player who carries with the greatest responsibility on the creation playing of
Buducnost. We should close the passing lines with pivots and wings, and gave them just the
option of shooting from outside, where they were not so effective and we had demonstrated
better efficiency both in the blocks and saves. It was also important to carry out a great return to
defence after offence.
Datas and statistics of the Semifinal
Györ achieved the goals in defence, leaving Buducnost in only 20 goals after a fantastic first
half, just 8 goals conceded. A bad beginning of the second halh equalized again the scoreboard
untill the end of the match, leading Györ the score but just with slight adventage.
The stats of the Buducnost’s offence shows:
- a low number of field shots and field goals.

- high number and efficiency in 6 mts breakthroughs shots.
- low efficiency in 9 mts shots.
- not good enough contribution of wings and line player of Buducnost as expected.
- not so high number of goals on fast break, due to the good return of Györ.
BUDUCNOST ATTACK
Goals 20
Field Goals 17
7 mts Goals 3/3 (100%)
Shotting Effectiveness 20/30 (66.6%)
9 mts Goals 6
9 mts Effectiveness 6/13 (46.1%)
6 mts Goals 10
Line player Goals 1
Line player Effectiveness 1/1 (100%)
counterattack Goals 3
counterattack Effectiveness 3/5(60%)
Concerning the Györ defence, datas show:
- 10 balls recovered and 2 blocks shots.

- 4 goals scored in counterattack after steal.
- Not so high number of saves but that fact, make the job of the defence even better.
GYÖR DEFENCE
Steals 10
Blocks 2
Saves 10/30 (33.3%)
Goals Received by counterattacks 3 of 5
Goals scored in counterattacks 5
Goals scored after steal 4
2’ exclusions 4
Regarding the defence in numerical superiority and inferiority, Györ made a good job with an
extra defender, but conceded 5 goals in the situation with one player under.
GYÖR DEFENCE 2’ Exclusion Goals Received Result

Defence in superiority 3x2'= 6' 1/1 (100%) GYÖR 4 - BUD 1
Defence in inferiority 4x2'= 8' 5/7 (71 %) GYÖR 2 - BUD 5
We can say that from 20 goals scored by Buducnost agains Györ’s defence, 3 of them were
scored by 7 mts shots, and 5 goals were conceded when numerical inferiority defence. So, in
normal 6x6 offence-defence, Györ just received 12 goals in 60 minutes from Buducnost.
The negative lecture of the semifinal is that Györ’s defence was extremely weak in the 6 mts
line, allowing a lot of 1x1 and breakingthrough. Also weak when numerical inferiority defence.
THE FINAL
The Final of the 2015/16 final 4 was played by two teams that did not have the best statistics of
the competition, highlighting both teams among the best five defences of the championship. In
previous games, Györ set two different defenses: 5:1 defence at home game (28-22), and a 6:0
defence (22-24) in the second match in Bucharest; getting a better result with the 5:1defence (10
goals scored by counterattack).
During both games, Bucharest attack got many problems to find solutions into the Györ’s
defence, choosing the coach to play 7x6, with no goalkeeper and one more player in attack. For
the final we decide to start the match in 5:1 defence, trying to surprise the rival from the
beginning, stealing some balls and scoring easily in fast break. We should have special attention
with the mobility of the line player, and the ability in 1x1 of Ana Paula and Gullden, as well as
the effectiveness from the wings.
Datas and statistics
At the beginning of the match Györ set a 5:1defence system, but we received goals by Gullden,
mainly in breakingthrough and also from 7 mts with the connection with the pivot. Györ got a
short distance in the scoreboard at the end of the first half, but Bucharest reduced it and placed
above (12-13) due of two times 2’ suspensions for Györ. In the second half we set the 6:0
defence but the scoreboard remain equal untill the end of the match.
The result of 60 minutes was a 22-22 draw, playing two 5’ extra times. The result was 25-25 (3-
3), deciding the winner of the Final 4 by 7 mts shoot out. Bucharest won 29-26 (4-1).
BUCHAREST ATTACK (extratime included)

Goals 29
Field Goals 17
7 mts Goals 12/12 (100%)
Shots Effectiveness 29/42 (69%)
Effectiveness without 7 Mts 17/30 (58%)
9 mts Goals 5
6 mts Goals 8
6 mts Effectiveness 8/10 (80%)
Line player Goals 3
Line player Effectiveness 3/4 (75%)
Counterattack Goals 1
Counterattack Effectiveness 1/1 (100%)
Here we show some statistics of the Bucharest’s offence:
- Lower field shots and field goals than the semifinal (17/30 in 70 minutes).
- Bucharest’s 6 mts shots have got a 85% effectiveness (11 goals from 14 shots) .
- They got eight situations of 7 mts shots with a 100% of effectiveness.
- Just one goal scored in fast break.
Regarding the Györ’s defence , we can stablish:
- Excellent defensive work with 10 steals.

- Four goals in counterattack after steal but missing several chances.
- No block shots.
- Good return to defence conceding just one goal in counterattack.
- Low number of saves and efficience by the goalkeepers.
- Negative high number of 7 mts conceded (8).
GYÖR DEFENCE
Steals 10
Blocks 0
Saves 9/31 (29%)
Goals received in counterattacks 1 of 1
Goals scored in counterattacks 4 of 9
Goals scored after steal 4
2’ Suspensions 3
Regarding the numerical superiority and inferiority, it was a big disadvantage on the 2’
suspension for Györ, getting a negative 0-5 partial when inferiority, and getting a 1-1 draw
when superiority.
GYÖR DEFENCE 2’ suspension Goals Received Result

Defence in superiority 2x2'= 4' 1/2 (50 %) GYÖR 1 - BUC 1
Defence in inferiority 3x2'= 6' 5/7 (80%) GYÖR 0 - BUC 5
FINDINGS AND COMPARATIVES
SEMIFINAL BUDUCNOST- GYÖR
Györ made a fantastic job in defence leaving Buducnost’s attack, in a low number of field shots
(27) and field goals (17), even less than in the previous games (25 and 20 field goals).
Paradoxically, Buducnost improved their shot’s effectiveness from all positions, getting in the
semifinal the same porcentage than in the game Buducnost won at home in the Main Round.
Unexpected decrease of goals scored in the pivot position by Buducnost due to the focusing of
Györ’s defence . Györ return was also good conceding only 3 goals in counterattack,
respecting previous matches (8 and 5). It was significative the increase in the number of goals
scored by Buducnost in numerical superiority (5), despite of a lower number on previous games
(2 and 1) in the Main Round.
On the chart under we can see the Buducnost’s offence statistics comparation on the three
games.
BUDUCNOST MR HOME MR AWAY 1/2 FINAL

OFFENCE 22-20 25-22 21-20
Goals 20 25 20
Field Goals 20/39 (51%) 24/37 (63.5%) 17/27 (63%)
7 mts Goals 0/2 (0%) 1/1 (100%) 3/3 (100%)
9 mts Goals 6/16 (37.5%) 3/8 (37.5%) 6/13 (46.1%)
6 mts Goals 6/9 (66.6%) 7/9 (77.7%) 7/8 (90.9%)
Pivot Goals 3/4 (75%) 6/9 (66.6%) 1/1 (100%)
Goals in counterattack 5/8 (62.5) 8/10 (80%) 3/5(60%)
Goals in superiority 2/8 ( 25%) 1/3 (33.3%) 5/7 (71 %)
Goals in inferiority 2/3 (66.6%) 1/5 (20 %) 1/1 (100%)
On the chart under we can see the defence statistics of Györ on the three games.
GYÖR MR HOME MR AWAY 1/2 FINAL

DEFENCE 22-20 22-25 22-21
Steals 5 5 10
Blocks 3 4 2
Saves 19 of 39 (48.7%) 12 of 37 (32.4%) 10 of 30 (33.3%)
Goals counterattacks Received 5 of 8 8 10 3 of 5
Goals scored in counterattacks 3 of 4 5 of 6 5 of 7
Goals scored after steal 2 3 4
2’ Suspensions 6 5 4
We can see a considerable increase of steals, who provided Györ a higher number of goals (5) in
counterattack, motivated mainly by a good defence, but a lower number of blocks.
Great defensive return after attack in front of a dangerous Buducnost’s counterattack (3 goals
conceded).
Decrease in the preformance of goalkeepers’ saves (10 with 33.3%).
THE FINAL: BUCHAREST - GYÖR
The comparative chart shows a great defensive job done by Györ, receiving the lowest
number of field shots of the previous two games (25 filed shots and 14 field goals in 60'); with
30 field shots (17 goals) after the extratime. But, like in the semifinal, Bucharets’ attack
achieved better efficiency (58%) than in the previous games played (20 and 17 field goals with
57.1% and 54.8% respectivily).
Bucharest also improved the performance (80%) of 6 mts shots and goals (12 goals from 15
shots), together with an impressive 100% of 7mts shots with 12 goals from 12 shots.
Bucharest got a high degree of success, like in the previous games, in situations of
numerical.superiority (5 goals in 6’ )
BUCHARETS MR HOME MR AWAY FINAL 4

OFFENCE 28-22 22-24 22-22/25-25/29-26
Goals 22/37 (59.4%) 22/39 (56.4%) 29/42 (69%)
Field Goals 20/35 (57.1%) 17/31 (54.8%) (15/26 57%)*18/31(58%)
Goals of 7 mts 2/2 (100%) 5/8 (62.5%) 12/12 (100%)
Goals of 9 mts 5/13 (38.4%) 6/13 (46%) 5/11 (45.4%)
Goals of 6 mts 10/14(71.4%) 4/9 (44.4%) 8/10 (80%)
Goals of the pivot 3/3 (100%) 5/7 (71.4%) 3/4 (75%)
Goals of counterattack 3/6 (50%) 2/2 (100%) 1/1 (100%)
Goals in superiority 3/3 (100%) 8/10 (80%) 5/7 (71%)
Goals in inferiority 0/4 (0%) 0/2 (0 %) 1/2 (50%)
Respecting the work of Györ’s defence, we got the same number of steals balls (10) than in the
semi-finals, but we did not get the same performance of counterattack after steal (4/9 , 44.4%)
and much lower efficiency than in the Main Round games: 10/15 (66.6%) and 6/8 (75%).
We have also a high level in defensive return, conceding just 1 goal for Bucharest’s
counterattack.
Györ’s defence conceded eight 7 mts shots, mainly from pivot and breaking through situations.
The number of saves of Györ’s goalkeepers was the lowest of all games played before, 9 saves
in 70' with the worst percentage (29%) of the previous games (42% and 56% respectively).
SIMILUTUDES AND DIFFERENCES
In the next chart you can see the similitudes and differences on the playing game played by
Györ respecting the oponents in the Semifinal and Final; and also the similitudes and differences
on Györ playing game in the Semifinal respecting the Final.
Some of this aspects could be the key to determine the winner of this edition of the Final 4.
½ FINAL FINAL
BUDUCNOST GYÖR GYÖR BUCHAREST
Result 20 21 22/25/26 22/25/29
Field shots 30 30 37/49(*) 26/31(*)
Field Goals 17 17 18/21(*) 15/18(*)
7 mts Goals 3 4 4 7
9 mts Goals 6/13 6/13 6/21 5/11
6 mts Goals 8/9 6/9 12/20 12/15
Goals of counterattack 3/5 5/7 3/8 1/1
% shots accuracy 66.6% 60% 42.8% 58%
Goals in superiority 5 4 1 5
Goals in inferiority 1 2 0 1
Saves 11/30 10 /30 9/31 20/41
% effectiveness 36.6% 33.3% 29% 48.7%
Steals - 10 10 -
(*) with extratime included; in green: positive aspect, red: negative aspect for Györ
Between Györ and Buducnost in the semifinal
We can clearly see a similar numbers and statistics for both teams in the semifinals:
- only one goal difference in the scoreboard.
- the same number of field goals and shots (17/30), and 9 mts shots and goals (6/13).
- The others aspect registered are slightly favorable for Buducnost, for example: the shots
accuracy (66,6% respecting 60%), numbers of saves, 6 mts goals and number of goals when
numerical superiority(5-4).
- Györ got better result in counterattack, due to the numbers of steals in defence; and when
numerical inferiority.
- Balanced results when numerical superiority: 5-2 for Buducnost, and 4-1 for Györ.
GYÖR DEFENCE MR HOME MR AWAY FINAL 4

Steals 8 6 10
Blocks 3 4 0
Saves 15/35 (42.8%) 22/39 (56.4%) 9/31(29%)
Goals counterattacks Received 3 of 6 2 of 2 1 of 1
Goals scored in counterattacks 10 of 15 6 of 8 4 of 9
Goals scored after steal 5 4 4
Suspensions 2 6 3
Between Györ and Bucharest in the Final
However, in the Final, the aspects which call the attention more is, despite Györ made much
more number of shots than Bucharest, the result was a draw (22-22/25-25), so better percentage
for Bucharest in the offence and better balance for Györ in defence:
- Györ made 21 field goals with 49 field shots. Bucharest made 18 field goals with 31
field shots.
- lower shot effectiveness for Györ 42,8% than Bucharets 58%.
- Györ made only one more goal from 6 and 9 mts shots (18) than Bucharest (17), but
41 shots was needed. Bucharets needed only 26.
- Both teams got a 100% in 7 mts shots but Bucharest got double chance number than
Györ (8/4).
- excellent performance of Bucharest’s goalkeeper with 20 saves, respecting Györ’s
with 9 saves.
- Bad statistics for Györ on counterattack goals (3/8), despite getting a good number of
steals (10).
- Very big differences in number of goals and effectiveness when numerical
superiority (5-0) for Bucharest, that got also a 1-1 draw when Györ’s superiority.
Similutudes and differences of Györ’s performance on the Semifinal respecting the Final
- Much more number of field shots on 60’ on the Final than the Semifinal (37/30), but
just 1 more field goals (18/17) and total goals (22/21) scored in the final than the
semifinal.
- Same number of 9 mts goals (6) scored but with a negative difference in the
effectiveness in the final 28,5% (6 from 21 shots), respecting the semifinal 46,1% (6
from 13 shots).
- Significative increase on 6 mts goals on the Final (12 goals/20 shots), respecting the
semifinal (6 goals/9 shots) but also with a low effectiveness (60% respecting 66,6%
in the semifinal).
- Bad effectiveness in the final (3/8) in goals from counterattack than the semifinal
(5/7).
- Big disadventage in the numerical superiority partials, with 4-1 in eight minutes for
Györ in semifinal, than 1-1 in four minutes in the final.
- Bad and very negative partial results also when numerical inferiority in both matches
(2-5 in semifinal and 0-5 in the final), conceding the same number of goals (5) in
both matches in 8’ and 6’ respectivily.
- Similar number of saves (10 and 9) but with lower percentage in the final (29% and
33,3% in the semifinal).
- Same number of steals (10) in both matches, but worst performance in the
counterattack right after in the final than semifinal.
- No defensive blocks in the final (0) respecting the semifinal (2).
- Good return to defence in both games conceding 3 and 1 goal respectivily in the
semifinal and final.
CONCLUSIONS
The conclusions more determinants that we might emphasize are:
- A debutand team (Bucharest), and a team who came from the qualification
tournament (Györ), played the Final. Both teams play a strong domestic competition,
not Vardar neither Buducnost do.
- Three of the best four defensive teams of the championship, reached the final 4:
Buducnost, Györ and Bucharest; only Vardar appeared as one of the best offensive
team of the season but they could not show their offensive power in the semifinal,
just in the bronze medal game.
- It is curious that the best offence team (Vardar) and the best defence (Buducnost),
lost their respective semifinals, and did not reach the Final. In the game for the
bronze, the team with better offence performance won the medal (30-28 for Vardar).
- There is not theoretical favourites in competitions of two days at the end of season. It
depend of the shape and moment the teams reach that date on, and how they develop
and perform each day. Both favourites teams and former champion league winners,
Buducnost and Györ came into the final as the most favourite teams because their
previous ranking and experiences, but no one of them could lift the trophy.
- The previous ranking of the teams which reach the Final 4 is not important; it doesn’t
motter how the teams came into the final 4, with problems or easily, all of them has
the same chances to win.
- Not previos results between the teams in games played before, give any extra
advantage for the Final 4 final results (Bucharest was beaten twice by
Vardar and Györ in the Main Round). In one way, I would say that from the
phychological and motivational point of view, the team which feels in inferiority or
lost the previous games need to play harder; and probably the winner may
underestimate the rival.
- On the other hand, in competitions played in two days, the physical component is
really important. In the first semifinal Györ and Buducnost played a very tough one,
while Bucharest had not any problems with Vardar and could save energies and
strenghts for the final. This aspect was evident in the second day: teams of the first
semifinal (Buducnost and Györ) were the losers of the next day, probably by
the physical and mental wear and tear produced in their semi-final.
- It is the first time that in the same season, both Men and Women Final 4, a 7 mts
shootout decide the winner. Curiosly on the 2015-16 Men Champion League Final 4,
Kielce beat Veszprem in the same way than Bucharets beat Györ.
- During the both final, Bucharest and Kielce and Veszprem, got the tie goal in the
overtime and also in the extratime, in the very last seconds. Everytime is more
important to be prepared for the tight and equal match ending, in both offence and
defence, and in differents numerical situations: 6x6,5x6, 6x5,7x6…
- Everytime the level of the teams are more closer and equalized each others, to be
effective and succesfull in the small details is important to be the winner: numerical
superiority, 7 mts shots, clear shots in front of the goal, defensive rebounds…
- An extraordinary defensive performance is not enough guarantee to be the winner of
the best club competition of the world. During the final 4, Györ showed the best
performance from the defensive point of view in terms of steals, field shots and goals
conceded… but was not enough to win again, for the third time, the Champions
League. It is not very common and normal to leave two of the best teams in Europe,
with several of the best offensive players in the world, in so low amount of shots and
goals scored during a decisive match. But such good defensive performance was not
enough when you play agains a team which perform also a great defence but showed
a better capacity and resolution in attack.
- It is also striking that the offensive and defensive Györ’s performance in the
semifinal and final matches, were very similar, in the positive and negative aspects.
Positives: same numbers of steal per game (10); number of shots and goals
received (21 and 22); more number of counterattacks maden that our opponents;
less number of goals conceded by counterattack; less number of technical foults
and turnovers than the opponents.
Negatives: very low effectiveness of shots; number of goals received from 6
meters; very bad performance when numerical inferiority; number of saves .
Probably due to the top quality players who, as Bucharest players said after the match, played
both games without any pressure, their shots’ efficience was really high and not normal in these
types of matches. That shots efficacy make a deficit in Györ’s defence, specially in the 6 meters
area. Due to this, Bucharets got many 7 meters shots, which were executed at 100%
effectiveness including those of the final shootout.
In addition, two fundamental aspects were relevant on this 2016 Final 4 edition:
The numerical superiorities and inferiorities .
We can see that on the semifinal agains Buducnost this numerical situation was balanced,
despite Györ played two more minutes in superiority. Györ scored 5 goals and received 2 in
numerical superiority and got problems when defensive numerical inferiority (1-4) in six
minutes.
But in the final the difference between both teams was decisive. Györ conceded 5 goals and no
scored goals in six minutes when inferiority, and got 1-1 draw when superiority in 4 minutes.
We can consider, on one hand, the high effectiveness of Buducnost and Bucharest when the
offensive superiority, and on the other hand, the low contribution of Györ in defensive tasks
with a less player.
SITUATION SEMIFINAL FINAL

Power play (superiority) 4x (5-2) 2x (1-1)
Handicap play (inferiority) 3x (1-4) 3x (0-5)
Balance sup/inf 6-6 1-6
The performance of the goalkeepers
Even when in both side of the fields, were standing two great defences, the big differences in
number of saves was also decisive, not so much in the semifinal (11 saves for Buducnost and 10
for Györ), but really important on the final (9 saves for Györ, and 20 for Bucharest). Although
defences and goalkeepers keep a close relationship between them, sometimes follow different
paths. A great defensive work does not guarantee a great performance in goal, and sometimes a
great performance in goal, does not implies a great defensive work.
NUMBER OF SAVES SEMIFINAL FINAL

Györ’s goalkeeper 10 9
Opponent’s goalkeeper 11 20
Balance -1 -11
I must say regarding our shot’s efficience respecting Bucharest’s goalies that, although it is not
the object of study, most of the missing shots was not only because Grubisic’s performance.
Most of them was missing because we did not get a good position or because we made a bad
decision in choosing the right shot.
Therefore we could say that what is really important is, not the fact of making many goals, but
to be effective in the decisive moments or games.
DISCUSSION
According the trajectory of the teams during the season, there are teams that reach the final 4
with many difficulties, case of Bucharest or Flensburg, Hamburg or recently Kielce, in men
side. These teams play almost without any pressure and manage the Final 4 as a prize to enjoy.
This is more or less what happened with Bucharest this time. They came like the least favourite
team; they couldn’t beat before no one of the other teams on the final 4; most of the players and
the coach too, was leaving the team at the end of the season…and however…they play
extraordinarily good and won the Champion League.
Respecting playing actions strictly,we should have done better interpretation and reading of the
datas obtained in previous matches, related with the capabilities and strengths of the opposing
teams. One of the clearest and more evident situation was the numerical superiority played by
Bucharest, in the Main round and after in the final. In that sense, I must say that there is not time
to prepare a final correctly when you have played a really hard game the day before and you
have to play the final the day after, not in the tactical neither the physical way.
The team which ensure better performance in the goal during the Final 4, is the team that usually
wins the trophy. Lunde with Györ in the first edition,Woltering for Buducnost last year, as well
as the outstanding performance of Grubisic, for Bucharest this season, are clear examples of
this. It happen the same in men’s side competition, where all of the last Champion League
winners are teams with the best goalkeeper of the competition.
Everytime it is clearly demonstrated, in both men and women handball, margens between teams
are smaller, and to be the winner o loser will depend of the small details, for examples: 7 mts,
free easy shots effectiveness, numerical superiority partials.We, as coach, should work more and
better this situations, under very similar game’s conditions, finding out the necessary methods
that put the players closer to the real situations of the game. These are aspects that will make the
difference.
Because of this, and because everytime matches are ending with a tight and equal result, it
should be highly recommended to have well prepared and practiced situations for the last one
attack or defence, not only in 6x6 normal conditions, but differents ones like 7x6, 6x7; 5x6,6x5;
7x5, etc…
We must also analyze the strengths and weaknesses of the rival; closing the possibility that they
can make their more effective actions, forcing them to situations where they are not so
comfortable. For example, we must avoid as far as possible situations of 7 meters or temporary
suspensions, when the opponent team is playing these actions with a high efficiency, like
Bucharest do.
How we could train a 7 meters shoot out for a Final 4 Final ? How to instruct a player only for
shots which give the success or failure? how to do it for the last few seconds of the match?
I believe that when we talk about competition, we are talking about the possibility to be able to
train our team in these types of situations, which everytime more usually happens in games, and
use to be decisive; and furthermore, we only remember them right after the match, when we
look at the statistics in the locker room.
Finally, we must not forget that handball, is not a perfect game, like we also are as coaches and
players. The real question is to raise our imperfections up to the highest level we can reach. The
best solution is NEVER SURRENDER and try next year again, with the hard lessons of this
year well learnt.
ANALYSIS OF THE NATIONAL TEAM OF
NORWAY IN THE WORLD CHAMPIONSHIP
DENMARK 2015
HANDBALL FEDERATION OF PORTUGAL
THESIS MASTER COACH
Ana Cristina Teixeira Seabra

Portugal 2016
Analysis of the national team of Norway in the world championship - Denmark 2015
Ana Cristina Teixeira Seabra| Portugal
Summary
The purpose of this study relates an observation of indicators of success, of the

participation from the Norway national team in the World Championship - Denmark 2015
relating the effectiveness indicators with the different game phases.
Similarly to the bibliography, the defensive efficiency combined with quick transitions,
intensity and game speed is the key element of women's handball national team of
Norway.
We conclude based on the result of the different parameters analyzed that although the
Norwegian team´s defined game phases contribute to their success, the main indicator of
successful sport performance within the Norwegian national team is a set of individual
and collective goals that utilize all the performance of the team
Keywords: Handball, Norway, World Championship, Success Indicators
Table of contents
Chapter 1 - Introduction
Chapter 2 - Objectives
Chapter 3 - Development - Object of study
3.1. Handball in Norway
3.2. Factors influence the sport success of Handball in Norway
3.2.1. Factors that influence the performance of a team
3.3. National team game model
3.4. Main references and international course
3.5. World Championship - Denmark 2015
3.5.1. World Championship vs Norway
Chapter 4 - Methods
Instruments and data collection
Chapter 5 - Descriptive and Inferential Results
Chapter 6 - Discussion and final considerations
Chapter 7 - Conclusions
Chapter 8 - Bibliography
2
1. Introduction
In Sport, the final classification of a team in a competition reflects the absolute measure
of success, since it can demonstrate their proficiency level (Lidor & Arnon, 1998).
When we are discussing about the new training methods, these clearly are aimed at
developing the potential of athletes to achieve high levels of performance. However, the
constant search for high performance levels create the need for accurate planning, by the
coaches, who want to develop the performance of players and teams, they are essential to
achieve the intended objectives, in major competitions.
Whereas, performance analysis, in collective sports, is a basic tool for coaches, when it
comes to achieve reliable and valid information, related to his team and with the other
teams, an effective analysis is essential to identify the importance of the information
obtained and these can be used to improve performance or not. (Sampaio & Janeira,
2003; Vukosavljevic, J., Kocic, M., Beric, D. and Stojic M. 2015). A need that contributes
not only in the preparation of training plans and competition, but also facilitates the
identification of the way forward with a view to looking for the success of his team.
Thanks to observation and technical analysis, the coaches can organize how to approach
game situations in the training.
According Hohnjec et al, 2008, there is a hierarchical structure of the collective

performance for sports, consisting of four groups of inseparable factors. The first factor
relates to the basic anthropological features, the second describes the performance
according to the specific features of handball players, related to the specific physical
fitness and characteristics at the level of technical proficiency and tactical, the third factor
relates the effectiveness (application performance of the technical and tactical elements)
that directly determine the outcome of a game (as a fourth factor).
However the efficiency in solving team situations depends on a functional relationship
(quality of cooperation) among players under the tactical model used by the team, and the
potential and quality of the players (Rogulj, N., & Trnin, M., 2010).
However there are performance indicators that we can identify, with the help of
technological advances, as regards the analysis of handball game, and has been an
important and sophisticated appeal, by the contribution they make in the record of the
offensive and defensive game processes, essential to increase the quality of work and
results of the main players (athletes and coaches), insofar as it is a training and education
tool, and for understanding the game trends (Garganta, 2001; Prudente, J., Garganta, J.,
& Anguera, T. 2004)).
This study therefore aims to identify indicators of the Norwegian national team
performance in the World Championship - Denmark 2015 through observation analysis
of games played in the competition comparing to their opponents throughout the
tournament.
2. Objectives
The object of this work is to contribute to clarifying the conceptual and operational
performance of the women's handball national team in study. In this sense, the following
objectives were defined:
1- Identify a set of performance indicators that best associate with the final
classification of the Norwegian team in the World Championship - Denmark 2015
in the four phases defined in game, defense, fast break, positional attack and
defensive recovery.
3
2- Recognize the set of performance indicators that differentiates the Norwegian

team of their opponents throughout the competition and in the various phases of
the game;
3. Development
3.1. Handball in Norway
The Norwegian involvement in sport is something cultural, descendants of the Vikings
with their reputation for gross and violent or intrepid adventurers, they give most to the
sport value since the early years of childhood and adolescence.
In Norway the preference in choosing a sport differ in the gender. For example, boys are
more interested in making skiing, cross country, football and basketball. On the other
side, girls are more interested in playing handball, doing ballet, jazz and aerobics.
There are over 12,000 sports clubs spread throughout Norway. The support of the
Norwegian Government focus attention on increasing a young athletic population,
because they believe it improves the physical, mental and social development.
The national team of women's handball is the most representative team of Norway. It is
the only team in the history of handball in both the male and the female, to win four times
in a row the championship of Europe (accumulating a total of 6 medals, the best record
of all time) and are the current Olympic champions, they defend the title of European and
world champions, becoming the third team in the world and the second female team, just
below the women's handball national team of Denmark, to reached the three titles
simultaneously.
Norway has been stage in the world's elite female handball since the World Cup 1986,
where the team won the bronze medal. Since then won six European Championships and
three World Championships. Also participated in four finals of the Summer Olympics,
and won gold in Beijing 2008 and London 2012 is the most successful team in the
European Championship, having won six gold medals, three silver and one bronze in only
eleven championships performed. The only time that Norway remained outside the top
three was in the European Championship 2000, Romania. (Table 1)
3.2. Factors influencing the sport success of the handball national team of Norway
One of the first factors of influence in handball in this country is promoted by the support
given by the Government. Following a small number of medals at the 1984 Winter
Olympics, the state, the Sports Federations and the Norwegian Olympic Committee
(NOK), initiated a cooperation program together throughout the preparation and
participation of athletes in Olympic Games, with the clear objective of improving the
performances of elite athletes to achieve success internationally.
The women´s handball Team is one of those cases, supported by "Olympiatoppen"
organization created by the success of the project, which cooperates with the Norwegian
Handball Federation.
In its preparation, the Olympic Committee managing the human resources that have in
different areas (psychology, nutrition, fitness, coordination, core training ...), and with the
appropriate number of Olympic athletes from different sports, eases these resources to
support whenever possible the national team of women's handball. Are qualified
professionals with special skills to work with the Olympic athletes.
But all the planning work, the number of days devoted to the national team work, starts
with the mutual agreement between clubs and the Norwegian Federation.
This team usually have programmed annually 75 working days or, 100 days when they
participate in the Olympic Games.
4
However the support does not stop here, provided by Olympic Committee, there are
financial support offered at sixteen players, of the national team, if the results achieved
in international competitions keep going among the top four. If the qualification not
happen at the end of three months all financial support ends up.
Table 1 – International Competitions and main results of Norway

Coach European Plac World Championship Plac Olympic Games Plac
Championship
Frode Kyvåg 1971 Netherland 7th
Frode Kyvåg 1973 Yugoslavia 8th
Frode Kyvåg 1975 Soviet Union 8th
Karen Fladset 1982 Hungary 7th
Sven-Tore Jacobsen 1986 Netherland 3th
Sven-Tore Jacobsen --- 1988 Seul 2th
Sven-Tore Jacobsen 1990 South Korea 6th
Sven-Tore Jacobsen --- 1992 Barcelona 2th
Sven-Tore Jacobsen 1993 Norway 3th
Marit Breivik 1994 Germany 3th
Marit Breivik 1995 Austria 4th
Marit Breivik 1996 Denmark 2th 1996 Atlanta 2th
Marit Breivik 1997 Germany 2th
Marit Breivik 1998 Netherland 1th
Marit Breivik 1999 Denmark / Norway 1th
th
Marit Breivik 2000 Romania 6 2000 Sydney 3th
Marit Breivik 2001 Italy 2th
Marit Breivik 2002 Denmark 2th
Marit Breivik 2003 Croatia 6th
Marit Breivik 2004 Hungary 1th 2004 (not qualified))
Marit Breivik 2005 Russia 9th
Marit Breivik 2006 Sweden 1th
Marit Breivik 2007 France 2th
Marit Breivik 2008 Macedonia 1th 2008 Beijing 1th
Thorir Hergeirsson 2009 China 3th
Thorir Hergeirsson 2010 Denmark / 1th
Norway
Thorir Hergeirsson 2011 Brazil 1th
Thorir Hergeirsson 2012 Servia 2th 2012 London 1th
Thorir Hergeirsson 2013 Servia 5th
Thorir Hergeirsson 2014 Hungary/Croatia 1th
Thorir Hergeirsson 2015 Denmark 1th
Thorir Hergeirsson 2016 Sweden 2016 Brazil
These grants are awarded to the athletes to invest in their development and preparation,
defined taking into account a level calculated in terms of parameters such as the number
of international games and continuity in representation of the national team.
There is a concern of the national coach, and of the athletes, to improve the individual
level their skills. Individual orientations and goals set are made. Subsequent to a self-
assessment, the national coach assists with technical indications and specific work
guidance, maintaining a relationship with clubs and cooperating with regard to the
athlete's working conditions.
The responsibility in individual training work are some of transmitted values. They learn
that success depends on your determination and ambition.
5
3.2.1. Factors that influence the performance of a team

According to Wagner et al, 2014 the factors determinants for achieving performance in a
Handball team include the qualities presented in Figure 1.
Coordination Cognition
Specific – Team-handball tecniques
TEAM-HANDBALL PERFORMANCE
Atention
Basic – Sprinting, juming, CoD, Flexibility Antecipation
Reation
Decision making
Strength Executive funtioning
Mental skills
Specific – Technique specific Personality
Basic - Sub-maximal, power, endurance
Endurence Social Factors
Specific – Game based Inside team – coach, team leadership, team efficacy,
Basic - Extensive, constant/interval/HIT team role, group cohesion
Outside - oponente, refere, spectators

Constituition-disposition
Anthropometry, genetics
Terapia – Disease, injury
Táctics
Nutrition
Offence/ Defense/ change
Allowed – solid food, hidration Team/ groups/ one-to-one
Forbidden - Doping Theory/ practice
Individual Performance Team Performance

External Influences
Material
Environment conditions
Figure 1 – Determining factors in the performance of a handball team, (Wagner et all, 2014).
3.3. Norway national team game model

The Norwegian game model is dominated by the premise that "if you are good physically
you can do everything."
Defensively they use, for many years, 6:0 system as the main model. The athletes don´t
have routines in other systems, do not exist major alternation on the part of clubs, and do
not have time available together to improve in the preparation work in national team.
However it has been the model of success.
Also the fast transitions are an essential feature in this model, there is a physical
requirement with regard to conditional qualities, so that the athletes have good endurance,
speed and agility key to successfully resist in 15 day, to 8/9 games 60` (World
Championship, European and Olympic Games).
Defence
Fastbreak
Defensive recovery
Figure 2- Norway game model
However, there was coaches for decades responsible by some mentality changes on work
done and consequently the results.
One of the first coaches to achieve success, was Sven-Tore Jacobsen (Table 1) that was
responsible for the first results of relief, the result of a change of mentality and
simultaneously collaboration of "Olympiatoppen".
Although Marit Breivik (Table 1), ex international athlete, being the trainer responsible
for the change in working with athletes, she believed that working mental, psychological
alongside the physical was important, in that responsibility the athletes by their individual
6
work, for the sake of the team, giving special attention to the development of group spirit.
While national coach, achieved 13 medals in the final stages of World, European and
Olympic Games on 15 years of service with national team.
Yet the current coach, Thorir Hergeirsson (Table 1), which accompanied Marit Breivik,
in his technical team for a few years, continuing to work with requirement on the physical
level, leads the group as head coach since 2009, gathering to date, 6 medals in eight years
of work. Consider the climate and the dynamics of group determinants in their conduct
with the team.
3.4. Main references and international path

Since 2008, with the participation in 10 finals, some athletes had regular presence in the
Norwegian national team.
Notable athletes like Heidi Loke, Camila Herrem, Ida Alstad and Linn Sulland count
already with 9 medals - European Championships (3 gold medals and 1 silver), World
Championships (2 gold medals and 1 bronze) and 2 Olympic titles (table 1).
However Kari Grimsbo, from 2006, at the service of the national team, not being the most
international athlete, neither the oldest, it is the most medal athlete of this group, adding
12 finals a total of 11 medals (Table 1).
Table 2 – Constitution of Norway national team participating in the World Championship - Denmark 2015
Nº. Pos. Name BD (age) Height Inter. G Club
1 GK Kari Grimsbø 04.01.1985 (31) 1.80 m 134 0 Győri ETO

2 LB Mari Molid 08.08.1990 (25) 1.78 m 87 55 Larvik HK
4 LB Veronica Kristiansen 10.07.1990 (25) 1.75 m 65 169 FC Midtjylland
5 LB Ida Alstad 13.06.1985 (30) 1.72 m 130 301 Győri ETO
6 Pvt Heidi Løke 12.12.1982 (33) 1.73 m 164 612 Győri ETO
7 RW Stine Skogrand 03.03.1993 (23) 1.73 m 23 38 Tertnes Elite
8 Pvt Vilde Instad 18.12.1994 (21) 1.78 m 12 11 Oppsal if Handball
9 RB Nora Mørk 05.04.1991 (24) 1.69 m 72 306 Larvik HK
10 CB Stine Oftedal 25.09.1991 (24) 1.68 m 101 183 Issy Paris
12 GK Silje Solberg 16.06.1990 (25) 1.78 m 86 0 Team Tvis Holstebro
15 RB Linn Sulland 15.07.1984 (31) 1.78 m 181 536 Győri ETO
17 Pvt Pernille Wibe 17.04.1988 (27) 1.81 m 43 28 Issy Paris
18 LB Tine Stange 14.05.1986 (29) 1.79 m 50 71 Larvik HK
21 LB Betina Riegelhuth 17.06.1987 (28) 1.78 m 53 52 Team Esbjerg
22 RW Amanda Kurtović 25.07.1991 (24) 1.75 m 68 168 Larvik HK
23 LW Camilla Herrem 08.10.1986 (29) 1.67 m 179 464 Team Tvis Holstebro
24 LW Sanna Solberg 16.06.1990 (25) 1.78 m 73 129 Larvik HK
26 CB Marta Tomac 20.09.1990 (25) 1.79 m 17 14 Vipers Kristiansand
Average - 26,6 1.75 m 81.6
One of the main references is Nora Mork left-handed (Table 2) plays in the Norwegian
team Larvik HK and is the youngest athletes of this group. She joined the national team
since 2010 and has an amazing number of titles and individual recognition at international
level, having been once again, elected to the All Star Team in the finals as the best right
back of the tournament, with only 1, 69 m tall.
Of these 18 players, eight are playing in the Norwegian league, 4 in Hungary, 4 in
Denmark and two in France. Four countries that include quality championships with the
top teams in the international handball (Table 2).
7
3.5. World Championship – Denmark 2015

In this participation, the Norwegian national team presents itself as the third oldest team
of the competition compared to their opponents (9th position overall), with an average
age of 26.6 years, after the national team of Romania and Spain with 28,5 and 28.9
respectively. Interestingly these national teams, joining Russia, have a greater number of
players aged over 30 years (Table 3) as well as the highest average of international games.
Another data that can witness the maturity of this team at the international level, refers to
the number of games, the fact that only three players have international experience under
40 games (table 2).
Not being the oldest team, not being the highest team is the third team who has on average
players with more international games, after China (100) and Brazil (92.1).
Table 3 – World Championship – Denmark 2015 team information
Height Age Average
Teams Athletes Athletes Inter.
Average > < Average > < Games
≥ 30 ≤ 20
Norway 1,75 m 1,81 m 1,67 m 26,6 33 5 21 1 81,6
Rússia 1,78 m 1,88 m 1,62 m 26,3 33 6 19 3 46,1
Puerto Rico 1,68 m 1,81 m 1,51 m 22 26 0 18 5 19,5
Kazakhstan 1,76 m 1,92 m 1,60 m 21,8 30 2 16 4 10,7
Romania 1,77 m 1,87 m 1,65 m 28,5 36 7 20 1 76,4
Spain 1,76 m 1,92 m 1,68 m 28,9 36 9 21 0 98,8
Germany 1,78 m 1,92 m 1,64 m 25,1 32 3 20 1 52,8
Montenegro 1,77 m 1,86 m 1,67 m 24,1 31 1 18 4 56,8
Netherland 1,77 m 1,86 m 1,72 m 24,8 36 1 21 0 76,1
Brazil 1,77 m 1,86 m 1,64 m 28,1 36 8 19 1 92,1
France 1,74 m 1,82 m 1,65 m 26,1 32 5 21 0 81,4
Argentina 1,75 m 1,82 m 1,64 m 25,9 35 3 20 1 77,1
Congo 1,73 m 1,90 m 1,63 m 27,9 34 11 21 0 -
South Korea 1,74 m 1,81 m 1,63 m 24,8 31 2 19 1 -
Tunísia 1,75 m 1,81 m 1,56 m 24,9 37 4 19 3 66,2
Serbia 1,77 m 1,92 m 1,63 m 25,0 34 2 20 1 39,6
Japan 1,66 m 1,74 m 1,59 m 28,6 40 4 24 0 51,4
Hungary 1,78 m 1,98 m 1,70 m 26,9 32 4 21 0 77,3
Denmark 1,75 m 1,86 m 1,62 m 27,4 38 6 21 0 71,9
Cuba 1,74 m 1,80 m 1,64 m 25,9 37 4 16 2 45,1
Angola 1,75 m 1,86 m 1,69 m 26,9 33 6 20 1 27,9
China 1,80 m 1,90 m 1,72 m 22,3 30 1 19 4 100,0
Polónia 1,77 m 1,90 m 1,60 m 27,1 36 4 21 0 61,3
Sweden 1,78 m 1,85 m 1,64 m 25,7 34 2 22 0 64,1
When we talk about the individual values of this team, starting with the goal, Norway
holds the two goalkeeper Kari GRIMSBO and Silje SOLBERG, ranked among the 7 best
this World Championship, 4th and 7th position, percentages of defenses, 40% and 38%,
taking into account that the best keeper, Tess WESTER, Netherlands, has an efficiency of
43% (table 4).
At the level of the best goal keeper of free 7m, Silje SOLBERG, finished in 4th place with
29% efficiency, more than Kari GRIMSBO 25%, which reached 9th place. 1st and 2nd
place with efficiency between 37% and 33% are the two Romanian goalkeeper Paula
UNGUREANU and Ionica MUNTEANU.
8
Table 4 – Goal-keeper Statistics

Ranking Name Team % Defenses Shots Nº Games
1º Tess WESTER HOL 43 120 277 9
…
4º Kari GRIMSBO NOR 40 80 201 9
7º Mayssa PESSOA BRA 38 28 74 6
7º Silje SOLBERG NOR 38 52 138 9
Records showing all the quality of the Norwegian team to defend their networks.
When we highlight the best team goal scorers, we have four athletes among the 23 best
in the world, Nora MORK with 58%, 9th place, Camila Herrem with 81%, 17th place,
Heidi LOKE with 78%, 22 place and Stine Oftedal 67 % 23 place. The best scorer was
Cristina Neagu, Romania, which amounted to 61% effectiveness, she made 63 goals in
104 shots in 9 games played.
The Norwegian national team is the only team that has 4 athletes, with higher % of goals
in the first 23 places of the list of the best goalscorers (Table 5).
Table 5 – Best goalscorers

7m
Ranking Name Team Goal Shots %
Shots
1º Cristina NEAGU ROM 63 104 61 18/23
9º Nora MORK NOR 44 76 58 16/21
17º Camila HERREM NOR 38 47 81 -
22º Heidi LOKE NOR 35 45 78 -
23º Stine OFTEDAL NOR 34 51 67 -
3.5.1 World Championship vs Norway

The Women's Handball World Championship is an extremely tough and demanding
competition for the number of the teams and games (seven to nine) and the physical effort
expended by the players in a short time (15 days).
Starting the competition in Group D, found opponents with different values, three
opponents of recognized value (Russia, Romania, Spain) and two with less experienced
internationally (Puerto Rico and Kazakhstan). They made 5 games in the preliminary
phase and four in following phase, for the first eight places (Table 6).
An excellent path of a team that has as main objectives win!).
Table 6 – Games and Results – WC Denmark 2015

Goals
Group Phase Date Team Result Team Interval
diference
1º Game 5.12.2016 Norway 25 – 26 Russia 11:14 -1
Rest 6.12.2016
2º Game 7.12.2016 Puerto Rico 13 – 39 Norway 6:17 +26
3º Game 8.12.2016 Norway 40 – 19 Kazakhstan 20:10 +21
Rest 9.12.2016
4º Game 10.12.2016 Roménia 22 – 26 Norway 10:13 +4
5º Game 11.12.2016 Norway 29 – 26 Spain 18:12 +3
Rest 12.12.2016
Round of 16
6º Game 13.12.2016 Germany 22 – 28 Norway 10:15 +4
Rest 14.12.2016
Rest 15.12.2016
Quarterfinal
7º Game 16.12.2016 Norway 26 – 25 Montenegro 13:11 +1
Rest 17.12.2016
Semifinal
8º Game 18.12.2016 Norway 35 – 33 Romania 17:14 +2
Rest 19.12.2016
Final
9º Game 20.12.2016 Netherland 23 – 31 Norway 9:20 +8
9
A route in the group phase, which began with a defeat against Russia, through minimum
margin, and ending with striking and controlled victories against the following opponents
(Table 6).
However, from the eight final phase, and by the characteristics of the games in this phase
(elimination system), and the value of opponents, the games become more balanced as
indicated in results. They reach to the final and played against the Netherlands and made
a superb win, which has become a surprise by the excellent performance in games
throughout the championship by the Netherlands national team. A final that did not patent
the balance from the beginning, and where Norway has expressed all their superiority.
One more title, being this way the third in a world championship.
Considering the data from the last finals of World Championships, which they was
crowned champion (1999 Denmark / Norway and 2011 Brazil), it is interesting to note
that in each of the finals, it amounted to a defeat in the group stage in 1999 in the 4th
game and in 2011 also in the 1st game.
4. Methods
This study comprises of a sample of nine matches played by the national team of Norway
in the final phase of the women's World Championship - Denmark 2015.
From observation of these games, it resulted in a total of 1255 sequences recorded attacks.
Were used for the collection of data, statistics produced by the observation analysis tool,
used to analyze the games, Videoobserver and the development of a database constructed
for this purpose and the statistics provided by the IHF.
The descriptive method was used to collect and analyze all the information from this study
along with an instrument of observation.
However, the multiple regression analysis was used to investigate the contribution of
individual performance indicators and their influence on the outcome of the game.
4.1. Instruments
Data Collection Instrument
The Videobserver® was the software used in data collection. It is an online platform with
a set of applications and built originally and specifically for handball, which allowed us
to record technical and tactical occurrences and visualize their data synchronized video.
This platform was used with the Game Editor Version (post-game) which allowed us to
collect data with the video file, of the play, to encode actions of the players and the tactical
situations of the teams in the study.
Data collection in the Game Editor can register and request some data identified by
observer, as examples, the samples of Figures 1, 2 and 3. Simple information, combined
and correlated statistically, that meet the needs of coaches at the analysis and preparation
of the players, team and their opponents.
Figure 1 – Example of a team report and game on the online platform
10
Figure 2 – Example of a team report of 7m shots on the online platform
Figure 3 – Example of a team report of passes on the online platform
5 – Descriptive results and inferential

Of the games played between Norway and his opponents, we start by analyzing the
number of attacks. We note that from the end of the 8th, there was a growing number of
situations (Table 7) which may justify an increase in the speed and intensity of the game
at this phase, which coincides with the most important period of the competition and
logically disputed with the strongest teams of the competition.
Table 7 – Number of atacks per game

Teams Frequency % Cum %
Russia 134 10,68 10,68
Puerto Rico 132 10,52 21,20
Kazakhstan 143 11,39 32,59
Romania 131 10,44 43,03
Spain 134 10,68 53,71
Germany 151 12,03 65,74
Montenegro 135 10,76 76,49
Romania 153 12,19 88,69
Netherland 142 11,31 100,00
Total 1255 100,0
Justified by the only recorded defeat in the competition, are the disadvantages in the
marker that present a value, surprisingly low, 11.6%. In turn, when we refer to the scorer
record domain it shows us 67.8% (Table 8).
Underline this team in addition to maintaining a high percentage level of successful
results throughout the competition, only 23.2% are the minimum advantage of one and
two goals and 48.9% greater than or equal to four goals, which shows the advantage over
their opponents (Table 8).
However, when we focus in the phases more used in game, by the Scandinavian team, as
usual in the positional attack have the highest percentage. However the transition
situations (counterattack, fast break and ball reposition) accumulate a registered
11
percentage of 29.74%, is higher than the overall average of the 23 teams, that representing
18.6%.
Table 8 – Goal difference

Goal difference Freque % Cum %
ncy
Lose by 3 goals 11 ,88 ,88
Lose by 2 goals 47 3,75 4,62
Lose by 1 goals 88 7,01 11,63
Tied 116 9,24 20,88
Wins by 1 goal 172 13,71 34,58
Wins by 2 goals 119 9,48 44,06
Wins by 3 goals 88 7,01 51,08
Wins by 4 goals 105 8,37 59,44
Wins by 5 goals 105 8,37 67,81
Wins by 6 or more goals 404 32,19 100,00
Total 1255 100,0
Nevertheless, the defense, it's one of the indicators performance of this team. Indeed the
system 6: 0, dynamic and aggressive, as typical and usual, the Norwegian game model,
was the vital basis for achieving the success of remaining phases, especially in the fast
transitions. They use an attack defense substitution, taking advantage with a good
defensive expert athlete. Alternatively, we observed the use of the 5x1 system, with the
particularity of having been used only when the opposing teams were in numeric
inferiority. We assume the same way that the defensive phase, the successful actions,
registered, may be an indicator to justify the defensive effectiveness. However we can
confirm by Table 9, in the general values that this effectiveness is a reality.
But when we see the results, game by game, we found that there was a significant
difference in the group phase for the game of the final, games to eliminate. We note that
from the quarter-final national team of Norway had lower values compared to the
opponents, with regard to the success of the defensive actions that correlate to the table
10, effectiveness in the game phases, we can determine that on the couter-attack, who do
not have relevant values that indicate the exploration of this phase of play.
Table 9 – Defensive actions of success Norway vs Opponents

Team RUS PUR KAZ ROM ESP GER MNE ROM NED TOTAL
N O N O N O N O N O N O N O N O N O N O
Freq AD 3 5 23 3 15 15 13 7 9 8 21 11 7 11 4 11 5 8 100 79
% 3 6,3 23 3,8 15 6,3 7 8,9 9 10,1 21 13,9 13 13,9 4 13,9 5 13,9 100 100
Legend: RUS- Russia, PUR – Puerto Rico, KAZ – Kazakhstan, ROM – Romania, ESP – Spain, GER – Germany, MNE -
Montenegro, NED – Netherland, N – Norway, O – Opponents , AD – Defensive actions of success, Freq - Frequency
When using this game phase, counter-attack, against Norway (Table 10), the observed
values are extremely lower, with an average efficiency of 8.87%.
Using an offensive strategy concentrated on fast transitions, where success is undeniable,
in the analysis of game play, the low number of goals conceded at this stage, also
expressed another indicator of success, clearly attributed to a defensive phase, recovery,
it reaches relevant levels of effectiveness.
However the positional attack phase is not the most effective phase, sporting a lower
number of goals against almost all his opponents, although to register minor differences,
is the phase with less successful, 58.57% of overall effectiveness.
Finally we see that throughout the competition suffered 51 7m goals, was the second team
most succeeded, together with Russia in such situations. However the achieving only 35
goals, shows an efficiency (69%), one the 5th worst results in general, in this type of shot.
In carrying out the fast break, as can be seen in the images 1 to 6, team of Norway, after
recovering the ball, defines its corridors, by simple and fast way.
12
As a strategy, Norway team, explores the attack defense substitution, with Nora Mork,
right back, with fast entry, trying to swiftly gain advantage. Even making the exchange
in a part of the field in which the player enters the left side will not be tactically a
functional obstacle, taking into account that facilitates the superiority to the left side, by
the technical and tactical skills of the player concerned.
As well they can still take advantage of teams that they using similarly, the substitution,
putting pressure on the opponent, by not let happen such game situation, or an exchange
with delay, thus winning numerical advantage.
1. 2. 3.
4. 5. 6.
Image 1 to 6 – Illustrates the dynamics of counter-attack – National team of Norway
Table 10 – Eficácia finalização Noruega vs Adversários

Shots
Total
CA 7m PA
Games
Oponentes SG SuG SG SuG SG SuG SG SuG

Freq/ Freq/ Freq Freq/ Freq/ Freq/ Freq/ Freq
% % % % % % % /%
1º 6 2 4 8 15 16 25 26
Russia
24 7,69 16 30,77 60 61,54 100 100
2º 20 1 3 0 16 12 39 13
Puerto Rico
51,28 7,69 7,69 0 41,03 92,30 100 100
3º 17 1 3 1 20 17 40 19
Kazakhstan
42,5 5,26 7,5 5,26 50 89,47 100 100
4º 7 2 4 3 15 17 26 22
Romania
26,9 9,09 15,38 13,64 57,69 77,27 100 100
5º 7 2 5 4 17 20 29 26
Spain
24,13 7,69 17,24 15,38 58,62 76,92 100 100
6º 7 3 2 3 19 15 28 22
Germany
25 13,63 7,14 13,63 67,86 68,18 100 100
7º 5 2 4 3 17 20 26 25
Montenegro
19,23 8 15,38 12 65,38 80 100 100
8º 6 4 5 3 24 26 35 33
Romania_E
17,14 12,12 14,29 9,09 68,57 78,79 100 100
9º 8 2 5 2 18 19 31 23
Netherland
25,80 8,70 16,13 8,70 58,06 82,61 100 100
83 19 35 27 161 162
Total
100 100 100 100 100 100
Média 28,44 8,87 12,97 12.05 58,57 78,56
Legend: CA- Counter-attack, PA – Positional Attack, SG – Score goals, SuG – Suffer Goals
Norway, has a game characterized by offensive amplitude and the constant imbalances in
search of numerical or positional advantage (images 7-10). In addition to the individual
tactical technical work, the creation of offensive imbalances exploiting movements like
crossings, and exchanges, as a tactical means of group, most usually used in game, along
with the speed, quality of execution and anticipation, in tactical reading, individual and
collective. The 3: 3 instead of the 2: 4 is the most frequent form of attack (7 to 16 images).
13
7. 8.
9. 10.
Image 7 to 10 – Illustrated an example of the dynamics of positional attack - Team Norway - 3: 3 to 2: 4
Another given to register, concerns the number of assists perform by athletes that make
up the structure of the first line. Nora Mork athlete who with more assists of his team (37
assists), and 3rd in the overall ranking of this competition.
Notable are also Stine Oftedal (34), central back and Veronika Kristiansen (25), left back,
6th and 15th in the overall ranking. Again, three athletes this group are in the top 15 of
the players who do more assists. An indicator that reflects all the quality of decision-
making capacity.
In terms of offensive play in inferiority, the use of pivot Heidi Loke, is taken advantage
of, being a pivot / explosive player, position is always facing the ball or his back to goal,
she have facility to play and do shots with both hands.
A game characterized by security in ball movement and the constant search to make goal
at 6 meters.
In the game in superiority they try to gain advantage with a planned situation, pivot
between the 1st / 2nd defender, a movement used by most teams (images 11 to 13) or the
pivot between the 2nd / 3rd left side defense or right trying to create superiority with
simple attacks of fixation search to gain advantage.
In Table 11, we observe with respect to the goals in numerical inferiority, the Norwegian
team comparing to their opponents can have a success rate in 5 of the 9 games, equaling
the number of goals in the other games, thus having more success in exploiting in this
situation of disadvantage that your opponents. However throughout the competition
efficiency decreased significantly until the end.
14
11 12.
13.
Image 11 to 13 – Illustrated an example of the dynamics attack in superiority and defensive recovery -
Team Norway – Pivot between 1º/2º defenses
Regarding the superiority situations have on average 57.37% of overall effectiveness, we

found the lowest value in the semifinal, 40%, in contrast to 100% of your opponent,
Romania. But the game who has lowest values in both situations is the game with Russia,
which resulted in the only defeat of the competition, and that amounts to an efficiency of
35% for 63.63% of your opponent.
However, we found that in general, the selection of Norway, in numeric inferiority, scored
double of the goals than their opponents, 29/15, and similarly, in superiority had a higher
number of goals, 35/31, but not went the most effective team.
Table 11 – Goals in Numeric Inferiority and Superiority Norway vs Opponents

RUS PUR KAZ ROM ESP GER MNE ROM NED TOTAL
Team
F/G F/G F/G F/G F/G F/G F/G F/G F/G F/G
INF Nor 10/3 4/3 8/5 4/3 4/3 4/2 9/5 14/4 7/1 84/29
% 30 75 62,5 75 75 50 55,55 28,57 14,28 100/34,52
INF Opo 5/2 12/3 0/0 4/2 3/0 8/2 2/1 6/4 8/1 48/15
% 40 25 100 50 0 25 50 66,66 12,5 100/31,25
SUP Nor 10/5 13/10 0/0 6/3 2/0 9/6 5/3 10/4 6/4 61/35
% 50 76,92 100 50 0 66,66 60 40 66,66 100/57,37
SUP Opo 6/5 2/1 6/3 4/1 7/4 4/1 10/4 6/6 8/6 53/31
% 83,33 50 50 25 57,14 25 40 100 75 100/58,49
Legenda: RUS- Russia, PUR – Puerto Rico, KAZ – Kazakhstan, ROM – Romania, ESP – Spain, GER – Germany,
MNE – Montenegro, NED – Netherland, NOR – Norway, INF Nor–Norway Inferiority, SUP Nor–
Norway Superiority, INF Opo– Opponents Inferiority, SUP Opo– Opponents Superiority, F – Frequency, G - Goals
Finally, we find that throughout the competition Norway suffered 51, 7m, the second
team most succeeded, together with Russia in such situations. However the realization of
only 35 goals, shows an efficiency (69%), 5th worst results in general, in this type of shot.
Still has the two goalkeepers classified in the final ranking, classified in 3rd and 9th
position, as the most effective to defend this kind of shot, 7m. Indicators that ultimately
justified the fact that even with such low values, in concretization, being able to get
successful results in their defense, eventually they balance the efficacy with their
opponents.
15
Table 12 – Goals per time - Norway

Adversários Total
0-5 5-10 10-15 15-20 20-25 25-30 30-35 35-40 40-45 45-50 50-55 55-60 60-65 65-70
NS/ NS/ NS/ NS/ NS/ NS/ NS/ NS/ NS/ NS/ NS/ NS/ NS/ NS/
OS OS OS OS OS OS OS OS OS OS OS OS OS OS
Russia 2/2 3/2 2/2 2/4 1/2 1/3 3/2 4/2 2/2 0/1 2/2 4/2 - - 25/26
Puerto Rico 3/2 3/1 3/0 2/1 2/1 4/1 2/1 5/0 4/0 5/0 2/3 4/3 - - 39/13
Kazakhstan 3/0 4/4 0/2 5/1 4/2 4/1 4/1 2/2 2/1 3/1 4/1 5/3 - - 40/19
Romania 2/1 2/1 4/1 1/1 2/4 2/2 2/1 3/1 2/1 3/3 0/3 3/3 - - 26/22
Spain 3/1 2/2 3/3 5/2 3/0 2/3 3/3 0/2 2/2 4/3 2/2 0/2 - - 29/26
Germany 2/0 1/3 4/4 2/0 4/1 2/2 3/2 2/2 2/1 3/2 1/3 2/2 - - 28/22
Montenegro 3/3 0/2 3/2 2/0 3/1 2/3 2/2 3/4 2/1 2/3 2/1 2/3 - - 26/25
Romania_ 2/2 3/3 4/3 4/2 3/3 1/1 1/3 2/0 0/4 2/2 5/3 0/1 4/2 4/4 35/33
Netherland 3/1 4/3 2/1 3/2 3/1 5/1 2/4 2/2 1/2 1/2 3/2 2/2 - - 31/23
Total 23/1 22/2 25/1 26/1 25/1 23/1 22/1 23/1 17/1 23/1 21/2 18/2
4/2 4/4 279/209
2 1 8 3 5 7 9 5 4 7 0 1
More goals shots Less goals shots
Legend: NS – Norway shots , OS – Opponents shots
When we analyze the results in completion (Table 12), associated at playing time, we try
to understand if there is any trend in marker at different times of the competition or game.
We can thus see that in the first 25 minutes, there is some superiority and balance in goals
scored, especially in the finals matches of the competition. However between 5-10 min,
games relating to the eight and fourth final games, the team suffered more goals than
scored.
We also can determined, that in the semi-final and final game, the Norwegian team did
not made a good 2nd part beginnings, suffering, in the first 5 min, twice the goals scored.
But among the 40-45 min there was a decrease and even the absence of goals scored
against Romanian and Dutch team, 3rd and 2nd placed in the competition.
However between the 50 to 55 minutes the team changed the score shot efficiency,
becoming more effective, achieving thus recovered some disadvantage. We can say that
the last 5 minutes are favored by some control and invariance between the teams,
regarding the number of goals.
Overall, we can see the supremacy of the Norwegian team in the first and second parts of
the game, but from the elimination games contrary to the preliminary round, the
opponents have recovered 3 goals from the first to the second part, showing the
superiority in this part of the game, possibly justified by real effort to change the trend in
the result.
When we focus on the most frequent shot scored zones, the opponent’s teams, opposite
the Norway, watching the games from the end of the 8th, we note that the central zone at
the expense of the wings, was the zone where the teams sought to make goal (images 13
to 16). Regarding efficacy, the percentage in balanced games are over 55% and in the less
balanced games was equal or less 50%.
Eight Final - Germany 22 - 28 Norway

Germany submitted an efficacy of 50%. With a prevalence of shots of the central zone.
The level of efficacy to 6m is noteworthy, although the wings shots were almost non-
existent. No doubt the central zone it was the zone where they sought to score, the
incidence of goals of 6m and 9m, and defended and missed shots, 9m.
14.
Image 14 – Germany shots against Norway (goals, defend and missed)
16
Quarter final - Norway 28 - 26 Montenegro

Assessing the team of Montenegro, it was verified a 56% effectiveness. The prevalence
of shots involved the exploration of shots of the central zone, 6 and 9 meters and of the
right wing.
In conclusion, the effectiveness levels have occurred in the 9 meters shots, considering
that the majority incidence of outside and defense shots, was from the 9 meters, and at
central zone (image 15).
15.
Image 15 – Montenegro shots against Norway (goals, defend and missed)
Semi final - Norway 35 - 33 Romania

Romania taking into account the number of shots, 55, had an efficiency of 60%, being the
team that boasts a larger number of shots failed (11), especially the left, and defended
(11), particularly in the central zone, 9m. However the zone explored in the shot
effectively, is not limited to a specific area of the field, and has a homogenous exploration.
In conclusion, of situations within 9m were successful option of the attack, especially on
the right side and central zone (image 16).
16.
Image 16 – Romania shots against Norway (goals, defend and missed)
Final - Netherland 23 - 31 Norway

In the final of the competition, we can see that the selection of the Netherlands showed a
43% efficacy, low value to a final and the lowest of the teams faced Norway in the games
to eliminate. With 30 shots failed (54), of which 24 defended and 6 failed (post and
outside).
The central zone was clearly the most exploited to score and more efficient. From wings,
only the left side succeeded in finishing. However we found the large number of defended
shots mostly through the central zone and right wing, and shots missed from the outside,
9 meters (image 17).
17.
Image 17 – Netherland shots against Norway (goals, defend and missed)
17
Regarding the number of technical failures, per game, although we associate the technical
failure to the unsuccessful, on an individual game action, with a negative connotation in
performance, the Norwegian national team, achieved lower values compared to their
opponents (Table 13).
Only in 3 games displays a high number of technical glitches higher than opponent,
including the semifinal and final. However comparing the group stage to the final stage
of the competition, the number of technical failures is inferior between 9/10. Only in the
semi-final game, which had extra time, it has a higher number, 13.
Table 13 – Technical faults Norway vs Opponent

Opponent FtO % Norway %
Russia 11 8,87 13 12.03
Puerto Rico 25 20,16 11 10,19
Kazakhstan 13 14,48 12 11,11
Romania 21 16,94 19 17,59
Spain 12 9,68 12 11,11
Germany 20 16,13 10 9,25
Montenegro 10 8,06 9 8,33
Romania_E 7 5,65 13 12,03
Netherland 5 4,03 9 8,33
Total 124 100 108 100
More technical foult Less technical foult
Legend: FtO – Technical foult opponent
Finally when we compare the successful and unsuccessful actions (Table 14), in the
totality of actions made during the competition, the Norwegian team managed to achieve
success in 53.71% of the shares, equivalent to 674 actions of successful, in contrast to 41,
43% (520 actions) of unsuccessful or successful of the opposing teams. We considered
successful actions all actions in which the team gained advantage over the opposing team
during the games.
Table14 – Successful and unsuccessful actions
Category Frequency % Cum %
Sucess 674 53,71 53,71
Neutral 61 4,86 58,57
Unsucess 520 41,43 100,00
Total 1255 100,0
The Norwegian team, in general, could be more effective than the other teams at 12.28%,
which explains the positive results in the remaining variables and their effects, as a result
final results of each game. These data support the idea that the effectiveness of actions is
essential to succeed.
6 - Discussion and final considerations

Rapid transitions, including the counterattack became in the women's world top teams,
one of the game phase that has most created attention and concern by the coaches. The
counterattack may be a consequence of a team game strategy which starts with the ball
retrieval and develops by waves through a single simultaneous action, creating favorable
conditions to complete successfully.
Some of the indicators of success of the team, are governed by principles that combine
individual effectiveness with the collective. They have an effective structure, combining
the results achieved, by the values of the indicators of success, observed.
Defensively your game model goes through technical and tactical actions at the level of
anticipation of the actions of the opponent, forecast of possible errors in game actions,
18
reacting opportunely, cutting pass lines, trying recovery the ball and thus potentiating the
passage for the offensive game - counterattack. Security, speed, temporize phase,
individual quality in making decision in running pass, makes this team, the success of
project that has been add successes in different finals, since 1986.
Considering counterattack that begins at the time the team wins the ball, per defense,
recovery or opponent's fault, not neglecting the importance of the effectiveness of the
keeper in defense actions, these, have like aim, after recovering the ball, put it quickly,
choosing the best positioned colleagues. With a rigorous, efficient, fast and simple ball
transport structure, they carry out this phase with the clear objective of obtain numerical
advantage, not allowing the opponent to position itself, taking advantage of the structural
and physical imbalances.
In reference to the goals conceded, there are values, at the level of the results of the 9
games played, which in our view can treat yourself to a collective goal team, not suffer
more than 24/25 goals per game. Only the semi-finals, with the selection of Romania,
which had a extra-time, presented a result above 26 goals conceded. Compared with other
finals, World Championships, European and Olympic Games, this trend remain, of most
visible way, in the games results.
We can say that work by collective and individual objectives, can be a reality in terms of
effectiveness and efficiency in the different phases of the game, regarding the number of
goals scored and suffered.
After all the research, the team of Norway as the main indicator of sporting performance
does not involve game phases, we consider like the secondary indicator, but rather a set
of collective and individual objectives, primary indicator, responsible by the whole
performance of the team, and therefore of the result of the different parameters analyzed.
Of the results of this study we can thus highlight, ordering by the different game phases
the following strategic objectives of the Norwegian selection:
The collective level, defensively, do not suffer more than 11/12 first-half goals and 24/25
goals per game. In the counter-attack phase to score in every game a partial 7/8 goals, and
not suffer in these circumstances more than 2/3. The number of committed technical
failures should be patented in the amount of approximately 10/11 per game included the
failures in current organized attack.
Suppositions that seem to make sense in view of the effectiveness of game phases that
are correlated with the individual effectiveness. If there exist a model that integrates well
defined objectives, structured, by the sports past, realistic, certainly motivate athletes at a
constant requirement (individual and collective), where the results will be of permanent
success in a team who has kept the top of International handball.
Another indicator of success is related to the personality that these players have. Create a
winning athlete, an athlete who want to win and have ambition for win. All personal
responsibility work, along with psychological counseling, mental work associated with
their preparation in achieving to the objectives and associated with a constant challenge
to overcome, achieve high performance individually and collective what makes these
players, athlete’s elite.
7 - Conclusions
In this research we can conclude that Norway is a team whose game is based on
transitions, we felt that the successful teams, they use the counter-attack to score "easy
goal" more often than classified worst teams.
The defensive efficiency combined with quick transitions, intensity and game speed, was
and is the key element of the Norwegian team. It is an advantage against their opponents
who are not so effective in the different stages of the game, and a team like Norway,
which uses a physical strategy, can take a high performance and get results that have been
19
observed over the years. Do the simple with effectiveness becomes the important basis
for any game model succeed?
A collective strategy based on collective and individual objectives, part of a game model
based in achieving better performance by combining their resources (mental, technical,
tactical, physiological, psychosocial, physical) necessary and fundamental and
influencing their efficient performances over the games.
The qualitative increase in its execution is remarkable and manifested by effectiveness,
reflected in the occurrence of less technical fouls and in achieving more goals during the
game. Featured for the physical qualities, speed and strength along with technical actions
and effective tactics, unquestionable when compared to their opponents in the different
phases of the game.
"Luck is what happens when preparation meets opportunity." Elmer Letterman
8. References
Bilge, M. (2012). Game analysis of Olympic, World and European Championships in
men’s handball. Journal of Human Kinetics, 35, 109-118.
Calin R. (2009). The analysis of the efficiency of using fast breaks in female handball
during the World Championship in China. Science Movement Health. 2010; 2:594–599.
Forde, O. (n.d.). Sports in Norway. Available in:
http://www.reisenett.no/norway/facts/nature_outdoors/sports.html
http://www.vancouver2010.com/olympic-medals/medallists/index_ct
hX.html?cat1=NOR Acess em 05.05.2016
Garganta, J. (2001). A análise da performance nos jogos desportivos. Revisão acerca da
análise do jogo. Revista Portuguesa De Ciências do Desporto, 1 (1), 57-64.
Magalhães, F. (1999). Relação entre indicadores de eficácia e a classificação final de
equipas de Andebol. Um estudo no campeonato nacional da 1ª divisão masculina.
(Mestrado, Faculdade de Ciências do desporto e de Educação Física da Universidade do
Porto).
Lidor, R. & Arnon, M. (1997). Correlation relationships between technical variables and
final placing of basketball teams. Coaching and Sport Science Journal. Pp.39-47
Ohnjec, K., Vuleta, D., Milanoviç, D., Gruiç I. (2008). Performance indicators of teams
at the 2003 World Handball Championship for women in Croatia. Kines; 40: 1: 69-79
Ohnjec, K., Vuleta, D., Dizdar, D., and Milanović. D., (2015) Structural analysis of
counter-attacks performed at the 2010 european handball championship for women.
Sport science.
Prudente, J., Garganta, J., & Anguera, T. (2004). Desenho e validação de um sistema de
observação no andebol. Revista Portuguesa De Ciências do Desporto, 4 (3), 49-65.
Rogulj, N., & Trnin, M. (2010). Тhe influence of situation efficiency on the result of a
handball. Sport Science, 3(2), 45-51
Sampaio, J., & Janeira, M. (2003). Statistical analyses of basketball team performance:
understanding team’s wins and losses according to a different index of ball possessions.
International Journal of Performance Analysis in Sport, 3, 40-49.
Vukosavljevic, J., Kocic, M., Beric, D. and Stojic M. (2015), The situations success in
the handball: Review. Physical Education and Sport Vol. 13, Nº1, pp.97-105
Wagner, H., Finkenzeller, T., Wurth, S. and Duvillard, S. (2014). Individual and Team
performance in Team-Handball: A Review. J. Sports Sci Med; 13(4):808-818
20
HOW TO BUILD A TEAM
Antonio Garcia Guerrero
Federación Española.
España
Toni Garcia: Master Coach 2016

Página 1
THESIS SUMMARY
The essence of this thesis is based on the apparently most likely part to forget in
a team, and yet what makes the difference between a good and a great team from
my point of view. It gives you a powerful weapon to face the season.
In a professional team you might suppose that everybody knows how to play and
just putting into practice all the tactics, systems and so on it’s enough. The team
will work fine but it is not enough. Usually a team is never homogeneous, there
are players from different countries, with a concrete handball vision, with very
different habits and traditions, various native tongue that makes communication
so hard, different ages and so different personal and professional goals, and
distinct wages and contracts.
All these factors causes that an apparently homogeneous team with the final goal
of “playing handball” must work hard on adaptation, collaboration, fellowship,
teambuilding and above all commitment. There is way more than just the game
itself. Without all these values the season becomes so hard to carry.
KEYWORDS
 Technical-tactical work
 Team above all
 Responsibility
 Commitment
 Eagerness

Página 2
1. Strategic Plan
1.1Visión , mission, values .

1.2 What to improve the previous year. Philosophy of play .
1.3 What players need.
2. Distribution of working.
2.1 Management first team.

2.2 The importance of our values as a team, keep them.
2.3 Training team for training. Commitments.
2.4 Securities . What the team says.
2.5 To create a team : do not give up, compete , responsibility,
influence, effort, work , motivation,
2.6 Ideas to seduce the team .
3. Planning for management.
3.1 Planning season.

3.2 Model tactical game
3.3 General Plan
3.4 Plan of technical and tactical work.
3.5 Preparation workouts , games.
3.6 Mesocycles and preparation microcycle .
3.7 The strength is in the group .
4. Conclusions
5. References .

Página 3
1. STRATÉGIC PLAN
1.1Visión, misión, Valores.
Vision
Be a leader club in terms of young players’ integration in the first division.

Awake the desire among young players with possibilities to come to our club in
order to keep growing and settle in the league.
Build a relationship with National teams.
Set up our own methodology and game model to achieve a steady growth.
Mission
Create the best technical structure to fulfill the 1st team needs.
Keep 50% of the players coming from our young teams (no matter what it means
and despite the difficulty).
Upgrade the fresh and modern image that our handball has in Spain and France and
why not Europe.
Values
Our first team must be an example of the team sports values, such as solidarity,
respect, equality, fraternity, effort, contribution, competitiveness, courage and
commitment.
Push the pride of belonging: Pride of our club!
1.2 What needs to be improved from last year?. Game philosophy.
It must link and connect both the 1st and the young team’s interests
Physical, tactical and technical guidelines for the 1st team and spread them all over the
different young teams.
That can unite the interests of the 1st team with the base.
1.3 Which players do we need?.
The goal of our young teams is to prepare our players to be ready to join our 1st team at
the end of their formative stage.
So, we need to define the different aspects we must take into account and consider
Set the minimum requirements to play in our 1st team, turning them into the aims that
our young players must achieve throughout the years.

Página 4
2. WORK CONTENT DISTRIBUTION.
Work content plan in different blocks:
1. Physical and conditional level

2. Individual technique and tactic level
3. Offensive and defensive collective procedures
4. Game systems. Collective tactics
5. Goalkeepers specific work
6. Psychological preparation
7. Daily practice routine + game preparation.
Team values
2.1 1st team management.
 Team sport work strategy
 Team sports versus individual sport
 Training sessions and game preparation
 Competition study-video work…
 Game management
 Group conflict management.
2.2 .Importance of our team values.
ACCOMPLISH THEM
OUR INDIVIDUAL AND GROUP IMPROVEMENT IS OUR AIM AND
CHALLENGE
KNOW WHAT TO DO AND WHAT IS REQUIRED
KNOW HOW TO PUT INTO PRACTICE
CONTROL IT WHILE DOING IT

Página 5
2.3. Team bulding for its trainng. Commitments
The team members (players) must know and accept some rules, goals, behaviors,
values, tactical concepts, etc. That will be critical when building a solid and strong
team (identity).
COMMITMENT, the most important value as it makes the other one possible
Through meetings chats and practice we inculcate our work guidelines to our
players.
Daily work, it lays the groundwork of our team
project
COMMITMENTS
Identification with the club

I give my 100% and work hard to improve it
Positive, competitive and winning mentality
Commitment to create and keep team goals
2.4 Values. What the team says.
2.4.1. Values
Values define the identity and this is vital for a team.

It is the reference in difficult moments, helping as mental support and guideline
Values will lead the way to solve problems and conflicts.
• Self-demanding
• Individual responsibility
• Effort and sacrifice
• Discipline
• Enthusiasm
• Humility
The head coach must think deeply over the values that wants in his team and inculcate
the mentality and behavior.
These values are defined by the team itself, they are hanged in the locker room.
Key: achieve that the players are the ones who set and accept these values for
themselves, it is way more effective and strong than the head coach imposing them

Página 6
2.4.2. What the team says.
Which team do we want to be?

Locker room Wall.
WE DEFINE OURSELVES AS A SELF-DEMANDING TEAM (COMPETE IN

EVERY PRACTICE)
VALUE AND EFFORT!
WE ARE AN AMBITIOUS TEAM AND WE WILL FIGHT UNTIL THE END

(NEVER GIVE UP)
VALUE OF HAVING FAITH AND CONFIDENCE IN OURSELVES UNTIL
THE END. PERSEVERE!
WE ARE WARRIORS AND FIGHTERS FROM MINUTE 1 UNTIL MINUTE 60

(COMING BEFORE THE PRACTICE IN ORDER TO DO MY IMPROVING
TASKS)
VALUE OF IMPROVING EVERYTHING THAT IS DIFFICULT FOR US
WHAT THE TEAM SAYS?
WE ARE A TEAM THAT HELPS EACH OTHER THROUGH

COMMUNICATION, WE CHEER UP OUR MATE WHEN WE FAIL, ALWAYS
PREPARED AND AVAILABLE FOR OUR MATES AND TEAM.
(NO DISRESPECT OR UGLY GESTURES, HELPING AND
COMMUNICATING, NO SHIT STUFF!)
VALUE OF RESPECT AND HONESTY
VALUE OF HUMILITY ANS CONTRIBUTE TO THE TEAM AND THE

COMMON GOAL
WE WANT TO BE AN HONEST TEAM, WITHOUT EITHER EXCUSES OR
REGRETS
DECISIONS ARE ALWAYS MADE THINKING IN THE TEAM INTERESTS.

Página 7
2.5. To create a team : do not give up, compete , responsibility, influence, effort, work ,
motivation.
Perseverance, never give up, it may be exhausting for our opponent to notice that we
never surrender.
Compete and win always, a defeat must teach us something, never split us up
Responsibility towards our job (sport), towards our life.
Influence, be a model to follow for our young players.
Effort if we want to make a difference (now it’s our time to write a bit of history).
Get to work.
Work is mandatory and there are no excuses, it’s not negotiable. It will help us to
endure and overcome difficulties.
Motivation is what moves people to make an effort and so achieving their goals.
A team that believes in itself is so hard to beat.

Motivation always there, intrinsic, extrinsic, transcendent (will, friendship, loyalty,
solidarity, generosity).
Is the desire to be part of it.
Talks, videos, readings, they are part of our motivation work
Depending on the moment, watch out the overusing of it
Consensus with the head coach in order to keep the environment from breaking the
team cohesion (bunker).
Knowing what the player (team) wants, reach an agreement..
We have to choose a player who may fins comfortable with our working
philosophy.

Página 8
Página 9
To create a team must have a good time
Strength, honor, and giving always out best in order to be better
They know that without this focus and concentration we won’t achieve anything
We must do it from the beginning and without needing the coach correction every
day, here you have to do a step forward in your individual and collective motivation
process.
If you do this, this team will become what they want
I’m not making you small
We need challenges and dreams
Growing again with the team and for the team
Vital when building our team:
Guts, humility, self-discipline, honesty, integrity and courage
Respect, confidence, loyalty (coach), trust your mates and make your mates believe
in you
Leadership, generates more leaders, show by example, don’t ask more than what I
give
Concentration, in basics and get rid off frivolities and trivialities
2.6. 10 ideas to convince and

seduce my team.
I am the coach because I can help my players to be better, NO because I yell louder
than anyone else
• I am the coach because I can help my players to be better, no because I yell
louder than anyone else
• Look in the eyes and shake hands everyday with everybody
• Talk with the players before setting goals
• Reach a solid agreement instead of presenting my rules. I want a committed
player, not a forced player
• Surprise my players, be myself
• Setting goals in terms of coach improvement and sharing them with the team
• Involving (invisible training) the highest number of people (staff, CEO,
parents…) with my ideas
• Pay a lot of attention to the “first time” that something happens (exercise,
practice, delay, conflict…) as everyone is expecting where you draw the line
• Be patient. Every single idea takes time and dedication. Show conviction
• Don’t exaggerate, enjoy, laugh at yourself, live deeply being with your team

Página 10
• Find the way to excite and inspire your team. Be the leader
3. Team planning for its management.
Choose players with the physical, technical and tactic talent that we need
It’s crucial for them to feel involved and committed with our philosophy and values.
3.1 Planning temporada.
• Action plan for team making.
1. Be aware of our finances, which is our budget?

2. Knowing the sports project that our club wants to do
3. In December. Go over the contractual situation of our most important players
4. Urgent action:
• Talk with the players about next season offer. Priorities
• Make our players hesitate with better offers than our own one
• Keep our young and growing players who may help us a lot next years.
Believe in them
• Be aware of the players that might help us this season or the next one
5. In January, get in touch with players in order to know their situation and hopes
for the future (make our team puzzle)
6. Aim: make the best team possible according to our project and our financial
situation
7. Be quick in terms of players we want to talk to, get to know their situation and
availability
8. Set the way to proceed.
It’s difficult, but we need to live our daily routine with the team and try to make the
most of it. It will help us in our steady growth.

Página 11
2.3 Tactical game model
Models adapted to each team attack.
Planing tactique. Toni Garcia
Attaque sur 6:0

Croisé Permutation
nº Action colectiva signal enchainament avec d'autres nº Action colectiva signal enchainament avec d'autres
Croisé demi-center avec pivot Permuta para lateral actions
1 ouvert (+)2-Croisé
+mi dl e_center entre da ns +5 cruce doble
+4 croi s é +11-1x1
1 +5 dobl e curce. 8
+12- 2x2
+6 pi vot-a i l i er +17 pasa central
Croisé demi-center_arriere signal enchainament avec d'autres Permuta para Central signal enchainament avec d'autres
2 Cruce a bi erto. (+)1x1 lat, cent actions
+ Pa nta l l a . + 2x2 1ª linea-pivot
C 2
+Repetici ón.
+1 croi s é a vec pi vot
+ 2x2 -1ª l i nea pi vot.
+16 Reversement du arriere.
9
+2 Cruce cent x lat.
+17 Revers ement du Demi -
r Croisé arriere par demi_centre signal
3
enchainament avec d'autres
.+pas a pivot.
3falso +Reversement du
arriere.
Perm
utati 10
Permuta extremo enchainament avec d'autres
actions
en función del 1x1
pasar a 2:4 o volver
on
o
+Reversement du Demi-centre
nº Action colectiva signal enchainament avec d'autres Duel 1x1, 2x2, 3x3
Croisé long: arriere par arriere actions Duel 1x1 ( 1ª línea) signal enchainament avec d'autres
.+ faux atac interval p. 1 et 2 actions
i 4
+2 Croisé demi-center_arriere 1x1,
2x2
11
3x3.
s
Double croisé signal enchainament avec d'autres 2x2 1ª línea pivot signal enchainament avec d'autres
.+2 12 - 2x2 1ª líneaactions
pivot.
5 12 12- 2x2 Central-
Lateral.
é Croisé demi-centre avec ailier. Españo

l 6+2
enchainament avec d'autres
6+5
3x3"0 "(hacer salir) signal enchainament avec d'autres
actions
"0" +2 cruce central
lateral.Repetición.
-
6 (+) 6 13 Bloqueo doble.

Quim
C. lateral x extremo signal enchainament avec d'autres Puño signal enchainament avec d'autres
. +15 + 1 actions
+ 1x1 de central, de lateral
7 +2x2 de central-pivot 14
Supériorité Numérique: 6x5 Rentré a 2:4. Et Retour

Permutation demi-center 2x1 demi centre avec Rentré d'ailiers signal enchainament avec d'autres
6 pivot 1 .Cruce con pivot

2 . central x lat
4 . Cruce largo
actions
9 2x1 15
x 5 .Doble cruce
-cruce de pivot
Reversement du Demi-centre signal enchainament avec d'autres

Croisé demi-centre avec ailier. Pasa lateral
5 avec et sans ballon
Rent
actions
17 ré a 16
2:4
Infériorité Numérique: 5x6 Pasa central signal enchainament avec d'autres
actions
Croisé avec Ailiers + 4 .+2x2 Arriere Rentré a pivot entre 1y2
5x Avec
Koreana 17- + bloq de pivot.
15 B cruce de
pivot
17 pivots?
6
Contre-attaque. commencer à jouer Replis
De 1 , 2x1, 3x2. arriere 2x2 avec pivot +Rentré d'ailiers 1ª ligne avec 1r pas. Ailiers defendre sun mon.
Cont
raat Repli
aque egue

Página 12
3.3 General plan
Annual preparation of the season. two to each team

Página 13
3.4 Plan of technical and tactical work.
A Routine to prepare training sessions

Working plan Goal Results Tur
pose
10’ 1 Create the weekly availability of Go over the Prepare I will
the players important our daily know
20’ 2 Go over the opponent game plan sessions for sure
20’ 2 Go over our game plan 1h 30’ that the
20’ 1 Define the goals of every Create the before the players
practice sessions and start. are
exercises ready.
guide lines
1h 1 Create every practice tasks / Assign tasks
exercises. and
responsibilities
20’ 2 Allocate the physical work.
1h 1 Write down the training
sessions.
1h 3 Shave ours week with the staff.
10’ 2 Memorise the practice. Get ready Lead the The

5’ 1 Get ready! The mood I am in so practice in players
will be the team. a precise will
5’ 1 Go over the vocabulary. Precise motivating grow
orders. and hugely
2 Pay attention to every goal Get focused inspiring we will
throughout the session. way believe
30’ 1 Set our practice rules in
2 Focus on every player. victory
3 Give 1or 2 feedbacks to every
player.
30’ 4 Design a specific sheet to Record the Go over The

evaluate the sessions. practice and players
1h30’ 1 Record every session. evaluate and the
1h30’ Build a working group in change every team
of evaluating the session live session 1 deserve
(while doing it). hour after attention
15’ Go over the facts and compare Go overs it the end of to grow
them to ours sessions goals. and write it it max. quickly.
5’ Write down the practice report. down. Make
sure that
we are
an the
right
way

Página 14
Página 15
3.5 Preparation trainings , parties
Process for preparing the parties
T p Masive actions plan Goal Results Purpose

1 Gather general information from Collect I must have To give
the opponent. 3 videos. Dafish information on accurate sureness to
plataform descrition the players
30’ 1 Get Statistics from the internet of the that players
and ours opponent that we are
30’ 2 Analyze internet statistics Work, analyse game plan greatly
and identify before the prepared.
options using first
the practice of
information the week
1,5h 1 Analyse 3 videos and collect
individual and team information
from the opponent Write it down
1,5h 1 Identify general patters in the
videos
10’ 3 Identify the best and the most
player in attack an defence.
15’ 4 Identify their Strengths.
Offensive and defensive.
15’ 4 Identify their weaknesses.
Offensive and defensive.
30’ 1 Write down the summery of the Write down
opponent game plan. Squad, the analysis
individual actions, group, attack,
defens …
20’ 1 Analyse the opponent game plan. Analyse I must have Be sure that
Video our game our training
20’ 2 Analyse the team shape and plan sessions
availability of players perfectly will be
5’ 2 Highlight the best and the worst Pick and and great and be
options of the opponents adjust the adjusted to sure that we
30’ 1 Choose our best actions from the strategy to our the weekly are
playbook situation and needs preparing
30’ 2 Adjust our actions to the the opponent. before the ourselves
opponent. Attack video first the best
10’ 2 Adjust our actions to players practice of possible
availability the week. way.
10’ 3 Identify 3 key elements that
would makes us win the game

Página 16
Process for game day. Match panning
T Game
p day plan. Coach Schedule Goal Results Purpose
1 Be there 2 hours before Read the game
plans Moving a I will give
20’ 2 Read the opponent game plan great us
match plan confidence
20’ 1 Read our game plan 1 hour and faith
before the in our
20’ 2 Memorize the main sceneries expected Prepare and go start of the victory
over the game. match
15’ 3 Figure out in advanced last minutes
problems, timeouts winning and time –
outs losing
15’ 3 Prepare the changes
1h 1 Write down the motivation speech Arrange the
30’ 2 Memorize the speech motivation
situations
15’ 3 Practice the speech
10’ 1 Get ready
Keep focused all along the match Focus on our
performance
Check the shooting overs every 10’ and the
Check our players statistics every 10’ opponents Lead the Players
match the will know
Control our offensive performance best that I am
Name mentally every action done Give studies possible there to
when needed way help them.
Give an appropriate feed-back to the
players
Be aware of the time-outs
10’ 1 Get the video tape.

5’ 1 Gather my staff statistics Collect the Assess the I am a
information match coach
2h 2 Assess every players Analyse the before next concerned
information week about his
2 Assess the goalkeepers % preparation players
1 Assess our offensive game plan

efficiency
1 Assess our defensive performance
3 Write down our mistakes to include them Make the
in the video montage. improvement
3 Make the video improvement video

Página 17
Templates to prepare the parties.
3.6 Mesocycles and preparation microcycle

Página 18
3.7. The power is in the group
We know for sure that the power is in the group
An Andalusian, a Chilean, a Swedish and Argentinian eating together Catalan food

Página 19
4. Conclusions:
After my experience in different elite teams, I strongly believe that working hard in the
personal and group fields is mandatory as it gives you a more solid team basis to face
specially the hard times throughout the season.
Getting team cohesion, involvement, commitment and turning it into a goal is never
easy, but we must try it continuously in terms of individual, staff, group, team leaders,
doctors, club managers and so on. The more people with the same goal the more
likelihood to achieve it.
My experience in Granollers was so different from the Toulouse one as the

circumstances were so different.
In Bm Granollers the players played together for many years, the vast majority of them
grown up in the club and felt part of it. But there was a big problem, the so called
“economic crisis”, players were not paid at the right time or even at all, with all their
personal and families consequences, and further on wages went down.
Our best players left the club, this problem eclipsed the sportive side and the only way
to keep moving forward was making our players believe again in the project, it took
time and a continuous and personal task. It was important to make them think again
about handball as a fun game. Step by step and through daily work and will we
recovered this feeling of creating again something new. Keeping in mind that the crisis
was for everyone, players and staff. We just needed to readjust and focus on the new
reality and go for it with passion, energy and fight.
In Toulouse, with a stable economic project, the main difficulty was communication.
Talking in a foreign language is easy but communicating is so hard.
Building a strong cohesion towards our values among French, Serbian, Croatian, young,
veteran…players will be the key in order to create a team that fights for a common goal.
As a head coach passing this message on to the team will make them believe and work
at their best to be able to grow. Obviously professionalism is taken for granted but we
are always talking about maximums and giving this extra that makes the difference.
The wish of a team achieving a goal, willing it from themselves will give us more
confidence in what we are doing and so having a great performance.
When this extra is in the group you can feel it as a coach and gives you the feeling that
you can grow with the team in new situations and challenges, generating a new
motivational level which is basic to grow.

Página 20
5. Bibliografía:
 ANTÓN.J. (1998) “ Balonmano: Táctica grupal ofensiva. Concepto ,estructura y

metodología” Madrid Gymnos.
 ESPAR.X. (2001) “El modelo de entrenamiento en balonmano” Barcelona .II
Forum internacional de lÉsport dÉlit.
 ESPAR.X. (2006) “Capacidades cognitivas y táctica en los deportes de equipo”.
Master profesional en alto rendimiento en deportes de equipo. Apuntes no
publicados.
 LAGUNA,M. (2002)”La continuidad en el ataque posicional (1 parte)
”Comunicaciones técnicas RFEBM. Nº6, Comunicación técnica 211.
 LAGUNA,M. (2002)”La continuidad en el ataque posicional (2 parte)
”Comunicaciones técnicas RFEBM. Nº6, Comunicación técnica 211.
 LAGUNA,M. (2002)”Jugar y hacer jugar, la formación de jugadores para el
ataque posicional”. Revista Área de balonmano AEBM. Nº38, Comunicación
técnica 253.
 ROMÁN, J.D. (2003)” La estructuración del juego de ataque en balonmano de
alto nivel”. Revista Área de balonmano AEBM. Nº26, Comunicación técnica
224.
 RUIZ,L.M. y ARRUZA,J. (2005)”El proceso de toma de decisiones en el
deporte, calve de la eficacia y el rendimiento óptimo”. Barcelona. Paidós
Educación Física.
Entrenador:
Toni Garcia
Entrenador de Base, Bm.Granollers.
Entrenador de Base, F.C.Barcelona
1r Entrenador Fraikin B.M. Granollers.
1r Entrenador Fenix Toulouse Francia
Dirección técnica Balonmano formativo F.C.Barcelona

Página 21
TACTICAL OFFENSIVE SOLUTIONS
IN ELIT MALE HANDBALL ON THE
LAST 5' IN MATCHES WITH TIGHT
SCOREBOARD (+1/-1 GOAL)
Toni Gerona Salaet

RFEBM – España
Curso Mastercoach
TACTICAL OFFENSIVE SOLUTIONS IN ELIT MALE HANDBALL Toni Gerona
Table of contents
SUMMARY..................................................................................................... p 2
KEYWORDS ................................................................................................... p 2
1. INTRODUCTION .............................................................................. p 2
2. METHODS .......................................................................................... p 3
3. DEVELOPMENT ............................................................................... p 8
4. RESULTS AND DISCUSSION ......................................................... p 10
5. CONCLUSIONS ................................................................................. p 12
6. REFERENCES ................................................................................... p 13
1

Summary
Nowadays a lot of handball games are resolved last minute, those where the
decisions taken allow not much improvisation. Or maybe is not like this?
The following paper analyzes what happened in 10 top men handball teams that had a tight
score board when entering the 55th minute (+1/-1gol) as an intend to bring up conclusions
that make coaches able to improve this last minutes and have better information about
which could be the best situations to be successful.
Keywords
Handball, end of the game, decision-making, record sheet.
1. Introduction
It exists the opinion among handball coaches that, facing the end of a game with a
tight scoreboard, there are certain players who take responsibility on playing the last ball
possessions, independently from the previous collective tactic work done by the team.
Even more, it is believed that a big amount of these solutions the player is bringing up,
have an individual nature while talking about their resolution; in other words, they assume
not only de decision about what to do but also prompt that the way to do it will be through
an individual procedure.
What we are going to try to find out during this thesis is the certainty of these opinions,
and because of that an analytical of 11 elite games that came to a tight score (+1/-1gol)
board within the last 5’ will be carried out. In aim to do that an observation instrument
will be designed to keep record on the team’s offensive behaviours and get to the tactic
solutions that players perform.
If patterns leading to an upper-level success can be found in such an specific situation, is

obvious that training could focus on that direction and, therefore, provide teams with more
effective skills.
2

2. Methods
The analysis we want to carry out takes place in a variable context., in motion and
with the distinctive features of team sports interaction by which the needed data extraction
for the study would be complicated without using the observation. For this reason, the used
specific methodology is the observational one.
Observational methodology presents, on one hand, an undeniable cientific approach

(Sacket, 1978; Suen y Ary, 1990; Anguera, 1990; Riba 1991; Bakeman y Gottman, 1997;
Anguera et al. 2000, p. 1), and on the other, a proven efficacy in sport research,
specifically in team sports. Research works such as those from Lloret (1994) in waterpolo,
Hernández Mendo y Anguera in football (2001), Salas in volleyball (2006) or Salesa
(2009), Daza (2010) and Montoya (2010) in handball (2010) confirm it.
An own observational instrument will be designed for this research (ad hoc) and content
validity requirements will be tested based on the theoretical framework definition and, if it
comes to that, from the ratification given by authority criteria and the required reliability to
any observation instrument by means of interobservation and intraobservation.
We’ll use a field and categories format combine system that registers, among other criteria,
the numeric situation in which the attack takes place, the observed action resolution and
the tactical procedure used, making a record of all the actions from both teams during the
last 5 minutes of the game.
Based on the observational instrument design, datum will be collected by a register

instrument, the computer specific software Dartfish TeamPro V.5.5.
Statistical analysis techniques used will be the descriptive and associative relational ones
typical from the data processing in observational methodology.
The registration form has different parts that will help us accurately to collect data.
Game subphase. On aim to see if there are differences between the collaboration or not in
attack's subphase, we registered the following:
a. Fast through off: the team tries to make a fast thought-off after a goal from the
centre of the court.
b. Direct fast break: one player leaves his position on defence pretty early at the
moment that the opponent makes a throw. Normally there is a long pass from the
goalkeeper or the player who takes the rebound. Wings use to be the players with
more actions in this category.
c. 2nd wave fast break: this situation is done when more players, normally the
backcourt players, participate in the fast break. When it's not possible to send the
ball to someone to finish on the first wave, the second wave players advance with
short passes to reach the goal.
d. Collective Fast break: also called third wave, when the other team arrives to his
goal area and there weren't any possibility to finish with the first or second wave,
this third wave tries to get profit for some weak position of some defenders, their
temporary passiveness or the bad situation as a defence system.
3

e. Positional attack: this is the most frequent subphase, and it's done when both teams
take little rest on their transitions, make their substitutions with the
offensive/defensive specialist and prepare themselves for the next "fight".
Numerical ratio:
a. Equality: 6x6, 5x5
b. Offensive superiority: 6x5, 5x4
c. Double offensive superiority: 6x4
d. Offensive inferiority: 5x6, 4x5
e. Double defensive inferiority: 4x6
End:
a. Effective End: when the action takes a goal or a 7m throw
b. Non effective End: when they miss a shot or loose the ball
We didn't consider the situations where the team receives a fault, because meanwhile the
team has the ball, they have the possibility to end the attack.
Ending:
a. 1x1
a) Direct shot: when the player who has the ball go direct to take a shoot
without any relation with the other players and without fixing his direct
opponent
b) 1x1: when the attacker with the ball plays against one defender and takes a
shot or feint him.
c) Escape marking + reception + shot: when one player goes to one free space
to get the ball and to take a shot
b. Playing combination. These are situations where two players collaborate between
them on aim to get some advantage for one of them. There are many classifications
but we will use the most common.
a) Switch: The crossing is a collective basic medium in which two attackers

made paths in the opposite direction. The ball possessor, tries to occupy a
free space between defenders to put goal, mobilizes his direct opponent, he
releases a space and he makes difficult or he delays the intervention of its
opponent on the following attacker who occupies the space released behind.
4

b) Successive penetrations: Are a offensive basic movement that arise from the
attack of a player with ball to the existing spaces between defenders
(defensive intervals)
c) Pass and go: the possessor of the ball makes a pass to one support for next
being unmarked and receiving again
d) Block: is an offensive basic movement in which a player interposes his own

body in the trajectory of displacement of the defender.
5

e) Screen: two or more players using its body as an obstacle prevents the exit
in depth of the defenders and then they let the shooter a clear situation in a
good distance for him.
c. Playing system: These are the situations where the team plays together with some
specific movements from more than two players at the same time. We use to call it
like CONCEPTS, and each coach decides the best solutions to attack against the
different defences that opponents can make.
One possible definition of playing systems would be: A set of rules governing
individual and collective actions with the aim of obtaining the maximum
performance from the whole team.
The main features of the game systems are:
1. Organization rational attack or defence

2. Adaptation to the game system of the adversary
3. Changes due to strategic issues
Game systems defined by the four parameters, which should allow us to reduce
uncertainty in the performance of our players and that enable us to take a
performance advantage ahead of our opponents. These four parameters are:
1. Location of the players on the court

2. Individual orders
3. Collective orders
4. Special Situations
6

Observational Instrument designed:
In any of the 11th matches that I observed, there were more than 8 attacks per team in this
lasts 5’, but at the beginning of this study, I collect data also in the attacks that the defence
team made a fault.
After two matches, I decided to discard this category, because it gave me little information
and the mail goal of the thesis was to collect the final decision of the attack’s team.
I discard also to add at this thesis all the registered papers, but of course I keep it on case
that I must send it as an annex.
7

3. Development
Once we had the observational instrument, we proceed to prove the reliability of this one
using the interobserver and intraobserver test.
Interobserver: Two matches that were watched and registered for two different observers.
Observer 1: Dr. Manuel Montoya
Observer 2: Toni Gerona
Index of reliability: 99%
Intraobserver: Two matches that were watched and registered for one observer two times,
with some days of rest between them.
Observer 1: Toni Gerona
Index of reliability: 100%
We collect data from the following matches:
1. IHF Super Globe Qatar 2015

Fusche Berlin vs MKB – MVM Veszprem
Result 55': 23 – 23
Final match: 24 – 24
2. IHF Super Globe Qatar 2015

Al Sadd vs Sydney Uni Handball
Result 55': 18 - 19
Final match: 20 – 21
3. European Cup EHF Champions League 15/16

HC Vardar vs Orlen Wisla Plock
Result 55': 24 – 24
Result 60': 25 – 24

HC Zagreb vs Rhein-Neckar Löwen
Result 55': 21 – 22
Result 60': 23 – 24

Montpellier HB vs SG Flensburg
Result 55': 23 – 24
Result 60': 27 – 28
6. Asobal 15/16
Ademar León – Bm Cuenca
Result 55': 25 – 26
Result 60': 27 – 27
8

7. Asobal 15/16
SD Teucro – Bm Benidorm
Result 55': 26 – 25
Result 60': 28 – 29
8. Asobal 15/16
GoFit Sinfin – SCD Anaitasuna
Result 55': 26 – 27
Result 60': 29 – 29
9. Asobal 15/16
SCD Anaitasuna – Bm Cuenca
Result 55': 24 – 24
Result 60': 27 – 27
10. Asobal 15/16

SD Teucro – Bm Villa de Aranda
Result 55': 28 – 28
Result 60': 30 – 30
11. Asobal 15/16

Bm Guadalajara – Bm Huesca
Result 55': 23 – 22
Result 60': 24 - 24
9

4. Results and Discussion
These are the results that we found after register data of these eleven matches:
We register 105 actions in these eleven matches, and from this actions there are 47 (45%)
that were a success (goal or 7m) and 58 (55%) where the team fail (miss shot or lost ball).
On the success actions, on this 47, there aren't significance differences between the
individual and the collective resolution.
On the no effective actions (58), there is a little bit difference when the end is through a
collective movement, with more mistakes than the individually resolutions.
This was somewhat surprising and unexpected, because all teams observed on this thesis,
are professional teams and the skills and abilities of all players are expected as a high level.
But of course, intensity, nervous, moment of the match and the difficulty to play in
collaboration is always high than to play without communications with your mates.
There is something important to explain about the No Success situations.
10

We just take the result of the attack, that means, success or not, but sometimes this fail
situation was a situation with 1x0, where the player miss the shot completely alone in front
of the goalkeeper, or the goalkeeper made a good save.
15 of this 58 where situations like that, and from this 15, 12 where after a collective
movement from the teams and 3 after individual situation
If we accept these situations like a success situation, then we find that collective solutions
are more successful than individual solutions: 24+3=27 individual solutions in front of
23+12=35 collective solutions.
5. Conclusions
11

It's clear that this study has a big limitation among the few matches observed, but
it's interesting to assume that collective solutions aren't much better than individual
solutions in this stressful situations as we thought at the beginning.
Of course there is much variability in each team that helps to get a very different data:
experience of players, quality of players, coach ideas, “moment” of the match, etc.
In my opinion is always better to be ready with some situations that we know that our team
can do with a high efficiency. But I assume as a coach than some players that feel in good
shape on this moment, with “heat-arm” will take sometimes the decisions. But on the
trainings we try to reproduce these match situations and when whole team knows exactly
what will happen with their mates, it’s “easier” to see how the opponents will work on this
situation.
For this reason we should train not only collective solutions in stressful situations in the
last minutes, also “open” situations where the players have to choose the solution in front
of the proposals of the other team. But this situations are the most difficult to reproduce on
the trainings among the lack of pressure from public, scoreboard or referees. Of course we
can play with some scoreboard and referee the training-match like a real competition but
it’s not the same.
Next step in this study could be to find the difference between males and females, levels of
performance, moments of the season or ages.
There is another interesting study to do in the future, the actions after Time Out. We just
make a signal on the paper when the coach takes a T.O., to know which used to be the next
attack.
I think all coaches expected a collective movement with some collective concept worked
before, but my surprise was to see that 75% of the attacks after T.O. had failed. From this,
almost 60% are individual solutions and just 40% are collective solutions.
As a final conclusion, I didn’t find significance difference between individuals or

collective decisions in the last 5’ of this 11th matches with a tight scoreboard, but I’ll prefer
to be sure that my team will know the collective procedure to do in this situations and, if I
have experimented and very skilful players, perhaps meanwhile the concept is being doing,
someone of them will change and will take the iniciative.
6. References
12

DOCTORAL THESIS
• Daza, G (2009). Las habilidades del pivote en la alta competición del balonmano.
Barcelona, UB i INEFC
• Hernández, J. (1987). Análisis de la acción de juego en los deportes de equipo. Su
aplicación al baloncesto. Universitat de Barcelona.
• Montoya, M. (2010). Análisis de las finalizaciones de los jugadores extremo en
balonmano. Barcelona, UB i INEFC
BOOKS AND ARTICLES

• Anguera. MT (1978) Metodología de la Observación en las Ciencias Humanas.
Barcelona. Cátedra
• Antón, JL (1994). Balonmano: Metodología y alto rendimiento. Barcelona.
Paidotribo
• Bompa, T (1983). Theory and methodology of training. USA. Dubuque, Iowa:
Kendall/Hunt Publishing Company
• Chelly, M; Hermassi, S; Aouadi, R; Khalifa, R; (2011) Match Analysis of Elite
Adolescent Team Handball Players. Journal of Strength and Conditioning
Research. Nº 9, September 2011, 2410-2417.
• Comité Olímpico Español (1991) Balonmano. Madrid: Comité Olímpico Español.
• Konzag (1984). La formación técnico-tàctica en los juegos deportivos. Stadium
nº105, 36-44 Buenos Aires
• Lasierra, G (1993). Anàlisi de la interacció motriu en els esports d’equip. Aplicació
dels universals ludomotors a l’handbol. Apunts: Educació Física i Esports, nº 32,
37-53. Barcelona
• Matveev,L (1977/1985) Fundamentos del entrenamiento deportivo. Moscú. Raduga
• Michalsik, L; Aagaard, P; Madsen, K. (2012). Locomotion Characteristics and
Match-Induced Impairments in Physical Performance in Male Elite Team Handball
Players. Training & Testing, Denmak
• Riera, J (1994). Bases generales para el aprendizaje de la técnica y la táctica
deportivas. Barcelona. INDE
• Riera, J (1995). Estrategia, Táctica y técnica esportives. Apunts. Educació Física i
Esports. Nº 39, 45-56.
• Sánchez, F (1994). Deportes de equipo, anàlisis funcional, evaluación y aprendizaje
de la táctica. Máster en Alto Rendimiento Deportivo. Madrid. Comité Olímpico
Español.
• Sentürk, I (2012) The Attack Tactical Preferences of the Final Games in Handball.
Turkish Handball Federation. Turquia
• Teodorescu, L (1981/1983) Teoria y metodología de los juegos deportivos/ Teoria
e metodologia dei giochi sportivi. Traducció per alumnes de l’INEFC-Barcelona.
Itàlia. Roma: Società Stampa Sportiva.
• V. Srhoj, V; N. Rogulj, N.; Katic, R. (2012). Influence of the Attack End
Conduction on Match Result in Handball. Faculty of Natural Sciences,
Mathematics and Education, University of Split, Split, Croatia
13

Characterization and analysis of evaluation
and control training, in the handball
championship of the first division.
António Tavares Ruela
Federação Andebol Portugal

Characterization and Analysis of evaluation and control training in Handball
Summary
The main objective of this work is to characterize the evaluation and control of the
training conducted by the coaches of the Handball First National Division in Portugal, in
2015/2016. It also aims to define what are the determinant factors in Handball for success
(for sample) and verify if they are evaluate and control effectively. The measuring instrument
used for this purpose was the survey of "direct administration". The program used for
descriptive data analysis was Microsoft Excel 2013 have been also carried out a content
analysis of the responses indicated in the questionnaires. This study shows that the coaches
consider as key performance factors of handball: tactics, technique, conditional abilities and
psychological factors. All respondents considered important to draw up an annual / multi-
annual planning of training and define general and specific objectives. All coaches consider
important evaluation and control training. Most coaches of this sample use field tests, with
the test selection criterion the fact that they are validated and specific.
Keywords: Training, Team Handball, Evaluation; Training Control, Physical Tests
2
Introduction
Castelo et al. (2000) defines training as a pedagogical process that aims to develop
the technical, tactical, physical and psychological practitioners, in the specific context of
competitive situations through systematic and planned practice of exercise, guided by
principles and rules substantiated knowledge scientific.
The sports training is a process that constitutes a cause of stress source and involves
several factors, essential in sport performance for the pursuit of optimal performance (Silva
et al, 2008).
Determine the most important performance factors for achieving high sports
performance, whether at a given time or over the athlete development does not seem to be
an easy task, but critical to improving athletic performance.
The training process aims to increase and improve the performance of athletes and at
the same time provide adequate recoveries existing between stimuli (Freitas et al. 2009).
In sports today the training process should be based on three major areas that are
programming, the organization and the evaluation and control of the training (Verjoshanki,
1990).
The monitoring and evaluation training are two key elements of the process of
training, without which it would be impossible to design for the future to improve the income
and the ability of any athlete.
Although part of the same process, these terms refer to different aspects. Thus, the
control affects a number of tests and measurements, constituting a basic measuring
instrument (Fox, 2000). Since the evaluation is a process of identification, capture and
analysis of information that supports decision making as the planned objectives and results
(Ribera, 2001). The training control can’t be restricted to a simple application of a set of tests
(Proenca, 1985). The coach should also know how to make measurements, master control
methods, select the tests that enable it to better information and analyze in the best results
(Fox, 2000).
Human income must be interpreted from a series of decisions about the methods to
be employed and the ways of interpreting the data, then you must determine the specific
objectives and select the tests that can characterize this objective relevant, reliable and valid
(Granell; Cervera, 2003).
Handball is a sport that has a growing development and respective
professionalization in recent decades (Ziv & Lidor, 2009), however there is still a lot of
performance information needs of training in athletes and competition.
The objective of this study is to characterize the assessment and training of control
handball in the first division in the sports season 2015/2016.
I intend to further this work: to identify what are the performance factors that in the
opinion of respondents coaches, more influence handball; check for planning; the actual
completion of the assessment and training control the factors that evaluate and control in
their training process.
3
Methodology
Sample Characterization
The sample consists of 12 coaches of the handball national Championship 1st male
division. However, there was a 33.3% drop-out rate. This dropout rate was due to the
difficulty to contact the coaches and the lack of willingness shown by them in completing
the questionnaire. The final sample consists of 8 elements. The characteristics of the
sample are presented in the following table:
Features Average Standard Deviation
Age (years) 43.1 8.21

Table No. 1 - Sample characteristics data are expressed as mean and standard deviation
Instrument
The measuring instrument used was the survey of "direct management" (are the
individuals who fill).
In the questionnaire were used, two categories of questions:
 Objective questions - were used in parts of personal data, and direct questions used
in the remaining questionnaires.
 Subjective questions - this category of questions was used over almost any
questionnaire when he was asked for coaches refer their opinions and attitudes.
Procedures
Operating
Questionnaires were applied to all coaches of clubs 1 male handball division.
The average time for completing the questionnaire was between fifteen and twenty
minutes.
Statistical Analysis and Data processing
The statistical procedure that we used in this study is descriptive statistics, using for
this purpose the average, standard deviation, frequency and percentage. This was notably
used in the presentation, analysis and interpretation of quantitative information through
tables and numerical indicators.
With regard to the processing of the responses of individuals to the questionnaires, it
was also used a descriptive analysis to analyze the variables, and performed an analysis of
the content in the two tables of the questionnaire.
4
Presentation and discussion of results
Summary sample characterization

The sample of this study consists of coaches of which 71% are head coaches and
29% are assistant coaches as can deduce by the n.º 1 chart analysis.
Coach Specific Function
Assistant Coach
Coach 29%
71%
Chart N.º 1 – Specific coach function expressed as a percentage
Programming and training plan

All coaches of the sample consider the preparation of an annual planning /
multiannual a very important task for the success of your work. Although there are some
differences in the authors including (Harre, 1995; Oliveira, 1997; Verjoshanski, 1990;
Equisoain., 2000; Grosser et al, 1989) all agree that the training planning is carried out in
order task early and constitutes an excellent working tool, which allows them to achieve the
goals it sets itself.
With regard to chart n.º 2 it appears that most coaches defines general / specific objectives.
Only 13% of coaches do not define. These results are in favor of the idea that setting goals
is a task associated with the act of planning (Adelino et al., 1999). Grosser et al., (1989) adds
that coaches should develop goals and objectives to guide the construction of the annual
training plan
Definition of general/specific objectives
No
13%
Yes
87%
.
Chart N.º 2 – Definition of general/specific objectives as a percentage
The coaches of this sample to set goals for your team are based on: the quality of
opponents and the evidence which they are inserted (37.5%); ability of their athletes and
available financial resources (12.5%); the potential of his team and the opposing team and
means available (37.5%) and technical-tactical structure (12.5%).
5
Frequency Percentage
Quality of opponents and the evidence which are inserted 3 37,5
Technical - tactical structure 1 12.5
The potential of his team and the opposing team and means
3 37,5
available
Ability of their athletes and available financial resources 1 12.5
Total 8 100.0
Table N.º 2 – On which it relies the definition of the general / specific objectives expressed in frequency
and percentage
In short, the coaches to define general / specific objectives are based on the quality
and capacity of their athletes, the quality of opponents and the competitive environment,
materials and financial resources available. The mentioned factors are also referred to as
Cured (1982) and Grosser et al. (1989) among others. As regards Equisoain (2000) definition
of goals should be realistic and affordable, express and specific in operational terms.
All coaches claim conduct planning (short / medium / long term) according to the
selected goals like being in agreement with what they stand for (Grosser et al., 1989; Cunha,
2000; Harre, 1995), who assert that planning takes place through planning, conducting
training and evaluation in line with its objectives in the long, medium and short term.
Physical fitness tests 4 30.0
Physical condition and medical tests 1 10.0
Physical condition and tactical tests 2 25
Physical condition and technical tests 1 10.0
Total 10 100.0
Table N.º 3 – Which tests are used in the initial evaluation in frequency and expressed as a percentage
All coaches conduct the initial evaluation. Conducting an assessment and initial
medical examination may be useful in training planning, since it identifies the specific
problems of each athlete, allowing develop specific rehabilitation programs, designate
protective equipment and identify who are particularly susceptible athletes to injury ( Backus
& Reid 1984).
All coaches use the physical tests at the start of the season, 25% of the coaches still use a
specific battery of tests tactical, also 12.5% of coaches resorts to use battery of physical tests
and technical condition of his players and finally with 12.5% beyond the physical tests
complement the initial assessment with medical tests.
More than half of respondent coaches 62% establish initial goals based on data collected
initial evaluation. For 35% of the coaches use initial assessment to establish goals only for
athletes, 13% of the coaches do not always use the initial assessment to establish objectives
as can be seen by the observation of chart n.º 3.
6
Establish initial goals based on data collected initial evaluation
Not always
13%
Yes Yes, only with athlets

62% 35%
Chart N.º 3 – Establish initial goals based on data collected initial evaluation, express as percentage
Evaluation and Control Training

All coaches of the sample consider important evaluation and control training. Your
answers are according to Cervera & Granell (2001), Proenca (1985) and Dick (1993), who
claim that the control and training evaluation are two essences elements in the training
process.
Through them the coach can get information on training effectiveness (Alcalde,
1996). therefore an essential tool to coach so that it can direct and intervene properly in the
training process (Castle et al, 2000)
The chart n.º 4 shows us that only 13% of the coaches do not carry out evaluation
and control training in a systematic way. According Cervera & Granell (2001) (MacDougall
et al. 1982) and Ribera (2001), evaluation and training control should be carried out in a
systematic manner and should be related to the remaining parts of the training. Raposo
(2001) adds that the training process is a systematic activity and that evaluation also should
be.
Evaluation and control training in a systematic way?
No
13%
Yes
87%
Chart N.º 4 – Evaluation and control training in systematic way express in percentage
When I asked the coaches about how much time elapses between each evaluation and
control training got quite heterogeneous answers. A considerable part of the coaches said
that makes moments of evaluation and control training 25% every six months. Another 25%
said it quarterly, the period separating each of the control points and training evaluation,
25% choose to do the assessment and monitoring of the training monthly. The remaining
answers is a time of evaluation 5 in 5 months, or just in the pre-season as we can see in the
chart n.º 5.
When coaches say the time between each time point is this semi comply with Rushall
(1994) and Pauletto (1991) these authors argue that the tests should be applied at the
beginning and end of each macrocycle. The coaches that form are quarter according Alcalde
(1996) states that in addition to the two stages described above there is a third assessment
point within the macrocycle structure. This time allows the coach to remove information
7
about adaptation and learning of his team and athletes, the coach can understand reorient
your training periodization.
When the coaches refer to the period elapsing between each moment it is monthly go
against thinking Platonov & Bulatova (1995) and Bucheit (2003), advocating the application
of tests regularly. In his opinion the three to four weeks enables the evaluation and control
of the athlete's training throughout the different phases of training planning.
The time taken from the moments of evaluation and control training
Only in start of pre
Quaterly season
25% 12%
5 in 5 months
13%
Monthly
25% semiannual
25%
Chart N. 5 – The time taken from the moments of evaluation and control training express in percentage
For Reis (2004) the control training can be distinguished in two types: the operating
and based on standardized tests. While standardized tests are evaluated according to their
sports planning. The operative control is one that is made without any interruption or change
in the training process; that is, the manager takes the exercises themselves that constitute
training session to carry out the assessment of the athlete. Ultimately, this type of control
ends up performing in almost all training sessions. By observing, by taking time, the coach
is doing the operating control. Besides the advantage of not causing any changes to the
training program, this type of evaluation allows the coach to a quick analysis of the athlete's
response to the exercises and, if necessary, make changes to them. This control turns out to
be of extreme importance; allowing the adaptation of the training program to the athlete.
All coaches define moments in the annual plan for carrying out the assessment and
control training.
Beginning of the pre-competition period and championship stop 3 50.0
End of the first row, and before the play-off 2 25.0
End of each month 2 25.0
Pre season 1 12,5
Total 8 100.0
Table N.º 4 – Selected moments to carry out the evaluation and control training of the frequency
expressed in percentage
Coaches by defining moments in the annual plan for completion of the evaluation and
training of control are in accordance with Pauletto (1991) which argues that it makes no
sense to conduct evaluation and control training when they are not planned in the annual
8
plan athlete training or team. The control training and assessment can’t be a separate action
the own training process. But should take part of the planning of it, being planned to detail
and set times of application of the tests, data records and using them (Fox, 2000; Ribera,
2001).
For the coaches of the sample selected tests did not vary according to the training
periods. However, these are not according to Dick (1993), as the author stated that the tests
should determine the effect of training systems on athletes and accurately determine the
effectiveness of training programs for the development of specific parameters. Ribera
(2001); add that assessment should be made by separate instruments.
Based on the table n.º 5 found that coaches who perform an evaluation aims to
consolidate and analyze the positive aspects (50.0%); know the states of athletes allowed
achieve optimal performance (37.5%) in order to select tactical actions to use in the future
(12.5%).
Select tactical actions to use in the future. 1 12.5
Consolidate and analyze the positive aspects 3 37.5
Know the states of athletes allowed achieve optimal
4 50.0
performance
Total 8 100.0
Table N.º 5 – For what purpose does it fulfill an assessment after a competition where they have
obtained good results expressed as frequency and percentage
The next graph n.º 6 shows us the criteria that coaches use to test selection. Most
coaches (62.5%) used as the main criterion to be specific and appropriate mode, 25% say
that they are specific and validated and 12.5% suitable for the beginning of time.
Criteria that coaches use to test selection

Specific and
validated
25%
Specific and
appropriate Suited to the
modality beginning of the
62% season
13%
Graph N.º 6 – Criteria that coaches use to test selection
As can be seen by analyzing the table n.º 6 respondents coaches use the information
collected in the evaluation 37.5% to give guidance for future practice as mentioned (Proenca,
1985; Dick, 1993; Ribera, 2001). The evaluation of information and training control allows
for the diagnosis and know the current training state of the athlete in the tested capabilities.
Twenty-five percent of coaches say that the information serves as a reference for prescribing
training. The information is used to verify the plan of correction through the fulfillment of
intermediate steps, ground continuity of its implementation (Proenca, 1985).
9
Another 25% of the coaches use the information to change the planning is in
accordance with (Dick, 1993; Pauletto, 1991; Macdougall & Wenger, 1982) referring to the
information used in the planning of the athlete development program, comparing the results
obtained with standardized results according to age, sex, level of competition. This enables
the provision of feedback on the performance of the athlete; 12.5% use the information to
perform a additional assessment of the group and individual.
Guidance for future practice 3 37.5

Reference for prescribing training 2 25.0
To change the planning 2 25.0
Perform additional assessment of the group and individual 1 12.5
Total 8 100.0
Table N.º 6 - How you use the information gathered in times of evaluation and control training of the
expressed in frequency and percentage
From the analysis of table n.º 7 we can see that 50% of managers believe that their
athletes are motivated in conducting tests, the other 50% of the sample divided equally
demonstrating attitudes as: commitment, the total receptivity, positively the same attitude to
all tasks and finally something unmotivated. The correct application of tests at set times
according to the periodization of training enables the creation of an athlete's own motivation
climate if the tests are carried out in an objective and systematic manner (Paish, 1998;
Pauletto, 1991; Ribera, 2001).
Application 1 12.5
Motivated 5 62.5
Same attitude towards all training tasks 1 12,5
Something unmotivated 1 12.5
Total 8 100.0
Table N.º 7 – Attitude displayed by the athletes before the moments of evaluation and control training
10
Next table n.º 8 will show which factors the handball coaches evaluate and control.
It’s performance
Evaluate and control
Performance Factors factor?
Yes % Yes % No %
Strength 8 100 8 100 0 0

Velocity 7 87.5 7 87.5 1 12.5
Flexibility 5 62.5 3 37.5 5 62.5
Resistance 8 100 8 100 0 0
Coordination / Agility 5 50 5 62.5 3 37.5
Technique 8 100 8 100 0 0
Tactics 8 100 8 100 0 0
Recovery 1 12.5 2 25 6 75
Psychological 7 87.5 3 37.5 5 62.5
Sociological 3 37.5 0 0 8 100
Nutrition 1 12.5 1 12.5 7 87.5
Health care 8 100 0 0
Anthropometrics 3 37.5 6 75 2 25
Biochemical /
0 0 0 0
Physiological
Anti doping control 1 12.5 7 87.5
Management /
2 25 1 12.5 7 87.5
Organization
Table N.º 8 – Performance factors that handball coaches evaluate / control expressed as frequency and
percentage
Through table n.º 8 we can see which the performance factors considered most
important by the handball coach. Thus we have: technical, tactical, strength and endurance
as the most important. Also important are 87.5% of the coaches psychological factors and
speed. Half the coaches functional capabilities such as flexibility and agility. Sociological
and anthropometric factors are important 37.5% of the coaches. According to Moreno (1997)
and Alcalde (1996) sociological factors are one of the factors that influence handball
perfomance. Psychological factors are essential to the performance handball according to
(Alcalde, 1996; Garcia, 1994). The three authors mentioned agree that technical, tactical and
functional factors are those that have a great influence on sports performance.
We can also see that the factors that are more measured and controlled by the
handball coaches in first division of Portugal are: technique, strength, endurance, speed,
coordination / agility, anthropometric, health status athletes and tactics.
11
It should be noted that the psychological factors were considered by coaches as one
of the key factors for performance in handball, is not subject to a process of evaluation and
monitoring by the coaches. On the contrary, we find that the anthropometric factors and the
athlete's health status are the most evaluated and controlled factors not considered by coaches
as a factor influence on sport performance. However it is necessary to clarify that
anthropometric factors are actually a factor of influence sports performance handball
according to the authors (Moreno, 1997; Alcalde, 1996; Garcia, 1994)
It noted also in Table n.º 8 that the factors that are less valued and controlled are the
sociological factors, anti doping control, management / organization and the biochemical /
physiological factors.
Strength evaluation and control

All coaches of the sample said they evaluate and control the force. For strength tests
most commonly used by coaches of this sample are:
Tests Frequency Percentage

Longitudinal jump 2 10
Launch of medicine ball 4 20
Vertical jump 6 30
Shot with a ball of 800 gr 1 5
1 Repetition Maximum 5 25
Abdominals 2 10
Total 20 100
Table N.º 9 – More tests used by coaches for the control and evaluation of the strength expressed in
frequency and percentage
The analysis of table n.º 9 table found that the most commonly used test to measure
the potency of the upper limbs was the launch of the medicine ball as often as four coaches
about 20%, followed by the test shot with the ball eight hundred grams with a frequency two
coaches about 10% of the sample.
One of the most widely used tests for measuring the potency of the lower limbs was
longitudinal jump at a frequency of two coaches about 10% of the sample six coaches (30%)
used as a vertical jump test to the evaluation of lower potency.
Two coaches (10%), abdominal strength evaluates performing abdominal test. The
test of 1RM is used five coaches to assess the full strength of their athletes.
For Torrecusa & Laguna (2000), and Greco (2000) longitudinal jump test is one way
to evaluate the potency of the undercarriage. Greco (2000) also states that the vertical
jumping tests are also important for assessing the lower potency.
The evaluation of higher power train must be performed by the launch of the test
medicine ball (Torrecusa & Laguna, 2000; Greco, 2000). However, Torrecusa & Laguna
(2000), add the shot test with a handball ball eight hundred grams as an important test for
the evaluation of potency of the upper limbs.
Greco (2000) also notes that there are tests to assess the forces located as the test of
abdominal strength that you want to measure abdominal strength.
12
The best known form and used to determine the values of maximum dynamic force
for certain muscle groups is the determination of the load of one repetition maximum (1RM)
(Cervera & Granell, 2001).
Velocity evaluation and control

With the one exception of all coaches, respondents evaluate and control the speed.
The tests typically use are described in the following table:

Not specified tests 1 12.5
Linear speed change of direction 1 12.5
Linear velocity 30m 3 37.5
Linear velocity 40m 3 37.5
Total 8 100
Table N.º 10 – Tests most commonly used by coaches to control and evaluate speed expressed in
frequency and percentage
As we can see in table n.º. 10 tests most commonly used by coaches to control and
evaluating speed are: the linear velocity (75% of trainers), varying the distance between
thirty and forty meters; the linear speed change of direction with (12.5% of coaches), and
the remaining respondent coach did not specify what tests they use.
The speed tests thirty meters is defended by (Torrescusa & Laguna, 2000), since linear speed
tests are defended by (Moreno, 1997). Czerwinski (1980), states that the speed should be
evaluated using a linear race with direction changes.
Resistance evaluation and control

All respondents coaches evaluate and control resistance. The tests typically use are
described in the following table:

Shuttle test 1 12.5
Yo-Yo test 5 62.5
Cooper test 2 25
cardiac frequency measuring devices 5 62.5
Borg scale 3 37.5
Table N.º 11 – Tests most commonly used by coaches to the control and evaluation of the resistance
As we can see in the table in table n.º 11, the tests most commonly used by coaches
to the monitoring and evaluation of resistance are: is Yo-Yo with a utilization rate of 62.5%
of coaches of this sample, the Cooper test used by about 25 % Sample. The shuttle test is
used by only a coach (12.5%).
13
The Cooper test is a test capable of determining the aerobic possibilities without
resorting to technology (Manso, 1996). The yo-yo (in the intermittent endurance test version)
evaluates the athlete's ability perform intermittent efforts for a long period of time, being
especially suitable test for sports with intermittent characteristics such as handball (Bangsbo,
1996).
Also noteworthy is the use by the coaches of heart rate meters and the Borg scale as
in training resistance monitoring methods. To (Freitas et al, 2009) the Borg scale method is
a tool easy to use and economical, although the utility of their use is not yet fully proven.
The heart rate (HR) is another physiological index that provides important
information to the training intensity is established, and also on the training state it is the
athlete. And second Borin (2000), HR is an easy method to quantify the intensity and
resistance to stress. What justifies the use of meters of heart rate by 67.5% of the sample
coaches.
Flexibility evaluation and control

Of respondents coaches in this sample only 50% evaluate and control flexibility, the
remaining 50% do not perform evaluation and control flexibility as can be seen in table n.º
12.

Angular measurement with fleximeter 1 12.5
Sit and Reach 3 37.5
Flexibility shoulders 4 50
Flexibility Trunk 3 37.5
Table N.º 12 – Tests most commonly used by coaches to the control and evaluation flexibility expressed
in frequency and percentage
As we can see in Table No. 12 all coaches use the test the flexibility of shoulders for
evaluation and control of the shoulder joint flexibility. The Fitnessgram tests test battery sit
and reach, and flexibility of the trunk are used for three coaches (37.5%) to measure the
flexibility of their athletes. Greco (2000) advocates the use of stretching level for the
evaluation and control flexibility.
As a coach (12.5%) relies on measurement angle range of the joints through a

fleximeter. Pollock (1993), argues that the angular measurements are the most interesting
for the evaluation of flexibility.
Coordination and Agility evoluation and control

Of those surveyed 62.5% trainers evaluate and control the coordination / agility. The
remaining 37.5% do not, as we can see by observing the following chart.
14
Zig-Zag test 1 20
Illinois test 1 20
Target shooting with several balls 2 40
Square test 1 20
Total 5 100
Table N.º 13 – More tests used by coaches for the control and assessment of the coordination / agility
expressed as frequency and percentage
As we can see in Table No. 13 the test most used by coaches to the monitoring and
evaluation coordination / agility is shot test target with several balls being used by 60% of
the coaches. The target shooting test with multiple balls is a suitable test for the evaluation
and control of coordination / agility (Bayer, 1986).
The remaining coaches (40%) use several tests that have in common an aspect not
consider cognitive and reactive component, ie perception factors and decision making. For
the development and evaluation of agility many trainers use a wide variety of movement
patterns, as they find it impossible to isolate the components that make up the agility (Young
& Farrow, 2006).
Technical evoluation and control
Todos treinadores inquiridos avaliam e controlam a técnica dos seus jogadores

Statistics of game 1 12.5
Video 5 62.5
Direct evaluation and video 2 25
Total 8 100
Table N.º 14 – More tests used by coaches for the control and evoluation of technical expressed as
frequency and percentage.
From the analysis of Table No. 14, the form most commonly used by coaches for
monitoring and evaluation training was the use of video with about 62.5% of respondents.
The direct evaluation and use of video are used as means of control and evaluation training
for about 25% of the sample coaches. Twelve and a half percent use game statistics as a way
to monitor and evaluate the technique of the players.
The use of video is the observation method allows you to analyze the technical
actions more dynamically, use the slow motion, which increases the degree of validity of the
data and eliminate the influences of the circumstances of the competition (Fox, 2000).
15
The statistical analysis is a valid, reliable, and objective method for assessment of the
athlete's technical performance (Sampaio, 1998).
Direct assessment is a method based on subjective criteria consists of several steps:
observation of the athlete's performance and identification of technical errors in
implementation, establish an error-priority order, and finally instruct the athlete (Cervera &
Granell, 2001).
Tactics evoluation and control

All coaches assess and monitor the performance factor tactical game.

Video, statistics 5 62.5
Direct evaluation, video, statistics 3 37.5
Total 8 100
Table N.º 15 – More tests used by coaches for the control and evaluation of tactics expressed in
frequency as a percentage.
As we can see in table n.º 15 forms most commonly used by coaches for the
monitoring and evaluation of the tactic was the use of statistics and video games about
62.25% of the coaches. Direct assessment and the use of video and statistics are used as a
way of monitoring and evaluation of tactics for about 37.25% of the sample coaches.
Statistical analysis is a valid, reliable and objective method for the evaluation of the
athlete's technical and tactical performance (Sampaio, 1998).
The assessment and tactical control can be performed by observing: free; writing;
printing (requires data controllers), visual (using videos and camcorder) and computed
(Garcia, 1989).
Montoya (2010) emphasizes the incorporation of works with different media formats
to improve the preparation of parties and improvement of technical elements processes and
individual and collective tactical, has been one of the most significant differentiating factors
in the evolution of evaluation and control of training, which suffered the world of sports
training in the last decades, especially in team sports.
Anthropometric characteristic evoluation and control

Of respondents coaches, 75% assess and monitor the anthropometric factors. The
remaining 25% do not.
As we conclude from the observation table No. 16 to form more used by coaches
(50%), for monitoring and evaluation of anthropometric factors is the measurement of
anthropometric characteristics. Adding the measurements the remaining coaches (50%)
carry out the determination of body composition.
The anthropometric method allows to measure and evaluate quantitatively the
variations of the human body (Sobral, 1985). Anthropometric characteristics more related to
handball are: height, weight, wingspan, the biacromial diameter, and the cross-hand measure
(Torrescusa & Laguna, 2000).
16

Measures 3 50
Body Composition, measures 3 50
Total 6 100
Table N.º 16 – More tests used by coaches for the control and evaluation of anthropometric factors
expressed as frequency and percentage
Psychological evaluation and control

Of respondents coaches only 32.5% evaluate and control the psychological factors,
the remaining 67.5% do not.
Of the 32.5% of the coaches that perform evaluation and control of psychological factors
none specified in the questionnaire which the tests used. Fleury (2001), point out three main
reasons for the low use of evaluation and training of control they are: ignorance because
many coaches do not really understand how they can teach and assess the psychological
skills, from an integrated program planning. The second reason is misconception that
psychological skills are immutable, born with physical and psychological predispositions,
however we can develop skills in light of our experiences and work. The last reason is lack
of time to exercise and evaluate the psychological skills.
Recovery evaluation and control
Only 37.5% trainers conduct evaluation and monitoring of recovery. This evaluation
is done by testing "TQR", which is a perception range of the total amount of recovery.
Evaluation and Control of recovery is in line said by (Zintl 1991). The knowledge of the
athlete's recovery state may facilitate the adjustment of the training load between
competition game since the load may vary a lot depending on the position on the field, the
effective game time and others (Freitas et al, 2009).
Health evaluation and control

The medical assessment is carried out for all coaches of this sample through the
sports medical examination, usually held in a medical clinic. To Bucheit (2003) the
performance of the sports medical examination should be seen as a central process of
monitoring the player throughout his sporting career. This should be measured and
monitored data such as heart rate and heart rate; blood pressure, ST segment and sub -
Vertical fall ECG (suitable diversion: V5) accompanying possible myocardial ischemia,
other ECG criteria (arrhythmias, conduction disturbances or congenital.
The medical assessment and monitoring allow the coach to know what the state of
your athletes and what are its limits (Manso et al., 1996b).
17
Conclusion:
We can draw several conclusions. This study allows us to conclude that coaches
consider as key performance factors of handball: tactics, technique, conditional abilities and
psychological factors.
All coaches consider important to draw up an annual / multi-annual planning of
training and define general and specific objectives, based primarily on the criterion of the
quality of its athletes, opponents and evidence. It should also be noted that all coaches
perform an initial assessment and use the data collected in this, to set goals for the coming
season.
In general, all coaches consider important evaluation and control of the training, as
only a coach does not perform this evaluation in a systematic way. Regarding the assessment
of its athletes, it seems relevant that most of the sample used as the test selection criterion
the fact that they are validated and specific.
The factors that are more measured and controlled by the first division coaches are:
technical, tactical, conditional physical, anthropometric factors and the health of the athlete.
As for factors less evaluated and controlled by the coaches of the first division are
the sociological factors, anti doping control, management / organization and the biochemical
/ physiological factors. In relation to psychological factors, although considered by the
sample as one of the key factors for performance in handball, they are not subject to an
evaluation process and control by the majority of respondents coaches.
Anthropometric factors and the health of the athletes are the most evaluated and
controlled factors, however, are not considered to influence the sports performance handball
factors.
The tests used by the sample coaches to assess and control their training process are
essentially field test, since measurements of the physical exertion and the loads applied to
athletes involved too much physical contact is impractical and almost infeasible to be
performed .
The frequency with which they occur moments of evaluation and control of
functional capabilities is usually every six months.
All coaches evaluate and control the technical and tactical factors, using these
normally the video, direct observation, and statistical analysis to carry out the evaluation and
control of technique and tactics.
18
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20
Structural and Strategic Approach to the
1:5 Defense System used by the Senior
Female National Team in the Qualifiers
for the European Championship 2016
Artur José Fernandes Rodrigues
Federação de Andebol de Portugal

Master Coach Thesis 2016
Index
Summary ....................................................................................................................................... 3
Key words ..................................................................................................................................... 3
1 – Introduction ............................................................................................................................. 3
2 - Theoretical Framework ............................................................................................................ 4
3 - General Structure and Characteristics ...................................................................................... 6
3.1 – General concept, objectives and fundaments ................................................................... 6
3.2 – Distribution Structure and Initial Positioning of the Players............................................ 8
3.3 – General characteristics of the system ............................................................................... 8
4 – General functioning of the system ........................................................................................ 10
4.1 – Delimitation of responsibilities in terms of space, placement and movement through
specific positions ..................................................................................................................... 10
4.2 – Objectives, missions and general and specific tasks ...................................................... 11
4.2.1 – General missions by line of game .......................................................................... 11
4.2.2 – Specific tasks of each position ................................................................................ 11
5 – Advantages and disadvantages .............................................................................................. 13
6 – Conclusion............................................................................................................................. 17
7- Bibliographic References…………………………………………………………………….17
2 Artur José Fernandes Rodrigues

Summary
Structural and strategic approach to the 1:5 defense systeam which was
developed and put into place by the Senior Female National Team during the qualifiers
for the European Championship 2016.
Key words
Defense, Depth, Width, Offensive defenders.
1 – Introduction
The grounds for the presentation of this work are the fact that some authors
defend the idea that the coaches should focus more about the defensive aspects, since
they are crucial to a handball game (Czerwinski, 1994; Constantini, 1995; García, 2000;
Herrero, 2003; Lima, 2008; Gomes, 2008). Several authors (Ghermanescu, 1991;
Czerwinski, 1994; Constantini, 1995; García, 2000; Sousa, 2000; Gomes, 2008; Lima,
2008) also mention that the focus on the defense should translate into the use of
essentially offensive and agressive actions, capable of pushing the players on a tactical,
physical and psychological level.
Another reason why I chose this subject was because I am a great admirer of in
depth open defenses and because I consider that these defenses are fundamental for the
teaching and learning process of the younger athletes, as described by some authors
(Alonso, 1983; Oliver y Sosa, 1996; Herrero, 2003).
This document explores the structural and strategic approach of the 1:5 defense
system, which the Senior Female National Team worked on during the past season
(2015-2016) and implemented in the qualifiers for the European Championship 2016.
It is divided in three chapters, with the first one focusing on a theoretical

framework about the handball defense, the second one identifying the structure and
characteristics of the system, a the third one exploring the way it works.
Lastly, I explore some of the advantages and disadvantages of its use by the
Senior Female National Team and highlight some conclusions.

2 - Theoretical Framework
Handball is an opposition/collaboration team sport in which two teams play

against each other. It is characterized by having some situations of high intensity. The
behaviour of both teams is determined by the interaction between the atack and the
defense, where physical contact is very often present in the complex disputes that take
place. It can occur both on a individual and colective level (Moreno 1994; Cruz, 2007).
Handball has been evolving and has become faster and faster, with the technical
and tactical quality of teams also increasing, as described by Seco (2000), Coronado
(2003) and Taborsky (2004) in their studies. Each team tries to create obstacles for the
opposing team along the different parts of the game, to get advantages and be more
efficient in their game (Garcia, 1998).
In direct confrontation it is important to highlight the importance of the defense.

Bregula (1984) explains that the players fight for the ball possession through physical
contact, sometimes playing on the edge of breaking the rules (Riberio e Volossovitch,
2008). Therefore, there are various authors who believe the defensive aspects are a
crucial part of Handball (Czerwinski, 1994; García, 2000); Sousa, 2000; Lima, 2008;
Gomes, 2008). According to several authors (Espar 2001; Martini 1980; Romero et al.,
1999), the defense players must oppose the other teams attack to avoid suffering a goal,
trying to disturb the ofensive play of the opposing team (preventing their progression)
and recovering the ball possession. All these elements are crucial to a successful defense
(Bayer, 1994; Espar, 2001; Gomes 2008).
In a study by Cardoso (2003), the author highlights the idea that there is a
principle of indivisibility of the game components and their dialectic relation,
identifying two fundamental stages in handball:
a) The attack, a tactical situation where a team has the ball and creates
conditions to achieve the aim of the game (scoring a goal);
b) The defense, a tactical situation where a team is constantly fighting to
prevent the opposing team from achieving a goal, by trying to recover the
ball possession.
According to Romero et al. (1999), there is large variety of defensive systems in
modern handball, each with individual and collective tactical characteristics, adapted to

the teams and th opponent players. Therefore, it is crucial that the coaches adjust their
teams defensive efforts to the their own characteristics, to be able to make it more
difficult to the opponents to succeed in their attacks (Oliveira, 1995; Roman 2000).
Apart from the importance of the defense systems, Ribeiro and Jorge (1997) highlight
the individual tactical and technical skills as a success factor for those systems, where
the collective game requires cooperation, team spirit, responsability, order, ability to
adapt and focus (García, 2002).
The several types of defense can be divided in three groups: man, zone and
mixed (Ribeiro and Volossovitch, 2008). Each of these prioritizes a given element of
the game - the ball, a specific element of the opposing team or the direct oponent in a
certain zone and their closer teammates (García, 2002).
Man Defenses Nominal man or by zone

Zone Defenses 6:0; 5:1; 3:2:1; 4:2; 3:3; 1:5.
Combined or Mixed Defenses 5+1; 4+2; 3+3.
Image 1 - Classification of Defense Systems in Handball, according to García (2000).
The man defenses, according to Ferreira and De Viñaspre (2003) are in the basis
of the players’ development. They require team work and a good defensive attitude,
where being agressive is crucial to succeed. Man defenses rely on the pressure against
the opponent, creating situations where the pass lines are closed and the opposing team
is forced to think and take more risks in their passes, which may lead to their loss of the
ball possession (Herrero, 2003).
Regarding zone defense, Fernandez and Falkowski (1988) state that it is an in-
block defense, where the players move in accordance with the circulation of the ball.
According to Silva (2001) and Herrero (2003), there are three fundamental principals
that must be followed when playing with zone defense: cutting the attack (corrupting
the pass lines), outnumbering the opponent (creating situations where there are more
defenders than opposing attackers), and counter-movement (the defense tryes to force
the opponent to change their trajectory in order to avoid a situation of rupture in the
defense).
Mixed defenses are characterized by combining zone and man defense strategies
at the same time (Martini, 1980).

Some authors (Araújo, Pinto & Leite, 2004) state that the teams who defend
better are the ones who win, as the defensive process impacts the quantity and quality of
the offensive game. The only way for a team to force the opponents to reduce their
efficiency is by having great defensive efficiency themselves (antecipation and
interception are essential).
The defense is no longer regarded as the simple act of avoid suffering a goal, but
instead the act of forcing the opponent to make mistakes in their attack to recover the
ball possession. According to some authors, it is crucial to use several tactical
procedures (Silva, 2008):
➢ Antecipation of the attackers’ actions (Román Seco, 2006);
➢ More intervention by the defenders over the opponent’s attack, achieved through
a bigger depth of the defense systems (Antón García, 2000);
➢ Increasing diversity in the defensive procedures, allowing for more autonomy
and individualization in the players’ actions (Sevim & Bilge, 2005);
➢ Shifting between defense systems in the different stages of the game and during
the offensive initiatives, to prevent the opponent from adapting (Antón García,
2000; Constantini, 2005).
That being said, we consider the 1:5 defense system to be extremely close to the
transition from a zone defense to a mandefense. As mentioned by Hasanefendic (1986),
this is a universal defense model, like the 3:2:1, but at the same time it is also a zone,
man and combined defense, that can adjust according to the opponents and their
offensive system, and is capable of reacting and adapting itself to the particularities
previously described in this document.
3 - General Structure and Characteristics
3.1 – General concept, objectives and fundaments

The 1:5 defense system gets its name from the way the players are organized in
the beginning of the game, although this is not the focus when we analyze the way it
works.
In this defense system, it is possible to identify two distinct lines, with five
players in the first defense line and only one in the second. In our opinion, this is a
system that works based on a combination of zone defense, support defense and
offensive defense, pressuring the opponent and preventing them from achieving a good
tactical organization.

We believe this system is mostly focused on keeping the opponent away from
the first opponent line (example: the wingmen from their “efficiency” zones”) and has
great depth and whith, contrary to the 3:2:1 defense, which lacks whith (García, 2002).
Image 2 - Depth and width of the 1:5 system
According to García (2002), the specific tasks and responsabilities of each

player in a defensive context require a constant sense of collaboration and respect for
the principle of support defense, limiting as much as possible the opposing players from
breaking through both with our without the ball. They also require a high mobility of
the defense to prevent the circulation of the ball and the players themselves. The same
author also refers that this is a well balanced system due to its depth, and that
sometimes it even has a “spectacular” side, as the players must be agressive and
dynamic in each situation, always trying to antecipate.
The fundamental objectives are (Antón, 2002):
1) Outnumbering the opponent in the central defensive zone;

2) Closing the interior of the defense, where dissuassion actions with the arms is
fundamental. By using the torso in constant change of orientation, the players
can block or delay breakthroughs and make it harder for the opponents to pass
the ball to the interior section of the defense system;
3) Trying to occasionally intercept the ball or delay the evolution of the game
through dissuasion;
4) Making the circulation of the ball more difficult;
5) Preventing the opponents from shooting;
6) Avoiding being overtaken by the direct opponent.

3.2 – Distribution Structure and Initial Positioning of the Players

According to Prudente (1983), the depth dimension depends on how much
antecipation will be given, deriving always from the dangerouness of the attacker.
As we can see and having as a base point the goal net, we can count the lines as
following:, 1st defensive line (player 2) on the six meters line and 2nd defensive line
(players 3, 4, 5, 6 and 7) very deep, outside the nine meters defensive zone and on
average close to the fifteen meters line.
2
7 3
6 5 4
Image 3 - Initial placement of the specific lines and positions
3.3 – General characteristics of the system

In this chapter, we present the most common characteristics of the 1:5 system.
This defense consists of a zone defensive system, presenting situations where there is an
apparent man defense, and is much deeper in every moment.
Objetivos gerais da defesa (evitar ou

impedir que o adversário marque golo)
Impedir a construção de Anular, evitar ou atrasar

a criação de situações Impedir ou dificultar a
ações ofensivas finalização com êxito
próximas da baliza
Provocar que a equipa Promover situações Proteger Dificultar a

Provocar erros na de finalização por comunicação entre
adversária decida em especialmente a zona
equipa adversária zonaspouco eficazes adversários
pouco tempo da bola
Image 4 - Hierarchic goals in defensive tactics, according to García 2002

According to García (2002) it is vital to block the construction of offensive

actions, to nulify or avoid the criation of offensive actions close to the goal net and stop
or hinder the completion of an offensive action with sucess.
As fundamental goals of the defensive actions:
➢ Valuing depth;
➢ Keeping the dynamism and constant activity;
➢ Mantaining a high level of collective spirit;
➢ Creating conditions of numerical superiority in the ball zone;
➢ Disturbing the circulation of the ball;
➢ Dominating the game in one vs. one in every defensive position.
When players are defending they are constantly “fighting” for the ball
possession, where nine meters mark fouls are very common, without letting the
opposing team rotate the ball effectively, demonstrating this way a sign of defensive
sucess.
In a general way, we can consider this as a reactive defense, because the

defeense reacts towards an the offensive actions, but also as an active defense, implying
many defensive initiatives, as for example antecipation and constante pression on the
opposite players with the objective of retrieving the ball possesion.
According to some autors, the mentioned structure is an agressive defense

caracterized by constante combativity of the defenders (Prokrajac, 1985; Prudente,
1989). Only with an agressive stance combined with a great physical condition it is
possible to stop the advancement of the attacks at the twelve or thirteen meters line at a
permanent level, like the 3:2:1 defense (Prokrajac, 1985).
This defensive system requires a great collective mobility and a lot of

collaboration between the defenders, respecting the principle of mutual help and a
perfect synchronization between everyone involved. With regards to the mobility it is
vital that the defenders make use of body displacement movements, in a global level as
well as in a segmental level. It becomes important to permanently move the arms with
the intention to discourage the passes, specially the ones that are aimed at the inside of
the defense.

The most important characteristic is the fact that it prevents the opposing team
from shooting from the areas where they are the most comfortable, and also avoids
allowing them space to pass the ball and create 1x1 and 2x2 situations. Lastly, because
of its depth, often there are 1x1 situations in more distant areas from the goal, making it
easier to help if a defender is outrun.
4 – General functioning of the system
4.1 – Delimitation of responsibilities in terms of space, placement and movement

through specific positions
We start with the central defender, who stays close to the 6 m defensive area.
Their responsabilities include proximity coverage of the opponent forward in order to
prevent him from receiving the ball, caused by great amount of space available on the
back of the remaining five defenders.
This proximity coverage becomes more important when the opponent team tries to
perform a pass while the forward comes out of the 9 meters zone.
Image 5 - Positions, orientations and movements of the central defense
When it comes to advanced defenders they use every type of base positions,
always having into acount the ball position and the circumstances of the game, almost
like individual coverage to opponent players. These defenders need to have a good
individual sense of tactic in order to constantly dissuade the opponents from attacking.
Most of time they will be oriented in diagonal position in relation to the goal line,
because they have to keep in mind the principle of individual defense, always having
the ball and their direct opponent on their field of vision. These defender use every type
of displacements (forward and backward), being frontal or diagonal movements.

Lastly, these defender try to close the central zone, where there is a greater
mutual help, and the inside of the defense. They should nenver be outrunned on the 1x1
moments via the exterior zone because on the exterior zones there is less mutual help.
Imagem SEQ
Image 6 -Imagem \* orientations
Positions, ARABIC 6 -andPosições, orientações
movements of the eothers
deslocamentos dos defesas avançados
4.2 – Objectives, missions and general and specific tasks
4.2.1 – General missions by line of game
➢ First defensive line (Central)

Defense responsible for the second line of the offensive team but only
responsible for the pivot in individual terms, trying to intercept or block ball reception.
He is also responsible in covering for his colleagues, when these are outplayed, as well
as blocking incoming shots when needed as last resort.
➢ Second defensive line (Wingers, left and right back and forward)
These defenders determine the defensive dept and width, blocking long distance
shots from the left and right back and central opponents. They try to hinder the
communication between the opponent lines, making it difficult for them to rotate the
ball. They should prevent any pass aimed at the forward as well as block the entry of
opponent players inside the defensive line.
4.2.2 – Specific tasks of each position
➢ Center back
His function is to cover the pivot permanently. He needs to be a specialist in
proximity coverage, trying to avoid that the forward receives the ball, and he also needs
to be a specialist in interceptions. It is very important that this defender has a great
capacity in observing the attacking plays, in order to fully become the last barrier

between the opponent and the goal line, in case any of his colleagues fails their
defensive tasks. He is main defender available to help at distance, whenever there is a
shot from the first offensive line, with or without his colleague being overtaken. For this
reason he should be the best player on the team blocking shots. Regarding the blocking
manouvers from the forward on the second line players, he should always follow the
forward until he exits and communicate verbally his colleage in order for him to be able
to avoid the block and advance on the his coverage of his direct opponent. If this
situation is not possible, the blocked defender stays with the forward and the central
feintsback defender with his direct opponent.
Finally, due to his location he has a better field of view and for that reason he is
the key member when it comes to communication amongst the defense.
➢ Wingers, left and right back and forward

They should avoid the shots, feints and penetrations when their direct opponents
have the ball. To perform that task they need to shorten the distance and pressure their
opponent, trying to antecipate and hinder their movements. Because their action is
mostly in depth and anticipation, specially the left and right back and the advanced
defender, there are usually less chances of shots happening due to the fact that the
offensive team doesn’t have a favorable condition to perform those shots.
If by any reason one of the colleague is outrunned on the interior they should
displace themselves into the direction of the opponent, trying to hinder or prevent their
progression resorting to fault if needed. This situation is vital specially if the advanced
defender is the one being outrunned, where the left and right back players should cover
and help in the defensive task, avoiding that the opponent team can rotate the ball or
progress on the field.
These defenders must have high skill in terms of defensive feints, in order to
make the opponent player doubt of their own progression. It is therefore vital to use
defensive blocks whenever the defense in penetrated by their direct opponents when
these are not carrying the ball.

They are also responsible for changing the coverage of opponents when there are
crossings and/or exchanges, but only when they are on the same defensive line as their
coleague.
5 – Advantages and disadvantages
This defense system was implemented based on the physical characteristics of

the Portuguese athletes, as well as those of the opposing teams we were going to face in
the qualifiers stage. However, Alonso (1987) states that a team doesn’t need to worry
about the opposing attack, having to change the defense system, but instead the
opposing team is the one who needs to find solutions to overcome the defense. It is
crucial that the team feel they have their own defense system. The same author also says
that there are three determining factors for a good defensive performance that we
always try to consider: will, knowledge and skill.
Regarding the advantages, which are numerous, I will only highlight the most
important ones, starting with the fact that the 1:5 defense provides great stability when
facing the mobility of the opposing attack. Each defender has a reduced amount of tasks
that they need to perform, which makes automatizing the displacements easier, and from
a tactical point of view, less mentally demanding, thus easier to learn.
This is a system of zone defense but requires great individual responsability.

Swaping players is less frequent - it only happens when the defenders are in the same
line - which decreases the collective responsabilities.
We believe the main advantage of this system is the fact that it is deep and there
is constantly an antecipation to the attack, preventing the opposing team from playing
continuous and systematically, and making it easier to quickly develop counter attack
plays (one of the main “weapons” in the game). Therefore, this defense system prevents
the opposing team from feeling “comfortable” in their attacking efforts. It requires great
defensive mobility and a constant dissuasion work to force the opponents to make
mistakes and to intercept possible passing lines. There is constant contact with the
opposing players, with the objective of not allowing the direct opponent to receive the
ball and of forcing them to shoot in unfavourable zones.

Occasionally, there are some flaws in this system and assisting with resource to
fouls is crucial. When a player is outran in a 1x1 situation, the rest of the team needs to
close and try to stop the attack, If that is not possible, the team should make sure the
shot is made by the least effective opposing player.
Imagem SEQ Imagem \* ARABIC 8 - Exemplo II de situação defensiva com êxito

Imagem SEQ Imagem \* ARABIC 7 – Exemplo I de situação defensiva com êxito
1 2 3
4 5 6
Imagem7 – Example I situacion defensive sucess
1 2 3
4 5 6
Imagem8 – Example II situacion defensive sucess
Although this system offers numerous advantages, it also has some

disadvantages like any other defense system, due to the fact that it is very dynamic and
has lots of moves and displacements. According to Espar (2001), sometimes, when the
opposing team presents very high offensive quality, it is recommended to defend in a
way that makes it harder for them to pass and receive the ball. However, this is not
always possible and it is very physically demanding, which makes it less efficient as the
game progresses and even damaging if it leads to expulsions.
Since it is very deep and requires lots of individual responsabilities, the

defenders are not always aligned with the opponents and able to cut their strongest

trajectories. This aspect is one of the main disadvantages, because it only takes one
defender not succeeding in their responsabilities in 1x1 and not existing any effective
help for the team to face some serious dificulties. Over the games we have had, these
were the main challenges/issues we faced:
➢ Miscommunication;
➢ Delay in covering the direct opponent;
➢ Poorly made swaps;
➢ Unsuccessful ball interception attemps;
➢ Lack of dissuasion work;
➢ Retreat of the players in 1x1 situations.
This system is mainly characterized by his depth and width, but his main fault is
the lack of thickness on the central zone, with many free spaces on the back of the
second defensive line, being even more permeable when the defense has even more
depth. In one of the games played there were moments when we defended along our
defensive midfiled (20 meters) and that made the changes and mutual help more
difficult.
The system presents some limitations against team that use the pivot as point of
support and that give a lot of enphaze to the phase of the game without ball, because
with these conditions the central defender needs to cover the pivot leaving too much
space on his back allowing easy access to the six meters line, causing some indefinition
regarding who should cover the pivot or the new opponent who entered the area.
According to Herrero (2003), defending does not just require performing

physical tasks, but also cognitive ones. Therefore, the defenders should be presented
with such tasks in the practices, be them simple, complex, individual or collective
(Greco, 1998). When working with national teams, the time is always scarse and there
are not many opportunities to work on every defensive component.

1 2 3
4 5 6
Imagem9 – Example I situacion defensive without sucess
1 2 3
4 5 6
Imagem10 – Example II situacion defensive without sucess

6 – Conclusion
As Imagem SEQ Imagem

any other defense\* ARABIC
system 10(6:0;
- Exemplo
5:1;II 3:2:1;
e situação4:2),
defensiva
thesem
1:5êxitohas its own
advantages and disadvantages. This system has its particularities, which can and should
be used upon studying the opposing teams. This was the basis for our work with the
National Team.
Defending collectively demands cooperation and team spirit between all the
players, and also responsability, order and ability to adapt (García, 2002).
Nowadays, it is more and more important to focus on training offensive

defenders. These should be capable of disturbing the attackers and limiting their areas of
action, as well as of making the opponent’s collective offensive attemps more difficult,
in order to recouver the ball possession.
This system’s defensive success requires accuracy and discipline - every action
must be properly performed to assure a higher efficiency.

7- Bibliographic References
Antón, J. (1998). Balonmano – metodologia y alto rendimento. Editorial Paidotribo.
Antón, J. (2002). Balonmano: Tactica Grupal Defensiva. Concepto, Estructura Y

metodologia. Granada: Grupo Editorial Universitário.
Bayer, C. (1994). O Ensino dos Desportos Colectivos. Dinalivro. Colecções do

Desporto. Lisboa.
Bregula, T. (1984). A formação técnico-tática do jogador defensor. Sete-metros, pp. 17-

19.
Coronado, J. (2003). Análisis del campeonato del mundo de balonmano masculino.

Portugal 2003. I Congresso Internacional de Treinamento Esportivo. São
Paulo.
Cruz, C. (2007). O Treino de Jovens Talentos Desportivos – A Individualização do

Treino de Talentos Desportivos no Andebol. Tese de Mestrado. Universidade
Lusófona de Humanidades e Tecnologias. Lisboa.
Czerwinski, J. (1994). An analysis of level of technique and tactics at the 1993 women´s
world handball championship in Oslo. European Handball, 1: 4-11.
Espar, X. (2001). Balonmano. Barcelona: Ediciones Martines Roca.
Falkowski, M., & Fernandez, E., (1988). Sistemas de Juego Ofensivo. Fundamentos
teóricos, exposición gráfica de procedimentos y metologia prática. Ed. Esteban
sanz Martinez.
Gomes, F. (2008). Análise do Jogo no Andebol. Caracterização do processo defensivo,

em situação de 6x6, dos três primeiros classificados no Campeonato da Europa
2006, seniores masculinos. Dissertação de Mestrado de Treino de Alto
Rendimento. UTLFMH. Lisboa.
Hasanefendic. (1986). O sistema defensivo 3:2:1. Sete-Metros.

Herrero, J. (2003). Entreinamiento en Balonmano: bases para la construccion de un

proyecto de formacion defensiva. Barcelona: Editorial Paidotribo.
Lima, L. (2008). Análise de Jogo em Andebol: Estudo do processo defensivo da equipa

da Espanha no Campeonato do Mundo de 2005. Porto: L. Lima. Dissertação de
Mestrado de Treino de Alto Rendimento Desportivo. FCDEF – UP. Porto.
Martini, K. (1980). O andebol – técnica/táctica/metodologia. Publicações Europa-

América.
Moreno, J. (1994). Fundamentos del deporte. Annalisis de las estruturas del jogo
desportivo. Barcelona: Inde Publicaciones.
Oliveira, F. (1995). Ensinar o Andebol. Porto: Campo das Letras.
Ribeiro, M. & Volossovitch, A. (2008). O ensino do andebol dos 11 aos 14 anos.

Edições FMH/FAP. Cruz Quebrada.
Ribeiro, M. (2000). O sistema defensivo 3:2:1. Andebol top, nº 5, 3-12.
Roman, J. (2000). Reflexiones y tendências del balonmano a partir de Egipto 99.

Comunicacion técnica nº 191. Real Federacion Española de Balonmano.
Romero, J., Martinez, L., Suárez, H., & Carral, J. (1999). Balonmán – Manula Básico.
Santiago: Ediciones Lea.
Seco, J. (2000). La formacion del jugador para el alto nível en el siglo XXI – La
formacion del jugador en defensa, in Curso Internacional de Entrenadores. Las
Palmas de Gran Canárias.
Silva, N. (2001). Os sistemas defensivos no andebol. Moderno/Actual. FCDEF-UP:

Tese de Monografia.
Sousa, R. (2000). Modelação do processo defensivo em Andebol. Dissertação de

Mestrado em treino de Alto rendimento, Universidade do Porto, Porto.
Taborsky, F., & Sevim, Y. (2004). Qualitative Trend Analysis of the 6th Men's
European Championship- Slovenia.

9-meter shots diversity and efficacy in
top level handball teams
Carlos Alberto Prata Martingo

INDEX
1. Introduction ...................................................................................................................... 4
2. Methodology ..................................................................................................................... 5
3. Results ............................................................................................................................... 8
4. Discussion ....................................................................................................................... 12
5. Conclusion ...................................................................................................................... 12
6. References ....................................................................................................................... 13
FIGURES INDEX
Figure 1. Different arm positions in standing shot ............................................................... 5

Figure 3. Wrong defensive positioning .................................................................................. 6
Figure 2. Standing shot with parallel feet .............................................................................. 6
Figure 4. Hip shot..................................................................................................................... 6
Figure 5. Special standing shot ............................................................................................... 6
Figure 6. Classic standing shot ............................................................................................... 6
Figure 7. Dartfish Easytag setup ............................................................................................ 7
Figure 8. Shots performed per zone. .................................................................................... 10
Figure 9. Total of goals scored per zone .............................................................................. 10
Figure 10. Shots performed by match. Orange – standing shots; grey – jumping shots 11
Figure 11. Overall shots efficacy........................................................................................... 11
Figure 12. Efficacy according the type of shot. ................................................................... 11
TABLE OF CONTENTS
Table 1. Game phases .............................................................................................................. 4

Table 2. Efficacy of the shots performed (standing and jumping shots). G – Goal; M –
missed; t- total shots; ....................................................................................................... 8
Table 3. Standing shots missed outcome. ............................................................................... 8
Table 4, 5 and 6. Several shots and efficacy. G-goal; M – missed; % – efficacy. ............... 9
Summary
Three different stages used to be seen in a handball match, defense, attack and fastbreak.
However, this team sport has suffered evolution induced by modernization of training
methodology, the increase in scientific knowledge and changing rules. Nowadays, a handball
match it is noted as a modern and complex game presenting more and different stages than
before (quick retreat, fastbreak different waves). The aim of the present study was (1) to verify
the technical evolution of 9-meter shots regarding the different types of shots and (2) show the
efficacy of less traditional. Champions league quarterfinals matches (season 2015/2016) were
observed, using DartFish Easy Tag software and a study about general efficacy was performed.
The results showed higher efficacy when standing shots were perfromed instead of jumping
shots. However, a bigger size sample is recommended to validate these results. Summarizing,
if 9-meter shots are more requested during a handball match and the standing shots more
efficient, a specific training for this resource is advisable.
Keywords: handball; throwing; individual technique; efficacy

1. INTRODUCTION
Handball is a team sport and that has been suffering an evolution and continuous growth.
Initially, defenses used to prevail over attacks, with static and reactive defensive systems, and
with only three game stages, defense, attack and direct fast break. Nowadays, with some
improvements as, changing rules, better training and their conditions, greater
professionalization of sports agents, the increase of scientific and medical knowledge, and as
a consequence, better physical conditions, the game became more complex, developing
situation as fast ball after goal and different stages of fast break with the aim of achieving a
defense that still not organized. Consequently, the increase of the game speed and the evolution
of player’s skills, tactics and technical, led to an increase in the number of goals scored.
Therefore, regarding this changes, defenses began to show deeper, with more proactive through
dissuasion movements and intercept strategies, and with bigger players, especially in the
central zone. A briefly explanation of changing the number of game phases, as well as the
predominance of each, before and after change rules, is showed in the following table (Table
1). Positional defense and attack, still being the stages of the game lasting longer, however
they represent now, when compared with the traditional handball, less time in the game, once
another components of the game were implemented, especially the throw- off after goal without
being necessary of all opposing team exceeds the midfield.
Table 1. Game phases
Game phases Before the rule changes After rule changes

Defense Yes Yes
Fastbreak Less common and direct Yes and with different waves
Quick retreat No Yes
Attack Yes Yes
Defense trasition Less common Very often
The shot is a driving action, very conspicuous to the public, and probably the most decisive in
the match outcome. From the point of view of its implementation, this action needs to be
optimized through various factors (perceptive, cognitive, conditionals, psychological) difficult
to understand for the viewer. The shot is defined as a ball throwing action toward the goal in
order to overcome the goalkeeper and score a goal, performed in the shortest possible time so
as not to allow the defense to react (Garcia, 2009). In a way that the shot represents a surprise
action for defenders, but mainly for the goalkeeper, strength and speed, (Eliasz, Janik y Wit,
1990; Gorostiaga, Granados, Ibanez y Izquierdo, 2005; Granados, Izquierdo, Ibanez, Bonnabau
y Gorostiaga, 2007; Wit y Eliasz, 1998) are directly associated with successful or unsuccessful,
as well as high accuracy for angles or strategic zones is essential (Párraga, Sánchez y Oña,
2001). Another important factor, that is been studied, is the cognitive influence of shot strength.
So, the movements made before executing the shot have a high importance to the defensive
action is delayed. Here arises a key issue, to decide the best time to shoot at goal. The ideal
situation will be player against goalkeeper, however, these situations are difficult to achieve.
If there is an opposition, the lack of contact defending / attacking or trying to create an open
shot line to score would be desirable. Therefore, became inevitable increase in resources at the
shot, including shots with little preparation, with most of the work to be performed without
having the ball in hand, shots between defenders, or taking advantage of the poor positioning
of defenses, for example, misplacement of arms (shot in the head area) avoiding blocks, and
the respective work of interaction between the defense and the goalkeeper. In this way, we can
separate the shoots in basic or fundamentals, when the player faces the perfect conditions for
the shoot; and special or with no preparation, when the conditions for the shoot are not ideal.
The last ones were the ones used for this study, which include several types of standing shots,
with parallel feet and hip throw from 9-meter distance and against organized defenses.
Champions league quarterfinals (2015/2016) matches were observed, in order to verify the
technical evolution of shoots from 9-meter zone regarding their diversity and demonstrate that
traditional shoots are more effective.
2. METHODOLOGY
Standing shots were analysed (at least with one foot contacting the floor), from 9 meters, arm
at different angles shooting, as can be seen through different images, and the diversification.
Figure 1. Different arm positions in standing shot
The sample analysed represent observations made to players from the 8 best teams, Kiel
(German), Veszprem (Hungary), Barcelona (Spain), Kielce (Poland), Flensburg (German),
Zagreb (Croatia), Paris (France), Vardar (Macedonia), and 726 shoots were registered in a total
of 16 matches analysed, available in http://www.ehftv.com/int. Although I have not been
distinction between players from 1st and 2nd line, only the 1st line shots were analysed,
independently the player who execute it, although the speed and strength of the shots of the 1st
line players have a significantly faster than the shots of the 2nd line players (Seiler, Tonnessen,
Haugen 2014). Age can have a big influence regarding shot speed and strength (Seiler,
Tonnessen, Haugen,2014), although in match situation, with high cognitive involvement with
frequent decision taken not know the implication of these factors in the above values (Garcia,
2009).
Figure 3. Standing shot with parallel feet Figure 2. Wrong defensive positioning
Figure 4. Hip shot
Figure 5. Special standing shot Figure 6. Classic standing shot

All these high level players possess different shot resources, high levels of precision and
strength, predicates that are decisive in the success of the shot. A high-level player must control
various types of shot and know how to use them at the right time. All actions during a handball
match are subject to different circumstances, such as, presence of an opponent, decision making
and implementation of technical action, mostly depending on the opponent's reaction, and that
finish for a goal with a goalkeeper. Observed shoots were classified in different categories and
a statistical summary was done for each match (Table 2). The shots were divided in jump and
stand shots (1st line or 9-meter), breakthrough shots, penalty, direct fastbreaks, wing, pivot, and
others (technical fouls and turnovers). Missed shots were not distinguished in defense, goal
post or out, except standing shots. The following figure represents the software “Dartfish Easy
Tag” used for observed actions.
The variables analysed were, goal or missed, however in the standing shot the destiny of the
shot (goal, goal post/out, defense or block) were taking in consideration.
Figure 7. Dartfish Easytag setup

3. RESULTS
In the quarter final, the efficacy of the standing shots performed from the 9-meter zone was
54% while the the jumping shots was 48%.
Table 2. Efficacy of the shots performed (standing and jumping shots). G – Goal; M – missed; t- total shots;
Match G M t % G M t %
Paris-Zagreb 4 0 4 100 17 15 32 53
Zagreb-Paris 5 3 8 63 17 16 33 52
Vezprem-Vardar 4 1 5 80 19 13 32 59
Vardar-Vezprem 9 6 15 60 12 14 26 46
Kiel-Barcelona 2 9 11 18 17 27 44 39
Barcelona-Kiel 3 5 8 38 16 19 35 46
Kielce-Flensburgo 5 4 9 56 9 11 20 45
Flensburgo-Kielce 6 4 10 60 12 12 24 50
Match G M t % standing G M t % jumping
Total 38 32 70 54 119 127 246 48
Table 3 shows the outcome of the standing shots missed. It is noteworthy that most of the
attempts reached the goal (25) and only 10 shots didn’t overcome the defense.
Table 3. Standing shots missed outcome.
Out/Goal Post Block Defense

total 6 10 19
Tables 4, 5 and 6 summarize the other type of shots, which shows similar efficacy. These values
were expectable and already studied in other competitions.
Table 4, 5 and 6. Several shots and efficacy. G-goal; M – missed; % – efficacy.
Breakthrough Penalty Wing Pivot

G M % G M % G M % G M %
10 5 67 8 0 100 2 4 33 16 1 94
7 3 70 2 2 50 4 2 67 8 1 89
10 8 56 8 3 73 7 4 64 7 0 100
8 3 72 8 0 100 7 5 58 4 2 67
9 3 75 3 1 75
5 1 83 10 5 67
15 1 94 5 1 83
11 5 69 4 4 50
9 3 75 11 7 61
11 4 73 4 3 57
16 7 70 9 0 100
9 4 69 2 2 50
G M % G M %
G M % G M %
84 33 72 54 14 79%
56 29 66 55 18 75
Fastbreak Other
G M %
8 0 100 26
5 1 83 15
6 3 67 10
8 5 62 15
7 1 88 18
9 2 82 6
4 2 67 12
3 3 50 17
G M %
50 17 75
Tables 7, Figure 8, 9 and 10 show the importance of the shots from the 9-meter zone, without
taking into account the type and its source, regarding all the other type of shots, as well as its
effectiveness.
Table 7. Total of shots and goals.
total % Goals %
9-meter shot 316 43,53 157 34,43
Breakthrough 117 16,12 84 18,42
Penalty 68 9,37 54 11,84
Wing 85 11,71 56 12,28
Pivot 73 10,05 55 12,06
Fastbreak 67 9,23 50 10,96
Total 726 456
When compared the total shots from different playing positions, the results showed that the 9-
meter attempts were the most frequently performed.
350
Numer of shots performed 300
250
200
150
100
50
0
9-meter shot Breakthrough Penalty Wing Pivot Fastbreak
Zone of shot
Figure 8. Shots performed per zone.
180
160
140
Number of goals scored
120
100
80
60
40
20
0
9-meter shot Breakthrough Penalty Wing Pivot Fastbreak
Figure 9. Total of goals scored per zone
When analysed match by match, it is notable the importance of the 9-meter shots with respect
to the goals scored in the match.
50
45
40
35
30
25
20
15
10
5
0
Figure 10. Shots performed by match. Orange – standing shots; grey – jumping shots
Figure 11 shows the overall shots efficacy (standing and jumping shots).
53%
52%
51%
50%
49%
48%
47%
46%
Standing shot Jumping shot
Figure 11. Overall shots efficacy.
The individual match analysis stands out the importance of the efficacy of the 9-meter shots
performed.
120%
100%
80%
60%
Standing shot
40%
Jumping shot
20%
0%
Figure 12. Efficacy according the type of shot.

4. DISCUSSION
Previous studies showed that approximately 45% of shots are performed from middle range
zones (9-meter) (Lopez, 2005), although its efficacy was low (39-44%), in accordance with the
results of the present study (see figure 8). It was also showed that most of the goals scored were
from the 9-meter throws (see figure 9). These results are in disagreement with the study of
Roman (1997) and the efficacy of the 9-meter shots, without distinction in the different type of
shots, is less than 50% (Anton,1991; Lopez et al.,2003; Lopez,2005; Román,1989). The results
of the study suggest the the need to improve this type of shot.
In the present study, although the sample was small, the number of shots performed was
relevant. The results showed that the standing shot was a higher success rate than the jumping
shot (see figure 11 and 12), with difference of 6% (see figure 11). This difference, at top level
handball competitions could be significant, in closed matches all goals scored are important
and all details could determine winners and losers. Opposing the results of Roman (1997), that
showed that the 9-meter shots had 75% of efficacy, which is maladjusted according to the
modern handball. The present study showed that the 9-meter goals represent about 35% of the
total goals scored per match (see figure 9).
5. CONCLUSION
The results of the present study showed that the 9-meter shots seem to be the most required
during a handball match. In line with this, the standing shots are the ones with best values of
efficacy. Thus, these type of shots should be performed more often and better trained. In order
to improve the quality and the efficacy of specific handball shots, the training sessions should
develop the cognitive work and the decision-making process. In line with this, the exercises
should promote the execution of tasks before and after the throw.
Following the results of this study, it can be concluded that the standing shot has a great way
to progress and could achieve higher values of efficacy since both, the defense and the
goalkeeper had less time and less information to react to this type of shot. Several aspects of
throwing velocity are still poorly explored, but as Seiler, Tonnessen, & Haugen (2014) stated,
the standing shot is faster and stronger that the jumping shots.
6. REFERENCES
Antón, J (1991), Analisis de los XII campeonatos del Mundo de Balonmano Checoslovaquia
90. Madrid R.F.E.BM.
Eliasz, J. (1996). The relationships between throwing velocity and motor ability paramaters of
the high-performance handball players.
Eliasz, J., Janik, J. e Wit, A. (1990). Ball flight velocity during throws in handball. Port
Wyczynowy (Warsaw), 28, 12-34.
Garcia, R. (2009). Estudio del lanzamiento em balonmano em funcion del grado de

especificidade e implicacion cognitiva.
Gorostiaga, E.M., Granados, C., Ibanez, j. e Izquierdo, M (2005). Differences in physical

fitness and throwing velocity among elite and amateur male handball players,
International Journal of Sports Medicine, 26(3), 225-232.
Granados, C., Izquierdo, M., Ibanez, J., Bonnabau, H. e Gorostiaga, E.M. (2007). Differences
in phisycal fitness and throwing velocity among elite and amateur female handball
players. International Journal of Sports Medicine, 28(10), 860-867.
Lopes, P., Parraga, J. e Gutierres, M. (2003), Estudio de las zonas de lanzamiento em el XVII
campeonato del mundo de balonmano de Portugal 2003. Especial incidência en los
lanzamiento em salto y sin oposicion desde la primera linea atacante. II congresso
Mundial de Ciencias de la Actividad Fisica y el Deporte, Granada: Universidad De
Granada.
Shalfwi, S. (2014) Shooting velocity aspects in Norwegian elite team handball.
Vinuesa, A., Sicilia, A. e Montilla, J. (2001); Importância de la velocidade de salida del balón
y de la precision como parâmetros de eficácia em el lanzamiento em salto e distancia em
balonmano. Apunts: Educacion física y deportes, (66), 44-51.
Wit, A. e Eliasz, J (1998). A three-dimensional kinematic analysis of handball throw.

Proceedings of XVI internacional biomechanics in sports 281-284.
Romania
National
Team
Histórico de Resultados em WCH e ECH
Offensive Collective Analisys
Individual Analisys
Carlos Manuel Andril Neiva

Federação Portuguesa de Andebol
Portugal
Index
Introduction .................................................................................................................................. 2
Team Description .......................................................................................................................... 2
Data comparison (height, age, caps) between the first 4 teams .................................................. 3
Changes in the Romanian Team from WCH 2013 and 2015 ......................................................... 3
Final standings in the World Cup 2015 – Denmark ....................................................................... 4
Results of the Romanian National Team ....................................................................................... 4
Final standings in Team Romania at WCH e ECH between 2007 and 2015 .................................. 5
Team Analisys – Ofensive .............................................................................................................. 5
Shot zones with goals by number of shots in WCH 2013.......................................................... 7
Shot zones with goals by number of shots in WCH 2015.......................................................... 8
Situations used in organized attack .......................................................................................... 8
Inferiority................................................................................................................................. 11
Superiority ............................................................................................................................... 12
Situations used in tight end matches ...................................................................................... 13
Goalkeeper shirt – situations 6 against 6 or inferiority/superiority ........................................... 14
Individual analisys of TeamRomania players .............................................................................. 15
Cristina Neagu ......................................................................................................................... 15
Romania Goalkeeper and comparison to other National Teams............................................ 17
Valentina Elisei comparison between WCH 2013 e WCH 2015 .............................................. 17
Conclusion ................................................................................................................................... 18
References................................................................................................................................... 19
(3) Cristina Neagu - Denmark 2015 MVP and best left back player All Star Team ................... 19
(4) Valentina Elisei - Denmark 2015 Best left wing player All Star Team................................. 19
1
Carlos Neiva
Introduction
In this work we analyzed all games in which the Romanian National Team participated;
It were also used statistics provided by the IHF World 2015 and 2013. As the two
analysis sources were made separately and sometimes in some data there are minimal
differences in shot / parameter, but the values are very close to reality.
The aim is to check the changes in the Romanian selection between the World of
2013/2015 and European Championships, analyzing ratings and also see the route in
terms of results.
In more detail are analyzed:
1. The offensive actions or collective point of view, either individually Selection of
Romania, showing the strengths and the most used plays;
2. The attack situations, in organized play, in numerical inferiority, in numerical
superiority and the most used plays in close score in the end game and the use of
the goalkeeper shirt in offense.
3. Analyze a player of the 1st line, 2nd line player and a goalkeeper of the
Romanian selection and comparison to World 2013 data or the best World 2015
teams.
Video Analysis Tool / statistics "Videobserver", having been analyzed nine games of
the Romanian national team.
Team Description
Num Pos. Name Birth Date (age) Height Caps. Goals Team
3 LB Gabriella Szűcs 31/8/1984 (31) 1.79 m 2 0 HCM Baia Mare
6 P Crina Pintea 3/4/1990 (26) 1.86 m 20 32 Thüringer HC
7 RW Adriana Nechita 14/11/1983 (32) 1.72 m 130 318 HCM Baia Mare
8 LB Cristina Neagu 26/8/1988 (27) 1.80 m 128 521 Budućnost
9 CB Aurelia Brădeanu 5/5/1979 (37) 1.79 m 253 637 CSM Bucharest
11 LB Gabriela Perianu 20/6/1994 (21) 1.87 m 23 45 HCM Baia Mare
12 GK Ionica Munteanu 7/1/1979 (37) 1.75 m 17 0 HCM Baia Mare
13 CB Luciana Marin 13/10/1988 (27) 1.76 m 10 15 HCM Baia Mare
15 LW Valentina Ardean-Elisei 5/6/1982 (33) 1.75 m 205 807 HCM Baia Mare
22 P Oana Manea 18/4/1985 (31) 1.75 m 274 355 CSM Bucharest
30 GK Paula Ungureanu 30/3/1980 (36) 1.80 m 140 2 HCM Baia Mare
36 LB Ana Maria Tănăsie 6/4/1995 (21) 1.72 m 0 0 HCM Baia Mare
55 RB Melinda Geiger 28/3/1987 (29) 1.77 m 70 165 HCM Baia Mare
77 LB Eliza Buceschi 31/8/1993 (22) 1.75 m 26 54 Thüringer HC
88 RB Patricia Vizitiu 15/10/1988 (27) 1.74 m 30 45 HCM Baia Mare
89 RW Laura Chiper 21/8/1989 (26) 1.73 m 15 15 Corona Brașov
Table 1 - Data of players summoned for the World Denmark 2015
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The composition of the team is based on the two strongest teams in the Romanian
Championship. Based on HCM Baia Mare and CSM Bucharest that were in season 2015/2016
respectively second and first classified, and also the CSM Bucharest won the EHF Champions
League 2015/2016 and HCM Baia Mare been eliminated in the quarterfinal. Also of note
Cristina Neagu playing in Budućnost very strong team which regularly participates in the Final
Four of the EHF Champions League, as both athletes Thüringer HC that despite being the
youngest team are one of the strongest teams of the Bundesliga and some with great room for
improvement in the near future.
Data comparison (height, age, caps) between the first 4 teams

In comparison with the other three teams that were in the first 4 ranking places
(Norway, Netherlands and Poland) we can see that:
Team Height Age Caps

Average
Average Highest Shortest Average > Atheletes < Atheletes
Athlete Athlete +30 -20
years years
Norway 1,75 m 1,81 m 1,67 m 26,6 33 5 21 1 81,6
Holland 1,77 m 1,86 m 1,72 m 24,8 36 1 21 0 76,1
Romania 1,77 m 1,87 m 1,65 m 28,5 36 7 20 1 76,4
Poland 1,77 m 1,90 m 1,60 m 27,1 36 4 21 0 61,3
Table 2 - specific information of the first four classified in the World 2015
The average height of each selection is quite similar, in the specific case of Romania
there are two athletes well above this average (Crina Pintea 1m86 cm and Gabriela
Perianu with 1m87cm). Out of curiosity the National Team with highest average is
China with 1m80cm.
At level of ages we found that Romania is the third selection with higher average. The
National Team of Spain with 28.9 years, followed by Japan with 28.6 years and
Romania with 28.5 years. In regard to the first 4 classified Romania has a higher mean
ages; of 16 athletes present, 7 of them have more than 30 years and 4 or 5 players
belong to the starting lineup that started almost every game this World Championship.
At Cap level the Romanian team is not the team that has higher average (76.4), but only
analyze your 7 initial base, then the average is 165.1. Curiously also we can see that
China and Spain have the highest averages with 100 and 98.8 respectively caps.
Changes in the Romanian Team from WCH 2013 and 2015

In:
7 LB Gabriella Szűcs 31/8/1984 (age 31) HCM Baia Mare
12 GK Ionica Munteanu 7/1/1979 (age 37) HCM Baia Mare
36 LB Ana Maria Tănăsie 6/4/1995 (age 21) HCM Baia Mare
55 RB Melinda Geiger 28/3/1987 (age 29) HCM Baia Mare
88 RB Patricia Vizitiu 15/10/1988 (age 27) HCM Baia Mare
Table 3 - Athletes who entered the Romanian national team in the World 2015
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Out:
2 RW PIRVUT Aneta 22/06/1989 (age 26) HCM Baia Mare
4 LW DINCA Nicoleta Elena 02/07/1988 (age 27) SCM Craiova
10 LB TACALIE Adriana Gabriela 29/01/1989 (age 26) Corona Brasov
17 P CIUCIULETE Georgiana 23/04/1987 (age 28) HC Zalau
21 GK TOLNAI Talida 21/08/1979 (age 36) Krim Ljubljana
Table 4 - Athletes who left the Romanian National Team after World 2013
In terms of age there is no significant change, but the level positions preference was to
take more first-line players having left out two wings and a pivot.
Especially the nº 3 athlete Gabriella Szűcs of Hungarian origin, but theat naturalized
Romanian in order to play for the Nationa Team.
It also emphasizes the athlete nº 55 Melinda Geiger that turned out to be one of the most
used players in this World coming off the bench; it is a left-handed athlete playing on the
right, allowing to give even more solutions in terms of offensive moves, because the team
played preferably with a right player at the right side position.
Final standings in the World Cup 2015 – Denmark
Place 1 2 3 4 5 6 7 8
Seleção Norway Hollan Romani Poland Russi Denmark Franc Montenegr
d a a e o
Table 5 – Classification of the first 8 places in the World Cup 2015
Results of the Romanian National Team

Grupo D
Romania 27 - 30 Russia
Kazakhstan 20 - 36 Romania
Spain 26 - 18 Romania
Romania 47 - 14 Puerto Rico
Romania 22 - 26 Norway
Oitavos Final
Brazil 22 - 25 Romania
Quartos Final
Denmark 30 - 31 Romania
Meias Finais
Norway 35 - 33 Romania
3º/4º Lugar
Poland 22 - 31 Romania
Table 6 - Romanian National Team results in the group stage and elimination stage
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Final standings in Team Romania at WCH e ECH between 2007
and 2015
WCH / ECH Classification
WCH Place ECH Place 1

2015 3 2014 9 2
3
2013 10 2012 10 4
5
2011 13 2010 3 6
7
8
2009 8 2008 5 9
10
2007 4 2006 DNQ 11
12
Table 7 – Final standings of Team 13
14
Romania in WCH and ECH 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
WCH ECH
between 2007 and 2015
Graphic 1 – Placement Variations
Looking at the table and the graph, we can see that excluding the World Cup ranking of
2011, the final classification of the Romanian squad has always been in the Top 10
European Championships and World Championships; with the Romanian National
Team achieving this World Cup the best ever ranking in a World Championship,
improving the 4th place finish in 2007.
Team Analisys – Ofensive

Analysis of game phases in relation to the number of collective actions
For a deeper analysis of the Romanian selection, consider the following phases:
1. Organized Attack, 2. Fast Attack, 3. Inferiority, 4. Superiority,
5. Counter-Attack, 6. Reposition after goal, 7. Others (where we can describe 9 meter
free kicks and the use of goalkeer shirt in Organized Attack).
There were also taken into account the two phases of competition: initial group stage
and knockout phase.
Game Stages Group Stage Knockout Stage Total
NºActions % NºActions % NºActions %
Organized Attack 144 54 153 66 297 60
Fast Attack 33 12 10 4,3 43 8,6
Inferiority 18 6,7 22 9,5 40 8
Superiority 28 10 23 10 51 10
Counter-Attack 40 15 13 5,6 53 11
Reposition after goal 0 0 1 0,4 1 0,2
Others 5 1,9 9 3,9 14 2,8
Total 268 100 231 100 499 100
Table 8 - offensive game phases and their actions and share in total shares
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In the analysis made we can see that in the knockout rounds the Organized Attack
encompasses 66% of collective action, while in the group stage was only 54%. These
data contrasts with the phase of Fast Attack where in the group stage was 12% and in
the knockout rounds and was 4.3%., We conclude that as the team was advancing in the
tournament and with difficulty increasing, one of the options has to prepare better the
attacks, due to the fact that they felt more difficulty against stronger teams that they
hadn´t found in the group stage.
Outros(colete/livre)
Rep. Após Golo
Contra-Ataque
Superioridade
Inferioridade
Ataque Rápido
Ataque Organizado
0 10 20 30 40 50 60 70
Total Eliminar Grupos
Chart 2 - Changes in the percentage of shares in the group stage, knockout stage and
totals
In inferiority situations we also found some oscillation, as in the group stage were 6.7%
of shares and in the knockout rounds came to 9.5%, which means that the team had
more exclusions in the knockout phase having had more shares of inferiority.
In superiority situations there were no significant changes in % of shares. The level of
counter-attack also was a significant fluctuation in the group stage with 15% of the total
shares and the knockout phase with 5.6%.
Group stage:
Name Nº actions Goals Shots Team Errors
G A % F A % FT A %
Organized Attack 144 60 144 42 32 144 22 41 144 28
Inferiority 18 5 18 28 2 18 11 8 18 44
Fast Attack 33 15 33 45 11 33 33 7 33 21
Counter-Attack 40 26 40 65 4 40 10 7 40 18
Others 5 2 5 40 3 5 60 0 5 0
Superiority 28 10 28 36 9 28 32 8 28 29
Rep. after goal 0 0 0 0 0 0 0 0 0 0
Table 9 - offensive game phases and number of goals per share and share of total shares
in the group stage
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Knockout stage:
Name Nº actions Goals Shots Team Errors
G A % F A % FT A %
Organized Attack 153 54 153 35 45 153 29 42 153 27
Inferiority 22 11 22 50 4 22 18 5 22 23
Fast Attack 10 6 10 60 2 10 20 2 10 20
Counter-Attack 13 7 13 54 3 13 23 2 13 15
Others 9 3 9 33 4 9 44 0 9 0
Superiority 23 11 23 48 3 23 13 8 23 35
Rep. after goal 1 1 1 100 0 1 0 0 1 0
Table 10 - Offensive game phases and number of goals per share and share of total
shares in the knockout rounds
In terms of percentage of goals for action, we can see that from the group stage to knockout
phase there was a decrease in organized attacks and other situations (goalkeeper shirt use, free
9m in passive game). In all other phases has been an increase in the percentage in obtaining
goal.
At level of failed actions, we can see that the percentage of these increased by organized attack,
inferiority and counter-attack, with the remaining phases decreased.
At level of team errors (steps, bad pass, bad reception, interceptions, etc.) we find that from the
group stage to the knockout phase, only increased the superiority stage, in all other stages
decreased its % failure.
Shot zones with goals by number of shots in WCH 2013

Attack Defense
Figure 1 - Total number of shots and goals per area of the field in the World 2013
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Shot zones with goals by number of shots in WCH 2015
Attack Defense
Figure 2 - Total number of shots and goals per area of the field in the World 2015
In Figures 1 and 2 we can see that by specific post the total number of shots and the area
by goals scored number. Comparing 2013 with 2015, they were executed more
counterattacks, but also suffered more goals; as mentioned above, it shows that the
organized attack increased its number of actions, which is one of the factors for the
reduction of counterattacks; also point out that more and more teams work offensive
and defensive transitions and better level of preparation, becoming increasingly difficult
to implement successfully counterattack.
Situations used in organized attack
Figure 3 – Central player without the ball

In this situation we can see that the central player without the ball, drags the advanced
defender to create space in the central area and also the pivotal player; side player at the
same time simulates the pass to the central player as this changes the direction without
the ball and penetrate to 6 meters or power gain advantage to the left side. Situation
mainly used with open defenses.
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Figure 4 – Central player takes initiative Figure 5 – Decision making from Left Back
In this movement the central player takes initiative with ball, focusing attention on the
central area and to capture the attention of the second defender can gain an advantage to
the side that will come packed in middle. At this time the pivotal moves back, causing
blurring between the second and third defenders, enabling the side power shot or
penetrate at 6 meters or even play with the pivot. Play used to mainly closed defenses or
a 5:1 by dragging the central advanced defender.
Figure 6 – Defender blocking so Left Back can shoot freely

Another situation most used by the Romanian selection is by simple cross with block.
The center starts crossing and blocks the second defender, allowing the back player to
shoot at will from 9 meters; if the third defender can leave the side then there will be an
option also to play with the pivot, which is with the position gained in relation to his
defender. Situation used with defenses closed.
Figure 7 – Back and Playmaker cross Figure 8 – Superiority 3 against 2

In a move similar to the previous one, but with the side to take the initiative to start the
cross and dragging the second defender, allows the central player to appear on the back
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with the advantage of three against two, as we can see in the second image; then you
can make the decision to shoot, penetrate or assist the wing or the pivot depending on
how the defenders react. Situation that Romania often use with closed and open
defenses.
Figure 9 – Pivot with ball outside Figure 10 – Change without ball between
back and playmaker
In this situation the pivot comes out of the right side, receives the ball from the
playmaker and plays with the left back. Meanwhile the playmaker and right back
change positions with each other; the left back will return the ball to the right back that
appears in the middle.
Figure 11 – Decision making from right back in the middle

Then the back player that is in the central position can gain an advantage to the left with
many options as we can see in the image or attempt to penetrate in the right side if the
defender is too advanced and the other side closed. Often used with the 6:0 or 5:1.
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Figure 12 – Wing player with ball Figure 13 – Superiority in the left side
In this last situation the wing player starts without ball out of nine meters, receives the
ball from the playmaker and passing to the back player, going to 6 meters to second
pivot, moving the attack to 4: 2; then as we see in the second image the back player has
the option to shoot or attack to the middle, calling the forward defense attention,
creating superiority to the opposite side, so the player can penetrate or assist the wing or
pivot, it has superiority three against two on that side. The Romanian Selection uses this
situation mostly on open defenses.
Inferiority
Below we can see some of the situations commonly used in numerical inferiority.
Figure 14 – Wings cross
Wings cross between them and enter to pivot and back out to the wing again
Figure 15 – Superiority created the central player on the right side
This movement of the wings allows to create superiority on one side, as we can see in
the picture above the back player can shoot, penetrate or play with the wing returned to
his initial position.
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Figure 16 – Releasing the marked player Figure 17 – Free space in central zone
In this situation with individual marking, put the marked player to false wing, the near
player comes to play aside to then block the defender, dropping the marked player. This
player as seen in the second image, can attack the central zone to shot without no
marking.
Superiority
Here we can see some of the most used superiority situations.
Figure 18 – Decision making from back player

With Pivot between 1st and 2nd defenders, the central defender pulls the 3rd defender,
leaving the side of the pivot with advantage, with three against two; another option is to
play with the pivot, putting the opposing side, which can penetrate or assist the wing
player; if the playmaker goes to second pivot, it can also choose to play with her.
Figure 19 – Cross between playmaker and back player with superiority in opposing side
Îf the Pivot between 1st and 2nd defenders, starts the advantage to the opposite side of
the pivot to the playmaker to cross with the back player on the side of the pivot, which
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may shoot, play with the pivot or put directly on the opposite side, passing to the back
player that penetrates.
Figure 20 – Inversion on the opposing side of the pivot

In this last situation rather than the central cross with the back left side, it can pass to the
other side, continuing the advantage with the side to penetrate between 1st and 2nd
defender or assisting the wing player.
Situations used in tight end matches

In games where there is enough balance in the final part, the National Team of Romania
has some situations using more frequently; After analysis i will describe them now.
Figure 21- Attention in the left back side Figure 22 – Superiority in the right side
In this situation we can see that decision-making by the back player made the defense
concentrated its attention to the area of the ball and neglecting completely the back,
allowing the right side to penetrate between the first and the second defender.
Figure 23 – Blocking the marked player Figure 24 – Decision making back player
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In this situation we can see that a simple lock of the central marked player, undoing the
lock then allows the back player to appear in the central area with lead shot or to play to
the right side.
Figure 25 – Wing with ball in central zone Figure 26 - Decision making back player
In this situation the right end takes initiative and will receive the ball in that area, with
an exchange without the ball between the back player and playmaker; then the wing has
passed the player side that is held and to enter second pivot; back player has the central
zone in order to shoot at will, without leaving the protection can still have the chance to
win advantage to the right side with 2 against 1, because the second defender is in the
wrong defensive position, parallel legs.
Figure 27 – Superiority with goalkeeper shirt Figure 28 - Decision making back player
In this particular situation the Romanian National Team has chosen to put the vest,
because he had a marked player and as such got advantage in the central area of 3
against 2; the center chose to finish successfully, but could assist the right which has the
back player and the wing only marked by a defender.
Goalkeeper shirt – situations 6 against 6 or inferiority/superiority

Using player with a central vest to start crossing with the back player side as the
substitution zone, to then go out and the side that receives the ball decides whether to
shoot, penetrate, or assist pivots or wing.
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Figure 29 – Cross between vest and back player
The Romanian National Team used the player situation with vest inferiority and also
organized attack against the weaker teams such as Puerto Rico, they always played with
two pivots; this situation forced the defense to close over the central area, allowing the
Romanian National Team to achieve various situations of superiority on the wings.
Figure 30 – Superiority with the vest Figure 31 – Marking the vest

As we can see in the two images above, the Romanian National Team used the vest to
be able to play with two pivots, a situation that the new rules to enter into force in 2016,
it will certainly be very exploited, even more so with the advantage of not being needed
the vest, which will allow any player to leave the field to enter the keeper again.
Individual analisys of TeamRomania players
Cristina Neagu
Pos. Name Team Goals + Goals Ass. Games
Ass. Played
1 GROOT Cornelia NED 93 39 54 9
2 NEAGU Cristina ROU 87 63 24 9
3 POLMAN Estavana NED 84 51 33 9
4 KUDLACZ-GLOC Karolina POL 83 52 31 9
5 MORK Nora NOR 81 44 37 9
Table 10 – Top 5 players in WCH 2015
In a brief analysis Cristina Neagu can say is the image of the Romanian selection; best
scorer of proof and best left side of the World Cup 2015 (3), as well as best 2015 player
of the Year in the World Handball Female; in 2010 had been considered the best player
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of the year, has also been the top scorer with 53 goals and 36 assists, have therefore
been elected to the All Star Team as the best left side of the European Championship.
Figure 32 – Individual statistics of Cristina Neagu

He scored 63 goals of which 18 were 7 meters; also contributed 24 assists for the
success of the National Team; She is an extraordinary athlete as it shoots out, feints to
the outside and inside very easily, unbalancing his direct opponent; in the attack she
takes most of the time the initiative to start the attacks of your selection creating
advantage.
Year MP Total Shots 6m Shots Wing Shots 9m Shots 7m Shots Fast Breaks
G/S % G/S % G/S % G/S % G/S % G/S %
2013 6 29/54 54 6/15 40 1/1 100 10/23 43 8/11 73 1/1 100
2015 9 63/104 61 5/7 71 1/1 100 27/57 47 18/23 78 2/3 67
Breakthroughs Offence Defence Penalties

G/S % AS TF ST BS YC 2Min RC DR
3/3 100 6 6 2 1 1 1
5/6 83 37 26 3 3 1
Table 11 – Comparison between WCH 2013 and 2015 of Cristina Neagu
When analyzing the charts compared to the World in 2013 and 2015 we can see that her
percentages increased even participated in 3 more games than in 2013. We can see that
her income was higher than in 2013, and as the whole team helped improve rankings
previously. Noted progress in terms of assists the athlete keeps showing that she
continues to evolve and improve her game.
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Romania Goalkeeper and comparison to other National Teams
Figure 33 – Individual statistics of Paula Ungureanu

Looking at the individual records of the most used goalkeeper of Romania (Paula
Ungureanu) we can see the defense sheet of her in the criteria of 7m shots and other
game actions.
Team MP Total Shots 6m Shots Wing 9m Shots 7m Shots Fast Break
Shots Breaks throughs
S/S % S/S % S/S % S/S % S/S % S/S % S/ %
S
NOR 9 132/341 39 18/66 27 22/58 38 73/133 55 10/37 27 3/16 19 6/31 19
NED 9 145/362 40 22/76 29 35/63 56 72/129 56 4/36 11 8/38 21 4/20 20
ROU 9 111/336 33 14/66 21 20/44 45 58/124 47 14/39 36 4/34 12 1/29 3
POL 9 111/350 32 31/103 30 15/35 43 41/94 44 6/37 16 11/48 23 7/33 21
Table 12 – Global statistics of the top 4 teams in the WCH 2015
When analyzing this table we can conclude that it reflects in part the final classification.
very similar percentages between Norway and the Netherlands noting only a large
discrepancy being the top National Team Holland in the wing shots, and the top seven
meters Team Norway.
We can also see that the Romanian squad has a high percentage in the defenses of 7
meters, which clearly has supplanted all other selections.
Valentina Elisei comparison between WCH 2013 e WCH 2015
Year MP Total Shots 6m Shots Wing Shots 9m Shots 7m Shots Fast Breaks
G/S % G/S % G/S % G/S % G/S % G/S %
2013 6 12/22 55 1/3 33 7/12 58 0/1 0 -/- 2/4 50
2015 9 24/29 83 2/2 100 13/17 76 0/1 0 -/- 8/8 100
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Breakthroughs Offence Defence Penalties
G/S % AS TF ST BS YC 2Min RC DR
2/2 100 3 1 2 3
1/1 100 4 4 3 1 3 4
Tabela 13 – Statistics comparison between WCH 2013 e 2015 of Valentina Elisei
It was considered in this World Cup 2015 the best left wing of the World 2015 (4). By
analyzing the statistics of the World Championship 2013 and 2015 we can see that the
athlete had a much higher income in the last world cup 2015; it is a very complete and
fast athlete, with ease of play and as 2nd pivot through several entries.
The athlete had an efficiency of about 85%, played 3 more games than in the World
Cup 2013, but as you can see by the time 2013 played in game of 3:48:11 and 7:02:50
in 2015 played, its use was almost always full time and without income losses
throughout the competition.
Figure 33 – Individual statistics of Valentina Elisei in WCH 2015

The athlete has a preference for the second post shot to the lower corner, as we can see
in the picture above; besides she was considered the best left winger in the World 2015,
had already won the same award at the 2005 World and 2008 European Cup.
Conclusion
After analysis done, the result obtained by the Romanian National team in this World
Cup 2015 proves the power that Romania is in the Handball Women's World. Having
had its worst ratings in 2011, it has managed to approach the top places again, both in
Europe and in World in recent years.
The experience accumulated by the players of the National Team in question, either in
their clubs participating in the most important competitions in Europe and also in the
best national leagues, giving greater stability to this selection.
The introduction of young athletes to start preparing the future of National Team for
upcoming events has also been done gradually and consistently.
With a fully consolidated set of model and varied tactical solutions, as we observed
throughout the thesis, with athletes individually that have the ability to overcome any
obstacle, and laying much of their game in two above average class athletes, the
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experienced playmaker Brădeanu and still one of the best athletes in the world today,
Cristina Neagu, showed an attractive handball fast and as seen in modern handball.
Noteworthy is also something that has not been said before, but much also contributed
to this improvement, the performance of their coach Tomas Robert Ryde who took
charge of the selection in March 2015, having built a game model (namely the level
offensive collective to the situations described in this thesis), analyzing the athletes who
had at his disposal and trying to get the maximum potential of each; the evolution of the
Romanian National Team over the Championship was very positive and only the semi-
final after extra time and were no chance of reaching the final and were defeated by
Norway; having achieved an historic achievement, obtaining the 3rd place in the World
Championship.
References
WCH Serbia 2013

http://ihf.info/en-
us/ihfcompetitions/worldchampionships/womensworldchampionships/womensworldcha
mpionshipserbia2013/statistics.aspx
WCH Denmark 2015

http://ihf.info/en-
us/ihfcompetitions/worldchampionships/womensworldchampionships/womensworldcha
mpionshipden2015/statistics.aspx
(3) Cristina Neagu - Denmark 2015 MVP and best left back player All Star Team
https://www.youtube.com/watch?v=zfmvEo3iK8M
(4) Valentina Elisei - Denmark 2015 Best left wing player All Star Team
https://www.youtube.com/watch?v=mb4yukWrtS8
Game analisys tool - Videobserver (www.videobserver.com)
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Carlos Neiva
FIVE MINUTES OF CAOS
DAVID DAVIS CÀMARA
RK VARDAR
REAL FEDERACIÓN ESPAÑOLA DE BALONMANO

ESPAÑA
- 1 de septiembre de y
MASTERCOACH 4 1
INDEX
SUMMARY
KEYWORDS
INTRODUCTION
METHODS & DEVELOPMENT
DISCUSSION AND CONCLUSION
REFERENCES
MASTERCOACH 4 2
Summary
The object of this work is the analysis of the end of each of the two parts of a handball match at the
highest level to detect tactical patterns that cause the chaotic improvisation is facing extreme situa-
tions five minutes. Comparative research of clashes sixteenths of the 2015/2016 season the Cham-
pions League serves as a basis for concluding that success is linked to the extensive training of
these scenarios, so that each piece of equipment is qualified to decide what action right at the max-
imum pressure.
Keywords
Caos, champions, tactical procedures.
MASTERCOACH 4 3
Introduction
Five minutes of chaos is the title I have chosen and, in my opinion, defines and summarizes the
object of my thesis. Fashion plays, schools and styles are evolving and taking turns cyclically
throughout the history of handball, so that the matches are played with a shared and different "ele-
ments" techniques. At a given time, they are always equal and at the same time, always different. It
is no secret that the defenses in the European handball not display large variations beyond 6: 0, 5: 1
or 3: 2: 1, because they are the systems that more titles have teams (clubs) and selections ( national)
teams. However, in my opinion, differentiation and innovation primarily arise when the party is
ending on the scene and other determinants-win, lose, pressure, colon, a medal, a championship or
gold medal olímpica-.
It is in these golden minutes when players change, because they are not robots, and become totally
unpredictable, capable of the best and worst with ball in hand subjects, regardless of the quality or
accumulated experience. At the end of the day, it is obvious that each player reacts differently to
new pressure situations.
This determines and conditions in the evenly matched games in which there is much at stake, such
as games round quarterfinal of the Velux Champions League, teams focus on the attacks or not,
focus on the defenses or not ... and, suddenly, the meeting becomes a chaos where each throwing
error, every loose ball or every goalkeeping, becomes a joy or tragedy that is consumed with the
passing seconds and clearly an uncertain end. In these moments, bad decisions pitch, pass or sys-
tem change are the queens of the dance. And everything is open.
The teacher and coach John L. Anton Garcia in his book "Handball: New contributions to the de-
velopment and research" handball defines as "a space where micro-creation will settle in the form
of call for non-repetitive movements, where the some tasks and give meaning to all the plays. "
I consider this very appropriate definition for my thesis. It is, in my view, the essence of handball,
since it is precisely in the final minutes, in more pressure by the transcendence of time, when the
plays, the micro-creation, become creative and constructive art. Anton Garcia continues: "is not
tight fixation, but science as a crossroads whose ends are yet to be discovered."
MASTERCOACH 4 4
Prof. Manuel Laguna Prof. Juan
L.Antón
The reason that prompted me to select key moments of matches in the top competitions
where there is a lot at stake is the opportunity to note that when two teams at the highest level are
playing a hundred percent there is no room for improvisation, which are not reserved nothing and
although a priori it may seem that there are great differences and "paper" are clear favorites, when
analyzing the parties, may not be more evenly matched.
The teacher and coach Manuel Laguna warns in one of its articles the urgent need for team-
work: "When must be addressed meetings against equal or superior rivals, the staging of individual
resources is not enough, then only computers that are able to "make" favorable situations launch
through the coordinated work of the whole are trained to properly capitalize this phase of the game.
"
I recognize that, as Professor Laguna says, it seems clear that the teams will get make the
best situations and can launch through the collective game where the cat will be water. However,
the most significant may be an opportunity to determine how the winners manage their resources in
a time limit.
MASTERCOACH 4 5
In any case, the analysis presented is not specific to each team, that was not my intention.
The objective of this research is to visualize the different formulas that, in general, are used to meet
those five minutes of chaos. What happens when there is passivity; if they repeat the same plays; if
improvising; if there counterattacks ... and once analyzed, explain what happened at the end of the
first half and the last five minutes late in the game to see when there is more pressure and when
less.
METHODS & DEVELOPMENT
Research 1
First leg of the Velux 1/16 final of Champions League between Montpellier Handball (FRA)
and SG Flensburg (ALE).
MASTERCOACH 4 6
Analysis
These are the last minutes of the first half. What we can see is that the two teams are pretty
well trained and organized. Always before launching try to create situations through collective
game and only the release of 11 meters Mogesen passive, but becomes a goal, it is a situation with-
out tactical procedure before launching. In this first part there are many attacks that end up in pas-
sive and only achieved a goal is one of them.
Analysis
In this second part and found a couple of counterattacks because of turnovers in the first half
did not see. Other attacks have a previous tactical procedure. What is striking is that teams do not
expect to reach the passive to launch and makes sense. When it comes to score a goal you can not
wait to liability because the chances of success drop considerably, as we have seen in the end of the
MASTERCOACH 4 7
previous period. I also draws attention to the high effectiveness of the two teams in the minutes of
chaos.
Conclusion
Even game tactically, with turnovers and high effectiveness few releases. These are two great
teams, well worked and prepared for the match.
Second leg of the 1/16 Velux Champions League final between Montpellier Handball (FRA)
and SG Flensburg (ALE).
MASTERCOACH 4 8
Analysis
In this first part there are many more attacks but only managed a counterattack. Both teams
are looking many situations after kickoff but not all manage to complete the goal. It is noteworthy
that only an attack is passive, the rest do not get to this situation; attacks are short and effective, and
there are only two attacks that do not end in goal. The game is a little more individualized, with 1x1
or 2x2 shares, although the Flensburg is the computer that initiates all actions with the pivot from
behind and then has different solutions for the same action.
MASTERCOACH 4 9
Analysis
In this second and final part of qualifying there are fewer attacks, more faults, we must build
more if only two pitches and a world fails in these games. There is only one situation liabilities and
off-target.
Conclusion
Although the first part of the match ends with a ragged 20-14, the party is equalized in the
second half and finished with a tight 57-59 end for the SG Flensburg. This is a game in which both
teams play a direct game and do not expect to spend the minutes to score a goal. It notes that rely
on their game and go to the party. Tactical procedures are scarcer, not as elaborate, and reduced to
crosses and 1x1.
MASTERCOACH 4 10
MASTERCOACH 4 11
Research 2
First leg of the Velux 1/16 final of Champions League between HC Prvo Plinarsko Drustvo
Zagreb (CRO) y el Rhein-Neckar Lowen (ALE)
Analysis
In this first part of the two team they are very focused. All attacks have tactical procedure, but
note that it is the second game and many attacks do not end in goal. It is not never comes to
liability. Also it should be noted that there are few attacks, less than normal.
Analysis
In this second part, as in the second, you do not get to passive and it shows that teams are more
nervous and go to the party. Imposing defenses to attack and most of the attacks just less collective
and individual actions, such as 1x1, 2x2 or releases from ten meters. There are not many losses as
we see only a counter and not seven meters. It is a classic match of Champions League 1/16.
Conclusion
It is a game in which all the experts gave as the Rhein-Neckar favorite, but knew the Zagreb take
his land and with an excellent defense as shown in the analyzes. The meeting ends with the victory
of the Germans by the minimum in Zagreb, but anyone could have taken victory.
MASTERCOACH 4 12
Second leg of the 1/16 Velux Champions League final between HC Prvo Plinarsko Drustvo Zagreb
(CRO) and the Rhein-Neckar Löwen (ALE).
Analysis
In this first part, we see that the teams have more trouble playing with tactical procedures or to
mark goal with these procedures, note that it is the second leg and teams have been well studied.
Many actions with individual and some passive. It is clear that the defenses imposed on the attacks.
MASTERCOACH 4 13
Analysis
At this end of the game, tactical procedures are pure chance. The defenses are good and the teams
fail to get a goal using the tactics and focus more on individual stocks. We found three counterat-
tacks and two seven meters we continue to indicate that it is a game of defense. You do not get in
any attack passive play and effectiveness is quite high. There are many more attacks than in the
first part by counterattacks and seven meters in which the time is stopped.
Conclusion
The Zagreb made two very successful defense games both at home and in Manheim and that led to
the 1/4 Finals. In the second game his defense made him get a couple of counterattacks that ended
in a goal and showed a very effective attack.
MASTERCOACH 4 14
Tactical procedures in the second qualifying are quite canceled for being the second game. The
teams are better known. Although the Rhein-Neckar makes some attacks with 7 players, the de-
fense of Zagreb solves. The party is reduced to individuals in the two cases and Markovic late goal
gives victory to the Croats.
Conclusion and Discussion

With this research wanted to show that what appears when you're watching a game at home
or at the stadium is not always what it seems. We all like to see a close game and we think that
those moments of madness that causes the draw when the final whistle approaches and away im-
provisations force trained systems. However, as evidenced by the tables here, all teams Champions
League goal scoring attempt by a tactical procedure, work to not be passive play and go out to play
to win.
When you're sitting on the couch, fast attacks are seen, some turnovers, exasperating long at-
tacks ... but the reality is that all teams base their attacks in very clear tactical procedures for
equipment and few players leave the system -only in passive play situations the individualidades-
appear.
Perhaps the new regulation radically transform the preparation so far performed the critical
moments of games. Next season will begin with new rules, as always, will bring much controversy.
When a referee as Mr. Gallego explains the rules, as it did in the national coaching course my pro-
motion, standardization makes sense and, most importantly, its implementation. To me I had no
doubt why it was one of the best referees of his time. In any case, I have not heard from the mouth
of Mr. Gallego's interpretation of the amendments and I hope that its effect is greater than the cam-
era that helped judges to review the phantom goals (the latter tool was used only for assess a pitch
and human error forced his withering away even though the system worked perfectly when applied
with common sense).
If this thesis repeated next summer, certainly have much more material, because the new
rules specifically affects five minutes of chaos, giving unequal treatment relative to the rest of the
game. In addition to the change refers to the clothing of the player-keeper, I am particularly inter-
ested in the consequences that implementation of the article leaves out of three attacks player left
lying on the ground and requires attention of medical services.
No one disputes that handball is a physical contact sport and that this is precisely one of the
best qualities of our sport. Clearly, there are times that the blows are not as strong as for simply not
being able to get up and players remain on the floor to rest, stop time and break the rhythm of the
game or even anger. What if that rule applies in the five minutes of chaos?
MASTERCOACH 4 15
In my opinion, the risks are clear. It may happen that a team has to close a game without "de-
cisive" player if it receives a blow that leaves him lying and in need of medical care, services or
just minimal recovery time. Probably, that team loses. From another point of view, it can also be
tempting to leave on the floor most dangerous opponent to tackle the key moments without their
participation. And in that case the intent would be out of the arbitration competition ...
Not to mention only a hypothesis, I will discuss a real example. This season in the Velux
Champions League during the group stage, the Vardar clashed against a team in the first leg re-
ceived many goals from one of the players club Skopje. We knew that in the second leg would not
leave his defense or breathe and it was. It's funny, but it was not necessary that referees apply the
rule of the three attacks since, every time I went to the track a defender was in charge of giving
back to our player with a mouthful of blood to the bench and needed some as attacks to recover.
Only the application in time will test the effectiveness of the measure and degree of satisfac-
tion among the “suffering".
MASTERCOACH 4 16
References
Juan L. Antón García - Balonmano: Nuevas aportaciones para el perfeccionamiento y la in-

vestigación.
Manuel Laguna Elzaurdia - Articulo de la RFEBM. La continuidad en el ataque posicional
(1a parte) , link http://www.rfebm.com/rev_entrenadores_6.pdf
Videos
http://www.ehftv.com/int
Fotografias
Marcel Lämmerhirt - info@mlpics.de
MASTERCOACH 4 17
MASTERCOACH 4
Spain/Portugal
DAVID DAVIS CÁMARA

Rk Vardar
www.daviddavis.es
MASTERCOACH 4 18
MASTERCOACH 4 19
USING 3:3 DEFENSE
IN THE HIGH LEVEL
FERNANDO BARBEITO DELGADO
SPAIN
INDEX…………………………………………………………………………... Page 2
SUMMARY…………………………………………………………………….... Page 3
KEY WORDS…………………………………………………………………… Page 3
1.- INTRODUCTION…………………………………………………………… Page 3
2.- METHOD………………………………………………………...………….. Page 5
2.1.- SAMPLES…………………………………………………………. Page 5
3.- DEVELOPMENT…………………………………………………………… Page 6
4.- CONCLUSIONS…………………………………………………………… Page 20
5.- BIBLIOGRAPHICS REFERENCES…………………...…………..……… Page 22
IMAGES
Image 1: Synchronized helps (RNL-FC Barcelona) ………………………………………………..…… Page 12
Image 2: Synchronized helps (Kristiansand-RNL) …..………………………...……………….....….... Page 12
Image 3: Center back to 2:4 game (RNL-KIELCE) …………………………………..……….…..…… Page 13
Image 4: Right or left back to 2:4 game (RNL-FC BARCELONA) …………….………….…….…. Page 13
Image 5: Right or left back to 2:4 game (QATAR-BAHREIN) …………………………………….… Page 14
Image 6: Wing to 2:4 game between two defensive lines (KOLDING-RNL) ………………………... Page 15
Image 7: Wing to 2:4 game between two defensive lines (QATAR-BAHREIN) ………………….… Page 15
Image 8: Wing to 2:4 game away from the defense (RNL-FCB) …………………………….…….….. Page 16
Image 9: Wing to 2:4 game away from the defense (QATAR-BAHREIN) ………………………….. Page 17
Image 10: Line player playing in 9 mts. (RNL-MAGDEBURG) …………………..…………………. Page 18
Image 11: Line player playing in 9 mts. (QATAR-BAHREIN) ……………………………………..… Page 19
2
Fernando Barbeito. Using 3:3 defense in the high level.
SUMMARY
The main reason for choosing this issue has been the observation of how, during the
2015-2016 season, a team of the highest European level such as Rehin Neckar Löwen,
has frequently used the 3:3 defense in important competitions, like the EHFCHL and
the German league. This reason, together with my last coaching experience with the
Bahrain National Team in the past Asian games, which have long been accustomed to
this defense, has made me decide to write about the possible differences and similarities
between these teams and the surprising fact of seeing a European team using this
defense as an almost habitual one.
KEY WORDS
Handball, change of opponent, pass lines, defensive help, attack/defensive path .
1.- INTRODUCTION
Historically, we have seen the use of 3:3 defense in national teams or continental teams
like Africa (Egypt, Algeria) or Asia (Korea, Japan, China, Kuwait, Bahrain…) In these
countries this defense system has been habitually used. The fundamental reason was the
anthropometric and physical difference with regard to European players. These players
have always stood out for being very good in terms of speed, agility, coordination,
jumping skills… Qualities that are very positive for an aggressive defense and so
individualized as we discussed. But above all, the fundamental reason for not using the
most traditional and closed defenses like 6:0 or 5:1 have always been the lack of tall
players to use in the central areas of the defense.
In Mediterranean countries such as Spain or France it is quite normal and recommended

for further development and evolution in the defensive learning of young players, to use
3:3, immediately after the early stages practicing individual defense all over the
pitch. It is very common after the age of 14 to practice the 3:2:1, 5:1 and finally the 6:0
defense.
In my opinion, it was very interesting to have observed during this season 2015- 2016
one of the best teams in Europe, the German team Rheich Neckar Löwen, use this
defense. But to my surprise, after analyzing videos of the matches, I realized that the
use of 3:3 was not employed in special or urgent moments as we could observe in other
occasions or other teams, it was used as a trained and regular defense from the start of
the season.
The German team has used it in the two most important competitions for them,
EHFCHL, and in the German league almost as the habitual defense, alternating it with
their usual 6:0
3
I think it’s very interesting that the Danish coach, Nikolai Jakobsen, alternated this
defense with their traditional one 6:0. We saw the defense 3:3 throughout the hole game
in the European competition, for 30 minutes, in games played at home or away and with
the score in favor or against, with little or much advantage on the scoreboard… that is,
without a clear criteria seen from outside, for the time it was used.
I was happily surprised to see very tall players, working this defense in the most
advanced positions of the first defensive line. I honestly believe there is a lot of hard
work behind this organization.
Over the last Asian Games in January, I had the pleasure to coach the national team of
Bahrain and use this defense, as they have been accustomed to it for years, influenced
by an Algerian coach they had. This experience was very interesting for me and I would
also like, to try with this thesis to analyze the differences, at the time of resolving the
same problems posed by the attack.
In my view, if the physical capacity that Asian players have to defend this way is
surprising, its more surprising how Rhein Neckar Löwen players, that used to use a 6:0
closed defense, have taken on the 3.3 with such good results.
Could it be because 3:3, as some coaches say, is an individualized 6:0 defense?
So, how do these players solve the change of opponent problems between players from
the same or different defensive lines?
If it’s a 3:3 defense, do Asian players defend in a different way?
Do both teams use the classic criteria standards of defense 3:3 or are there small
differences?
From this starting point, and after carefully observing many games, I try to analyze,
explain and answer these questions.
4
2.- METHOD
2.1.- SAMPLES
To carry out the work, after watching many games I have taken data and images
of the following meetings:
RHEIN NECKAR LÖWEN
- Magdeburg-RNL (6/9/2015) (23:24)
- RNL-FC Barcelona (20/9/2015) (22:21)
- Kolding-RNL (27/9/2015) (18:30)
- RNL-Tauron Kielce (30/9/2015) (32:32)
- Kristianstad-RNL (22/10/2015) (32:29)
- RNL-Magdeburg (26/12/2015) (27:25)
Please notice that we have only found images of 3:3 defense of the German team
from September to December. Later we’ll try to show why this happened.
NATIONAL TEAM OF BAHREIN (Asian Games 2016)
- Bahrain-Lebanon (41:18)
- Bahrain-China (41:18)
- Bahrain-U.A.E. (28:26)
- Bahrain-Iran (27:16)
- Bahrain-K.S.A. (25:24)
- Bahrain-Japan (Semi final) (29:23)
- Bahrain-Qatar (Final) (22:27)
5
3.- DEVELOPMENT
THE BASICS OF 3:3 DEFENSE
Now I would like to briefly explain the “classic” performance of 3:3 defense, then
analyze the defense used by both studied teams and see the matches and developments
in the game.
3.3 defense is a defensive organization in two lines, so we include it in the group of

zone defenses. Historically it has been used at a high level for different reasons:
- To reduce the imbalance of the high and strength with respect to the first
line of attack in order to eliminate an outside launch.
- To prevent systematic, tactical and well organized play of the attack.
- In emergency situations of the end of game with the objective to retrieve

the ball as quickly as possible.
Defensive organization in 3:3
We can affirm that it’s a type of defense which requires great intensity and physical
demand, as well as individual and group responsibility. At all times it is necessary to
keep the attention of the direct opponent and to take the lead in collective tasks, under
the criteria of tactical discipline.
Communication between players at all times is absolutely necessary for synchronization

and response in defensive moves.
6
The 1x1 defense, changes of opponent and defensive support are the three fundamental
ideas for its proper function.
The advanced line of defense can be placed near or far from the first attacking line. A
fact that offers a big variety of possibilities, depending on the purpose of defense. Later
we will see in the Rhein Neckar Löwen analysis, the variety in the defensive advance
positions.
Finally, this defensive structure in two lines, greatly favors the counterattack, but with
as much risk referring to the rebound after a shot, as to the goal: because we only have 3
players near the 6 meter line.
SPECIFIC OBJECTIVES
Defending a player with the ball:
Always keep attention on the attacker with the ball.
Prevent the exterior throw.
Promote/ offer the throw direction to the attacker´s weak point. In this way
we reduce the number of throws in the central defense zone.
Vary the distance in the marking with the aim of recovering the ball without
a fail. The defender must harass the attacker once it has started the action of
the attack and has completed the cycle of steps and bounce.
Always try to work in the specific position. At this point is where we will
find many problems with the crossings and splits.
The special situation, when the line player receives away from the 6-meter
line, has always been defended with the center defender staying on the line
so as not to have much free space behind the defense. We will see how
currently the defensive response has changed.
Defending a player without the ball:
Deterring the reception of the ball working on the pass line.
Working on the pass line with any player who is in the 6-meter line.
Always be prepared to help a close companion.
Follow the player who performs a splitting path toward the double pivot until
a change of opponent can be performed.
7
Structure of 3:3 defense depending on the situation of the attacker with ball:
Ball to the center back Ball to the right back
Ball to the wing
In my opinion, the important work of defenders must influence a lot in the defense of
the directions towards the strong point of the attacker and above all, the support that the
companions need. Here we can see it in the graphics:
The center forward is feinted by the center back.
8
In this situation the center forward of the defense is feinted by the centre back attacker.
This defender must always prevent being bluffed at the strong point of the attacking
player. The advance from the right must be prepared (anticipate) to help his partner, and
the same goes for the right exterior defender. Both players who perform this
synchronized support action , try to intercept the pass, cause an offensive foul or was
last resort cause a free-kick to stop the attack that had a clear advantage.
The left advanced is feinted by the back
The advanced player is feinted at his weak point. Help can come, depending on the
direction of the attacker, the exterior or the central defender. The rest of the players
synchronize to help retrieve the ball or make a free-kick.
Traditionally, many authors of written studies have given us answers to the most
difficult situations for this defense 3:3
Situation / problem Defensive response
Changing opponent in the same defensive

Crosses between players of the first line
line
Changing opponent in the same defensive

Double line player of a wing player
line
The defender follows the attacker and the

Double line player of a first line player defense is transformed into a different
organization, such as 4:2
9
In a situation of a cross over between
players of the same line of attack, the
defense responds with a change of
opponent between players of the same
defensive line. Defense of the attackers
strong point, is very important. If it is a
left/right back - central back cross over,
the defense acts with the same response of
change of opponent.
Cross center back – left back
It is a change of position of the 2nd line

attackers and defenders of the same line,
the outsider and the defensive center, also
make a change of opponent. The wing
now defends the line player and the
defensive center works with the wing that
has changed its position. In this situation
we can have an imbalance of weight,
strength and speed between pairs of
attackers-defenders outside/line player
Wing goes to the 6 mts line
In this situation there should be no change

of opponent from the defenders because a
1st liner splits into a position of a 2nd
liner. The advanced left defender must
follow his attacker, in this case the line
player, and the settings of the defense
change and temporarily. becomes a 4: 2 If
the player that splits to the position of
double line player is the central back, the
defense would act with the same criteria.
First line attacker goes to the 6 mts line
10
Following on we can see a series of images witch comment on how the two studied
teams, the Rhein-Neckar Löwen and the national team of Bahrain, solve the
aforementioned problems and new situations of attack that we have seen in recent times.
Before analysis, I would like to comment on the different characteristics of these two
teams.
The Bahrain team has some players who stand out for their physical characteristics of
speed, strength, skill and short stature with respect to European classical players and
have been used to using this defense for now a few years. For these reasons we can see
that the advanced defensive line consists of wing players and line players or "small"
central back players, and not of the tallest players that play on the first line of attack.
This team uses this defense to retrieve many balls and realize counterattack on many
occasions. In fact, in the last Asian Games it was the team with the most fast break
goals achieved. We must also mention that because of its stature, it is a team with few
offensive recourses against closed defenses and its objective was to attack in position
for the shortest time possible.
In the German team, however, the proposal from the Defense 3:3 with tall players of the
first advanced defensive line I found very interesting. The left/right backs of the attack
acted as second advanced defenders and the central advanced was a specialist in
defense, but also very tall, about 2 meters tall. Only when they could not make the
attack-defense change of the central back attacker (Andy Schmid), this player took the
wing on the left of defense and then it was the left wing (Uwe Gensheimer) who
occupied the central advanced position. Rhein Neckar Löwen has also been highlighted
as one of the European teams that scored the most goals in counterattack this year.
Many were achieved because of this defense.
This team has used both the 3:3 and its usual defense the 6:0, this season. In fact, every
time there was a foul, the team used 6:0 and then reverted to 3:3 when the game
permitted.
11
IMAGE 1: Synchronized helps (RNL-FC Barcelona)
The advanced is feinted by the left back of FC Barcelona and is supported by the central
advanced defender. Given the continuity to play on the right side of the attack, the
defense starts synchronized support ending with a wing’s help against the right back and
intercepting the ball.
IMAGE 2: Synchronized helps (Kristianstad-RNL)
The attack plays a central - right back crossover, winning an advantage for the defense.
We see behind the central defender, who was marking the pivot, help with blocking the
launch and recovery of the ball. The exterior helps with the pivot.
12
IMAGE 3: centre back goes to 2:4 (RNL-Kielce)
The offensive center back becomes the double line player. His defender has to follow
him and he can’t make another change of opponent with another defender. Change of
defense 3:3 to 4:2.
IMAGE 4: left back goes to 2:4 (RNL-FC Barcelona)
The left back splits to double line player. He’s direct defender can’t make a change of
opponent and transforms the defense to 4: 2. But the left back of FC Barcelona, Raúl
Entrerrios goes back out to the central back position in attack to receive the ball and
attack. This quick movement out-in-out is done so that the defender cannot continue to
follow the attacker. The first right defender helps the possible pass to the line player.
13
IMAGE5: right back goes to 2:4 (QATAR-BAHREIN)
The right back of Qatar, Markovic, splits to the double line player and his defense has to
keep individual marking up to the 6 meters line, because he cannot change his opponent
with no defender.
The defense is transformed from a initial 3:3 to a temporary 4:2, keeping the two lines
of defense clear.
In this first image of the Bahrain national team we can already see that the defense is
not as dense as the German team. The defense is much more individualized and more
physically demanding. You can also observe the physical and anthropometric difference
between the 3 forward players of Bahrain and the much taller and stronger German
players. But the function of the defense facing the same situation, is exactly the same
with both teams. Of course, the team has to assume that they may have more
disciplinary sanctions, but the recovery of the ball and the counterattack provides many
advantages.
14
IMAGE 6: wing goes to 2:4 between defensives lines (KOLDING-RNL)
The left wing of the German attack splits to the position of the second line player and
his defender (Groetzki) can’t make a change stays in 3:3 because there has been a
change of position within the same line of attack.
IMAGE 7: split of the wing in-between the two defensive lines (QATAR-BAHREIN)
The left wing of Qatar National Team splits to double line player between the two
defensive lines. The outside defender can’t make a change of opponent and is followed
all the way along the 6 meters line. The structure of the defense remains at 3:3 because
it has been a change of position, but in the same line of attack. The defensive solution
adopted by the Asian team is exactly the same as the Rhein Neckar Löwen decided to
adopt in the same situation.
15
IMAGE 8: split of the wing behind the first line (RNL-FCB)
Circulation of left wing of FC Barcelona, Sigurdsson, behind the 1st line of attack. It is
a difficult action to defend with a 3:3 defense because the wing passes from the 2nd to
the 1st line leaving his position and forces the change of opponent. The wing then
returns to its natural position with the aim of having no marking.
This situation requires several changes of opponent, where the center back defender
marks the attacker wing, but then has trouble following it to the wing position.
The five images are a clear example of the good timing of the defense with continuous
changes of opponent between players of different lines.
16
IMAGE 9: split of the wing behind the first line (QATAR-BAHREIN)
Circulation of the left wing of the Qatar team behind the 1st line of attack. It is a
difficult action to defend with a 3:3 defense because the wing passes from the 2nd to the
1st line leaving his position and forces the change of opponent. But in this occasion, the
direct defender, the first defender of Bahrain, does not make any change of opponent
and follows the wing with a parallel path to the end until the center of defense.
This situation has the aim of playing the 1x1of the wing, very fast player, against the
central advanced player usually slower and higher, and for this reason the defense of
Bahrain makes no change of opponent.
17
IMAGE 10: line player game away from the 9 meters line. (RNL-MAGDEBURG)
The line player goes out to 14 meters playing a false crossing with the central back and
returns to the6 meter line on the other side of the defense. The attacking team looks for
a confusion in the marking, but the central defender of the Rhein Neckar Löwen team
(Gedeon Guardiola), follows parallel the line player path up to the 6 meter line without
any change of opponent. In this way the work of the forward defender is facilitated in a
3:3 defense.
18
IMAGE11: line player game away from the 9 meters line. (QATAR-BAHREIN)
The line player of the Qatar National team, Ben Ali, goes to the 9-10 meters line to
receive the ball from the central back and play 2x2 with the right back Markovic.
Afterwards, the central back splits to double line player.
Bahrain central defender goes to the 9 meters line with the line player to play the 2x2 on
the same line as the advanced defender. The aim of the defense is avoiding a change of
opponent. This way, the fast advanced defender continues to mark the right-back and
the central defender marks the line player. If a change of opponent had been done, the
advanced defender of Bahrain, small and with light weight, would have had to mark the
Qatar line player, who had much greater weight and height.
19
4.- CONCLUSIONS
From the 1st time I saw the defensive play of the German team Rhein Neckar Löwen
this season, it caught my attention for several reasons: German teams are not
characterized by having open defenses. Danish octal average height and a very yet
defends 3:3…
As I mentioned at the beginning of this piece, we are used to relating this defense with
African or Asian teams, or with European teams in situation of emergency who need to
retrieve the ball as soon as possible with little time to finish the game.
Asian and African teams that we see defending 3:3 have players with lower height than
Germans, possibly quicker and more skillful and, above all, very few tall players.
I have tried to analyze the tactical aspects used by both teams and have come to the
following conclusions.
The aim of the defense is to not allow a clear attack that occurs in the middle,
to try to make sure that they end in the exterior areas ... that is to say at the
weak points.
The tactical discipline in the supporting actions of all players, is basic and
essential, in spite of this being a very individualized defense.
Changes of opponents with players of the 1st line of attack are clear and are
not a problem for the defense structure 3:3; it will only depend on the speed
of the attack making crossovers or swaps in their positions.
Before a splitting of a 1st liner to a double line player, the direct defender
continues the marking and the defense transforms into a 4:2
In these four statements we are complying with the "classic" criteria of defense 3:3. But
when can this defense have problems?:
When wing circulates to double line player, doing it inside or outside the
defense.
When the line player comes out to play outside of the 9 meter line.
In these situations, with minor differences, the two teams ignore the classical criteria of
the change of opponent or slip. In these moments they individualize even more the
defense, often leaving their specific defensive positions.
Ultimately, defending players try to have the least possible risk and if it is not possible
to make the change of opponent they do not hesitate for a second to individualize the
defense. Hence the opinion of some coaches that "the 3:3 defense is a 6:0 defense but
individualized”. All defenses want to avoid very unequal defense to attack pairings,
20
very unequal height, speed (defensive central back - wing) or weight (line player -first
defender) as the attacks are often looking for this play.
My final opinion is that I enjoyed seeing a European team defending with 3:3 with very
tall forward players, using this defense in games played at home or away, games in the
German league and in European competition EHF CHL using this defense for a few
minutes or in complete games(Such as RNL-FC Barcelona), in the first or in the second
half, winning or losing the game ... that is, without a clear criterion. THIS 3:3
DEFENSE HAS BEEN TRAINED !!!
It is true that after watching the German team matches, I have observed that this defense
has been used from August to December. This situation makes me think that the goal
was to surprise players European players and teams who were not yet familiar with it.
From January perhaps ,the coaches detected that this defense was no longer such a
surprise and the opposition teams were also becoming well prepared….
21
5.- REFERENCES
ANTÓN GARCÍA, J. L. (2002). Balonmano. Táctica grupal defensiva. Concepto,

estructura y metodología. Granada: Grupo Editorial Universitario.
GARCÍA HERRERO, J. A. (2003). Entrenamiento en balonmano. Bases para la

construcción de un proyecto de formación defensiva. Barcelona: Paidotribo.
OLIVER CORONADO, J. F. (2006). El sistema defensivo 3:3, introducción a las

defensas zonales. “V Encontro Nacional de Professores de Handebol das Instituiçoes
de Ensino Superior Brasileiras”. Brasil.
SOSA GONZALEZ, P. I. (2006). El sistema defensivo 3:3, introducción a las defensas

zonales. “V Encontro Nacional de Professores de Handebol das Instituiçoes de Ensino
Superior Brasileiras”. Brasil
GUTIÉRREZ AGUILAR, O. (2014). Balonmano. Contenidos teóricos. Elche:

Universidad Miguel Hernández.
DAZA, G. (2005). Defensa 3:3. Quatre idees per a la construcció del sistema defensor.
Revista Handbol Sport, 17 (1) 28-29.
Fuentes de video:
www.ehftv.com/es VELUX EHF CL. Temporada 2015-2016
www.ehftv.com/es DKB HANDBALL BUNDESLIGA. Temporada 2015-2016
BAHRAIN HANDBALL FEDERATION. 17th Men Asian Games. (2016).
22
Analysis 2015/16 season
Atlético Valladolid
Champion Honor Division B
Fernando Bolea
Federación Española
Tesis Valladolid Página 1

Summary
1.- Introduction
2.- Analysis of playing staff
3.- Statistics
4.- More used procedures
Defense
Attack
Specials
5.- Conclusions

Introduction
It is very important to emphasize that Atletico Valladolid has a existence of two years,
but a great history and important relevance in the Spanish handball.
It was founded after the dissolution of Balonmano Valladolid, a club which achieved 4
Spanish titles and a European one.
It maintains almost the same structure, only changes the name. The new team has a
clear game idea since the first training, thanks to the work developed by Juan Carlos
Pastor, which has continued with the new trainer.
All this, plus the permanence of certain players and the return of others, makes
possible to form a very interesting team to compete in the Spanish second division
category.
New Valladolid, in its first year, reached the final of the playoff of promotion to Asobal
League, in the 2014/2015 season.

Playing staff characteristics
They have used 18 players during the season, in January they had to replace a pivot
because he had problems with his studies.
Nowadays, Honor Division B could be considered as amateur. Most of the players are
young players, who are developing skills and training, and veterans, who have played
in ASOBAL League and want to continue enjoying with our sport. The vast majority of
the player are from the same city, where is placed the team, or from cities which are
near. There are some foreign players in this league, but few (12 players) and 9 of them
play on the first four classified teams.
The Atletico Valladolid, in the 2015/2016 season, has had thirteen players from
Valladolid, two from Madrid, one from Galicia, one from Argentine and another one
form Sweden.
From last season, they have had six incorporations. Four of them are from Valladolid as
a I have told before. Two young hopes, who are 20 and 22 years old (a winger and a
pivot), that have come back home after playing a very good season in another team.
Two completely formed players, a 37 years old central with a huge experience in
ASOBAL League and one 31 years old pivot.
The other two incorporations are a 41 years old Galician goalkeeper with an extensive
experience in ASOBAL and a 23 years old defensive pivot signed up in January, who
came from playing in ASOBAL League.
From my point of view the staff is very well-made. The goal is very well reinforced with
a new senior and efficient goalkeeper. The attack pivot is a player, that may be does
not defend a lot, but very difficult to control from the 6 meters line because of his
anthropometric measurements (wider than high).
All players are important in a handball team, but the most important incorporations
that Atletico Valladolid has been the central and the left winger.

There is no doubt that the central defender has been determinant for winning the
League championship. His way of leading the team in every game, especially in the
playoffs, has been key to beat the record of points. They have only lost three points in
thirty matches, a defeat and a draw. He is a very intelligent player with big experience.
He has known how to manage the games from start to finish and to raise the counter-
attack. He is the team leader who cares of controlling the game, works for his wingers
and in the hottest moment of the game often surprises the opponent with unexpected
actions. He is also the largest pivot.
Another strong point of Atletico Valladolid has been the performance of the left
winger. A 20 years old player, but whose tactical and technical fundaments and his
launching makes him a hoping player. He has been in key in the games where the older
players have not been very well and have not been able to take the responsibility to
carry out the game.
The players who have remained from last season, I have to say that they are very
valuable players and experimented.
They have two international wingers, with enormous experience who defend their
wingers. As alternative they have a young right and a left winger, who are very
effective from the corner.
They have another three first line more. A very tall (2M) winger, who defends very well
and also, can play as a central. The other two, are less tall, but they have a lot of
movement and velocity. They take part in attack actions especially against open
defenses and, when the percentages of launches are not desired and good second
defenders.
There are three players who can play as defensive center, two of them for defensive
schemes, and the third one plays as a relief, but he plays less. One of them always runs
through the center after recovering the ball.
The second goalkeeper is much younger than the first one, but he has been
determinant in some games, and last year he has a high performance.
Finally, I would like to highlight that the media of the team is of almost 32, a very high
media for this category.
I understand that it has been key for the development of this season for the Atletico
Valladolid. The Honor Division B is a complicated category; you have to know how to
manage the pressure and anxiety, which you acquire with the experience.

The experience and the work of the trainer
The trainer of the Atletico Valladolid starts the games with two tall wingers, senior
extremes, a central and always with an unique defensive pivot. At the start the pace is
very high and he gives rests to the players who have played more minutes. In every
game, even in the most complicated, he does not exhaust any player. In the second the
guidelines are the same, very explosive start and 10 minutes for rest for those players
who have to reach fresh to the end of the game.
Having all player available has made possible to replace those who were injured and
reach the final games with a high level.

Statistics
28 victories, one defeat away from home (23-22) an one draw (24-24), both against
the same team. They finished the league with 57 points out of 60.
Goals for 905, against 710. Average in favor 195.
Penalty committed 119. 37.30% stopped. The first goalkeeper stopped 24.
Took penalties 99 and 79.79% were materialized. The right extreme is the specialist.
They had 106 2 minutes exclusions and a direct red.
The four defensive centrals accumulated 36 exclusions, 20 of them the defensive

central who played more minutes.
The next ones, I divided depending on which is their attack position.
The extremes were excluded 32 times. It is because the defense as seconds and their
opponents are taller and more powerful than they.
The wingers were excluded in 20 occasions.
Centrals were excluded 12 times.
The attack pivot 6.
In the unique defeat they have had, were excluded 8 times.
They provoked 103 exclusions.
Result with more goals of difference as locals, 38-20.
Result with more goals of difference away, 20-33.
Greater goals conceded in a match, 32-33.
Fewest goals conceded in a match 17-27.
The most accurate victory as local, 24-22.
The most accurate victory as visitant, 32-33.

Age Player Position Efectivity Exclus.
No 3 37 Diego Camino Central 78/118 = 66% 7

No 4 22 Nicolás López Pivot 39/76 = 76% 6
No 5 35 Sergi Grossi Right extr. 35/49 = 71% 15
No 7 29 Roberto Turrado Central 17/24 = 70% 21
No 8 30 Alfonso de la Rubia Central 60/97 = 62% 3
No 9 22 Daniel Pérez Left extr. 49/73 = 73% 3
No 10 43 Fernando Hernández Right extr. 178/240 = 74% 9
No 15 24 Filip Kalman Left winger 74/134 = 55% 7
No 18 20 David Fernández Right winger 124/181 = 68% 9
No 20 42 Delgado Avila Left winger 5/6 = 83% 7
No 21 32 Roberto Pérez Left winger 49/72 = 68% 5
No 22 40 Gonzalo Viscovich Left extr. 71/98 = 72% 7
No 23 23 Sebastian Kramarz Pivot 14/17 = 82% 4
No 27 31 Luis Lorasque Pivot 105/ = 81% 5
No 31 19 Arturo Barcenilla Right extr. 1/2 = 50% -----
No 88 19 Joel Gómez Central 6/8 = 75% 1
No 1 41 Javier Díez Goalkeeper 268/800 = 34%

No 16 23 César Pérez Goalkeeper 106/380 = 28%

ATLETICO VALLADOLID’S TACTIACAL GAME ANALYSIS
DEFENSE 6:0
Zonal defense and in pase line with the picot
Exterior odd pressure
Inferios odd and couple pressure
Centrals in block and in tilt
Centrals defend in zone and in pass line with the In situations 2x2, the same procedure. The inside
pivot. Not too much depth, this changes with the try to send the winger to the central zone.
arrival of the winger.

If the insides are released from the pivot, they With the shake off the wingers to the central area
make direct pressure to his opponent to hinder to find the pass line, the insides are back to their
the movement of the ball and make the field area, leaving defensive central the inner side
narrower. paths.
The insides also make pressure to the centrals The outers make defensive helps in any
when there are imbalances in opposite area, or interceptions if there are any mistakes or
sometime to prevent the balls’ circulation. defensive imbalance.

CENTRAL Up THE BALL
CENTRAL 2X2 With pivot
Central cross for wingers
The defense of Valladolid provokes a lot of direct Generally, the counterattack re with three first
counterattacks because of anticipations o lines and three second lines, sometimes they do
interceptions of its outers, especially the outer 1. changes in defense attack. The player who
transports the ball in the second term is always
the central.
If there is any sustained counterattack, it is If the defense could have made an optimum
habitual to start 2x2 central pivot. defensive retreat, they continue with a 2x2 BE
with a cross to the lateral.

ATTACK TACTIC
Play 2X2 central pivot, if there is no solution, cross Play 2x2 Central Pivot, if there is no solution, cross
of the central on favor of the left winger. of the central on favor of the right winger.

Exchange of positions between Central and left Continuity of the actions with different options.
winger, creating spaces to play 2x2 right winger Game with the pivot sliding, penetration or
and pivot. generated crosses by A.
Exchange of positions between left winger and the The continuity is given by the game 1x1 of the left
central to start 2x2 with the pivot who slides from winger by penetrations or crosses.
the central area.
Central crosses to the pivot and the pivot plays The continuity is to play 2x2 winger pivot very
with the correspondent winger. open, to create spaces for 1x1 of the winger.

Circulation of the outer to exterior positions to When the Valladolid plays with a right in the right
start 1x1 the central. The continuation is winger position, the left winger widens. This one
determined by the obtained in the 1x1 actions, makes an exterior block to the right insider
launch or penetration of the central, searching of defense to liberate the penetration lane to the
pivots, or crossed games for wingers. winger.
In this case, the circulation of the outer is behind The continuity of the movement is the
the winger and the central. The outer plays 1x1 transformation of the outer to pivot and the
against the defensive central. Generating a cross transportation of the ball to the contrary area so
for the winger. that the central play a cross to the winger with the
help of the pivot.

This movement is very used by Valladolid, they Option 3: The winger cannot launch but Works 1x1
obtain a lot of variations. The outer circulates to play for the pivot or for the other winger.
without the ball companied by the exchange of Option 4: after the cross the winger makes easier
position between the central and the winger. the circulation of the ball and plays with
Continuation: superiority in the contrary area.
Option 1: 2x2 outer pivot.
Option 2: outer makes a screen to the winger to
be able to launch.
Variation 1 to the movement Variation 2.

The outer in circulation, fixes de central defenses. The outer in circulation, fixes de central defenses.
The outer passes to the winger and after that to Double pass between the outer and the winger, in
the central to play the penetrations order to outer decides between the pass to the air
or to the other outer, or passing to the central to
play penetrations.

Exchange of positions between the left winger and The central crosses with the pivot to play 2x2 with
the central, to start 2x2 with the pivot sliding form the winger. Depending on the success of the 2x2
the central area. Depending on the success of the and the defensive attitudes of the advanced player
2x2 and the defensive attitudes of the advanced and the central defense possibilities:
player and the central defense possibilities: Option 1: play with the pivot with the generated
Option 1: play with the pivot with the generated spaces.
spaces. Option 2: if the advanced is very depth, pass to the
Option 2: if the advanced is very depth, pass to the opposite winger to take advantage of the spaces
opposite winger to take advantage of the spaces and play 1x1.
and play 1x1. Option 3: if the advanced helps in defense 2x2
Option 3: if the advanced helps in defense 2x2 central pivot, penetrations play.
central pivot, penetrations play.

Central pivot cross. Variation 1. If the defensive Central pivot cross. Variation 2. The outer of the
central goes up to the tackle, the attack central area where is playing 2x2 winger pivot, widens as
widens as a pivot. pivot. Depending on the defensive answer o
finishing 2x2 CE, or passing to the contrary zone to
take advantage of defensive imbalances.
Winger 3.3  2:4in order to take out the Winger 3.3  4in order to take out the advanced
advanced defense of the central area, so that defense of the central area, so that generates
generates spaces for the arriving of the contrary spaces for the arriving of the contrary winger.
winger.

Circulation of the outer without the ball with the Variation.
Exchange of position between the central and the The outer goes to the winger and connects with
winger. Continuous: the central to take advantage of possible
Option 1: 2x2 outer pivot. imbalances in defense. The extreme continuous
Option 2: outer goes to the winger and this one with his circulation to associate with the central to
widens to the advanced defense. block or for a reception for a possible penetration,
or to be a simple support.

Central plays 2x2 with the pivot in his left. Central plays 2x2 with the pivot in his right.
Option 1: Pass to the pivot. Option 1: Pass to the pivot.
Option 2: Pass to the left winger with fix of the Option 2: Take advantage of the blocked pivot to
inner defense. launch, penetrate or pass to the right winger with
Option 3: Feint the pass to the pivot, causing an the inner defense fixed.
imbalance in central defense, so that they can play Option 3: Exit to the left, well after a fake pass to
the penetrations to the right. pivot, or in anticipation of the central defender for
the anti-lock.
The central widens to pivot after passing to the

winger and opening spaces for him.
The winger receives in the race and in the space
between the second and the third defender.
The winger has different options depending and
the defense response.

Pivot starts from the winger position to play 2x2 Continuity may also be in the form of curtain to
with any of the outers. Depending on the defender one side of the team's pitchers if they are in the
response, pass to the pivot, launch between lines field at that time.
or outer penetration, or continue with the central
searching penetrations.
The same proceeding if it is Given the mixed In case that the outer continuous 2x2 with the
defenses on the central player. 2x2 pivot end to pivot as a curtain for the winger, the central
end or reverse pass play area and ample space 2x2 occupies spaces and plays without ball in function
situations. of the winger pitches path. And the available
spaces.

The game of free kicks is caused by three actions of combinative attack game by Valladolid. These three
actions are done for attack defenses 6:0, 5:1 or individuals.
The most used one is the start of 2x2 central pivot. If the defensive team is doing individual defenses or
zonal defenses such as, 4:2, or another type of alternative defenses, the central takes advantage to play
the 2x2 independently of where has taken place the free kicks.
CONCLUSIONS
Atletico Valladolid has been more than the fair winner of the Honor Division B.
With a very well organized defense and with a lot of recuperations, has made a lot of
counterattacks. The goal has helped a lot in this labor.
It has had a great playing staff. Its central has been able to play to their peers; has
been instrumental in bringing the right rhythm at all times, surprising when it has been
necessary, and very good coordination with the pivot. The other players found
favorable positions for their launches thanks to the work center-pivot. All this, with the
great experience of most of its components, has enabled to complete an almost
perfect season.
It has had a great playing staff. Its central has been able to play to their peers; has
been instrumental in bringing the right rhythm at all times, surprising when it has been
necessary, and very good coordination with the pivot. The other players found
favorable positions for their launches thanks to the work center-pivot. All this, with the
great experience of most of its components, has enabled to complete an almost
perfect season.

Adaptations to the
defensive system 6:0
“Innovate to surprise”
Filipe Hermínio Dias Duque,
Portuguese Handball Federation - May 2016
EHF PRO License Master Coach & Licensing Coach

Adaptations in the 6:0 defensive system
INNOVATE TO SURPRISE
Index
Introduction.......................................................... Erro! Marcador não definido.
Main charactreristics of the 1º defendor………………………………………….4, 5
Main charactreristics of the 2º defendor………………………………………….5, 6
Main charactreristics of the 3º defendor…………………………………………….7
System function……………………………………………………………………8, 13
Dynamic adaptations to the system System´s dynamic adaptations……....Erro!

Marcador não definido., 16
Conclusion……………………………………………………………….…..…...Erro!
Marcador não definido. 18
Filipe Hermínio Dias Duque

2
Introduction
The 6:0 defensive system, presents today many different configurations,

especially when it transforms.
This system starts with a single line of defence, but constantly adapts to 2
or 3 lines, until it gets a defensive action with success.
The towering and static defenders are now out of use, they have been
replaced by athletes a little bit shorter around 190/200cms, still strong on contact,
agile and tactically enriched. Still there are defence specialists that do not
participate in the attacks of their teams, sometimes not even in the fast break,
being replaced by a more offensive athlete.
The depth and aggressively, are more characteristics that this system
developed in the last years. Before, the defenders stayed very close to the 6
meters line, and quite expecting what would do their opponents. While know, we
can watch the defenders going out further than the 9 meters line, with an
trajectory and pass blocking posture to certain attackers when they are far from
the ball.
Although it is a not a very deep system, when it starts moving, all the
defenders behave like a swarm of bees, working to get the ball back as soon as
possible.
The same way that coaches work through combinations in attack, with
simple tactics, these combinations are now often when we want the best
defenders against the best attackers.
Keeping a system that allows shot from the back positons, under a certain
control, is a big challenge when you face athletes like Lazlo Nagy, Momir Ilic, or
Nikola Karabatic.
3
Now in perspective we know that most of their shots are made from inside
or very close to 9 meters line, so we can have defenders that can cover that
distance and still have a big contact abilities.
All athletes in the back position are getting faster, clever, and tactically
richer. The elasticity of the defences in one line and not so deep, must surely
unsure that the adaptation of certain combinations, in a way that the function of
the entire system is not impaired.
The more predictive are the combinations for the defenders, the easier it
is for them to work together as team and their adaptability will be faster and better.
Main characteristics of the 1º defender
These defenders tend to be the smallest and lightest of the team, normally
they are exposed to speed fighting for space in depth, angle, and duels of 1x1.
They face defiant situations, like the inevitable encounters with much
bigger and stronger athletes like the line player, or mobile and still stronger and
taller back players after their direct opponent go to the line player position.
We can’t forget that their skills in fast-break are also of vital importance,
therefore if the attackers are dividing their focus in preventing these situation, the
1º defender is already defending when the ball is not even near him.
These are some characteristics that these defenders must master in order
to accomplish their mission in defence within the system, bringing a clear threat
to the ball circulation and to the sequenced attack to their side of the defence.

4
Allways active Notion of the

an reactive, space
protecting the bettwen the
pass from opponent
back to wing and the ball
Strong and
Keep the
fearless
presure to
protecting the
the back
space betwen
player
1º and 2º
without the
aggainst the
bal
back
Generate
difficulties in
the travelling
Contour the
frame of the
line player in
back player,
the 1º and 2º
after is
position
wingger go
in to line
position
The 2º defender faces challenges ever bigger than the 1º, the presence of
the line player, as well as the confrontation with stronger athletes from the back
position are constant.
When they make every move going out to face back players in 9 meters
line, they have to go back, and when they do they must find the line player with
their hand and not with their body. This way they can fell the presence of the line
player without getting blocked, and doing this without lousing visual contact with
the ball.

5
. These defenders have to be ready to deal with depth situations as well as

contact situations very near the 9 meters line and sometimes outside of it.
They must avoid at all costs, getting in confrontation with their opponent
very near the 6/7 meters line, even if their player only wants to fixate them there,
they must go a little bit further and face their opponent, creating difficulties in pass
and progression.
Inside 9
meters
always get a
Arms raised 9 meters free
up, bloking the throw,
sigth of the agressives in
goal the arm that
carries the
ball
Avoid wrestling
with the line
Ready to fill
player, always
the space in
contour him,
triangle with
ready to go out
1º and 3º
deep in good
defenders
mobility
situation
Comunication
with colleagues
Promptness to
about
cooperate with
exchanging
his colleagues,
opponents,
vertical, and
outings, the line
horizontally
player
presence

6
The 3º defenders have to be very dynamic in this system and stop all
offensive activity inside the 9 meters line. Usually, these are powerful athletes
that transmit security and confidence to the whole system.
Communication between the 3º defenders is built from the centre to the

exterior of the defence, this is a way of keeping everybody noticed and prevent
offensive actions inside 9 meters.
The line player presence is always a frequent obstacle therefor the

approach to two kinds of offence like 2x2 is crucial to sussed. The 2x2 with a back
player smaller bur fast, specialist fixation and playing with the line player, but no
so strong in the back shooting, and the tall back that looks for a shot further from
9 meters, that obligates the 3º to have a lounger way to run.
Goinf out to
face a back
player, Drive their
maintain opponent to
posture front the outher
ways to the 3º
next opponent
in a cross
Prevent
loks from
Do not stay appart the line
from their colleagues player, and
3º and 2º, or invade avoid their
their zones circulation
Do not jump, Communicate with

ready for block colleagues abou
always oriented exchanges, going
with their out and the
opponents presense of the line
shooting arm player

7
Operating the system
The system operates in a triangle shape of players, consisting in a very

good mutual aid between all the players, especially in the group of players that
are operating on the opponent with the ball.
Just one player goes out of the 6 meters line to face the opponent with the
ball facing him around 7/8 meters, remaining the other two on the 6 meter line, in
the presence of the line player, these other two that are back, prevent the ball
from reaching the line player.
The ball circulation and the blocking actions of the pivot are more restrained in
this shape of defensive position.
The trajectories evaluating of the opponents and their ability of long
shooting are also very important, avoiding the space in their back, creating space
for line players, also compromising the side partner delaying his way out to his
opponent.
Communications are also determinant, for when the line player is present
in the 1º/2 or 2º/3º positions, all athletes must know how to descend to their place
without facing a lock action from the line player. The 3º from the other side, alerts
his colleagues to be more aggressive in their depth, when they free from line
players.
Next, some examples of this system will be presented so it is easier to

understand how it should work and be organized.
 The wing player has the ball
The 1º defender should act aggressive in his depth, and in his move to avoid
that the 2º has to engage any kind of wrestling with the line player. The 2º
defender must be close to prevent direct pass to the line player, and the 3º one
is close to the 2º evaluating the following situation and witch athlete will be his
opponent when the ball is back on the back player.

8
While travelling with the winger to the interior of the defence, the 1º defender
gets back to the 6 meters line after the winger gives the ball to the back, doing
this travelling the 1º is already in a position of cooperation and help on the space
between 1º and 3º regarding the line player.
The 1º defenders are very important, they can prevent and inhibit the pass to
the wing, making sure that many times they do not get the ball, obligating them
to go right next to the back player to get the ball.
This actions, create a lot of difficulties on timing choosing to the ball by the
winger and the back players, making their coordination for shooting a lot difficult,
especially on their forte kind of shoot or trajectory.
In general this actions result in a smaller range of action for the defenders,
making it a little bit easier for the mutual aid, a harder for the attackers due to the
lack of space.

9
 The ball in the back position
The 2º defender steps out protecting his zone, transmitting his position to
the rest of his colleagues, making it easier for them to know where to be. The
cooperation is dealt between the 1º and 3º that assume responsibility for the
horizontal gliding, in order to close the gap and preventing the line player from
getting the ball.
In this depth action the defender must articulate his arms, in order to
prevent a fast shot, or a quick pass to the line player while giving a little bit more
time for the 1º to enclose to the 3º.
If the back players invades the 9 meters, the 2º must start his defensive
action to get a free throw, even if he has the help from the 1º in the case of the
back player travels out, or the 3º to the an inside position.
When the 2º defender passes the back player to the 3º defender, or if he

passes the ball to the centre back player, the 2º must go back near the 6 meters
line encountering the line player with his hand and not with his torso, maintaining
a position that allows him to go out again and not getting locked by the line player.

10
 The ball in the centre back position
Here we face a situation that the ball is in the centre back player, the 2º
has come back near to the 6 meters line preventing the pass to the line player,
and keeping a position that allows him to go out again in case of a double pass
between centres back and left back. The collaboration is accomplished between
2º and the two 3º defenders, the one near the line player inhibits him from getting
space in the backs of his colleagues.
If one of the back players goes in to the line position, the positioning of
both two 3º is primordial, because they can`t get to busy with the line players and
lose sight of the system rules of engaging inside the 9 meters. Another important
rule for these two players is that, they can`t stay far apart from each other,
creating a big hole in the middle of the defence, but stay close together and
compacting the defence.
Going back near the 6 meters line is also a very important situation, the
must follow the rule of using their hands and not their torso, or else they would
be walking into a locking trap with the line player every time they go back.

11
If the second line positioning is taken by the wing players, the 1º defender
actions will depend on the strategy of the team and the position of the initial line
player, between 1º/2º or 2º/3º defenders.
This strategy is also designed based on the back player skills, the 1º could
have a big shooter in front of him, obliging him to go deeper, or a smaller centre
back that allows him to stay closer to the 2º defender.
In these situations, the decision of the depth that the 1º defender must
have is very important, it will facilitate the counting of players to his colleagues,
and the engagement between the 1º (usually smaller and lighter) against a back
(taller and well-built).
Just like the positioning of a back player on the line, all alternations of
depth are also very important, when dealing with the locks that they can make.
The positioning of the 1º defender when the winger go in to the line

position, must happen very fast adjusting to the big line players, normally the back
player uses this momentary entrance to pass the ball to the line player when he
is against the 1º, taking all physical advantage on 1x1.

12
1 INNOVATE TO SURPRISE
System´s dynamic adaptations
The back player’s skills, are growing every day now, in their shooting
abilities as well as in their capability to cooperate tactically with his colleagues.
In order for this defensive system to maintain faithful to its basics

functioning, but with significant changes in his characteristics.
These changes are normally used when a certain athlete has great
shooting skills, and there is a need to stop him without transform the whole
defence to an individual defence.
In the following graphic situation, we can see a left back who is that great
shooter, and we do not want to press him individually, just because it would be a
very big space in a 5x5 situation that we would have difficulties to maintain.

13
This is a transformation specially design to this specific left back, and the
rest of the team already knows how to react, and where to be positioned. This is
the 2º defender transformation.
In order to succeed with this transformation, the defenders must act very
carefully to prevent big open spaces for the line player, everyone must be very
focused on their mission. This is a cooperation strategy in which all defenders
must be very sharp.
In the last graphic situation, the athlete’s responsibilities are very clear, in
the beginning of the movement when the 2º defender steps out with the back
player, he doesn´t allows an easy pass to the back and from him to the others. In
the zone of the 2º defender, for a brief time the responsibility changes to the 3º
defender from that side without stepping far apart from the other 3º.

14
The back/back pass is protected, and more than one pass between them,
gives all the time needed for the 3º to re-establishes his position as 2º.
In the next graphic situation, considering that the line player is near the 2º
that has the stepping out mission, the back/back pass is conditioned by the 2º,
and the quick pass to the line is covered by the 3º (on the side of the action) just
using good positioning keeping his feet parallel to the end of court lines, and not
with the 6 meters line, as we can see in the graphic below.
This transformation of the 2º defender, is an option on witch one can use

a fast and very aggressive athlete, being dynamic covering the pass trajectories
while stepping out with the back player in to the central zone.
These can emerge also with the 3º defenders against back player with a
good ability to shoot, changing again the responsibilities of their colleagues that
must be ready to this different situation that they must adjust to it.

15
When one of these 3º defenders steps out to the 9 meters line to encounter
a back player, he will follow his opponent without backing out, invading the front
zone of the other 3º until that this back player passes the ball to another player,
while staying in a position that can receive this back player in case of cross. While
he is outside, the other 3º defender, keeps a very tight following on the line player
preventing pass and a good space occupation.
After all this action in the centre zone, the 3º defender goes back near the
9 meters line to secure the system procedure, in a different place because he
changed 3º position in the centre of the defence.
All of these situations are obviously planed against a back player that have
a very good shooting ability form 9 meters or further, that are identified making
the job for all the defenders easier to react and predict, because all of them know
the plan.

16
Conclusion
In nowadays Handball, is very important that all defensive systems are well
organised, with their structure planed and geared up.
The athletes will function better when all of them know their mission,
therefore they can anticipate and help in their partner’s mission as well.
The defences face highly skilled athletes very technical and tactical,
creating new problems and harder to solve. So, having more than one situation
prepared is beyond doubt very important, but I think that before changing to a
new system, there are other situations that can be exploited.
This situations mentioned above can be very valid when the intention is
not to change the whole system, but only change his behaviour against certain
specific players or tactics.
This gives us the possibility to limit the opponent team actions, and also
some of their key players. The preparation that the opponents must look for in
their weekly training, becomes a lot harder, because they know who are
considered their key players that can be a target for individual defence, but they
will not predict the adjustments that the others will have to make.
Changing missions of the 2º and 3º defenders, provides not only depth to

the system but also a tenacious confront with several lines of defence, producing
a lot of organization problems to the offence.
The changing of missions of the 3 defenders, can create different

difficulties to the offenses organization on a deeper level, but also on the
communication with the line players.

17
When this complications emerge, the attack solution may be shooting further
when the block of defenders is organized and expecting. This will end up to be a
better way to the defence.
These adaptations can be made anytime during the game, in the case of
failure of the initial system of zones responsibility. Then the system will oriented
by zones and planed athletes where everybody is ready and trained for such a
change.
The possibility of having a dynamic and organized system, not only

increases the obstacles on the attackers, but the unpredictability on the defences
actions for the offensive game.
This way if the initial idea is not solving the problem, and the result in
favour, the behaviour of the defenders can be changed completely.

18
Student: Francisco M. Ávila Master Coach Course Thesis 2016
AN OBSERVATIONAL TOOL FOR FINISHING SITUATIONS IN SETTING

ATTTACK: AN EXPLORATORY PHASE.
ABSTRACT
The aim of this study is to start the design of an observational tool for ending-up
situations in setting attack in handball. Situations are considered as an ending-up one
when it finishes with a throw achieving a goal or not, a seven meters-throw, a two
minutes suspension, a disqualification, or losing the ball possession. This tool tries to be
exhaustive and registers previous actions and pivot influence too. After building a first
system, a collecting dialog is designed by the software Dartfish Pro V 5.5, it’s applied
to the semifinals of the 2016 European Championship in order to improve the system.
Data from these games were analyzed by descriptive statistics comparing general data,
data from sequences with successful end and data from those that finished losing the
possession without shot. Two of the main conclusions for setting attack in numerical
equality are: pivot tends to take part in finishing situations and Group Tactical Means
are used in the previous zone.
KEY WORDS: setting attack, observational methodology, finishing situations, tactical

effectiveness, team-handball.
INTRODUCTION
1. OBSERVATIONAL RESEARCH IN HANDBALL.
For understanding the current condition of handball it´s necessary to model it using
relevant performance indicators collected from competition (Antón, 2005).Research,
training and competition are linked (Garganta, 2009). We need to find out and assess
tactical factors in competition, by this way we get basic criteria for training. In order to
discover key data and make them useful, they should be matched with success or play
events outcomes.
Based on the document review we can state that an only quantitative analysis has been
improved by new studies that try to reach dynamic, flexible and interactive game facts
in competition. Observational designs, as a method or a tool, are the most used and
enable to reach the objective of collecting and assessing play events beyond matches
outcomes. Anguera & Mendo (2013)confirm this statement and collect eighty five
observational studies since 1999, four of them were made in handball: Prudente,
Garganta & Anguera (2004), Santos et al. (2009), Lozano & Camerino (2012) and
Montoya, Moras & Anguera (2013), we widen this review for this article. There is an
important scientific corpus made by thesis since 2010 that use any observational tool to
collect tactical behavior in handball: Daza, G.(2010). Pivot skills in high level handball
competition. University of Barcelona; Montoya, M.(2010). Analysing Completions by
Wing Players in Handball. University of Barcelona; González, A.(2012). Analysis of
fast break’s efficiency in handball as an element of sport performance. University of
León; Morgado, A. P. (2012). Analysis of efficiency factors of previous and finishing
actions in setting attack in high level handball. University of Castilla La Mancha;

Santos, F. (2012). Pivot player in handball; analysis of his activity in the attack of
national teams in 2007 world championship, 2008 European championship and
Olympics. University of Coruña; Rosal, T.(2013). Contact actions against holding
player in handball. Analysis of the XXXII King Cup in Altea 2007.University of Lleida;
Lozano, D. (2014). Analysis of offensive tactical behavior in high performance
handball. University of Lleida; González-García, I. (2015). Analysis of offensive and
defensive behavior by performance indicators and efficiency indexes.Validating a
software in real time.University of Vigo; Prieto, J. (2015). Complex and dynamical
systems analysis in Spanish Professional Handball League.Polytechnic University of de
Madrid.
All of them build their tools ad hoc for collecting data and they also use flexible
software to automate the process: SORTABAL v. 1.0 (Gutiérrez, 2006); Théme Video
Coder(Santos, 2012); Vision Studio Premium v. 1.0. (Lozano y Camerino, 2012);
Dartfish Edition 5.5 (Perira, 2012); Dartfish Team Pro V.4.5. (Montoya et al., 2013);
Match Vision Studio 3.0 (Del Rosal, 2013); HOISAN v.1.6. (Sousa, Prudente, Sequeira,
López-López y Hernández-Mendo, 2015) y PROTODEBA v. 1.0. (Martín, González,
Cavalcanti, Chirosa y Aguilar, 2013).
Most of them collect data by watching recordings. This process lets them, using this
software, watch the events in slow motion or review them when it´s needed or
according with the protocol of the research, reducing mistakes (Losada y Manolov,
2015), number of lost events and using more exhaustive systems.
Data from official statistics may be taken in count because there are studies validating
them: Meletakos, Vagenas y Bayios (2011) o Blanco, Ibáñez, Antúnez, y Hernández-
Mendo (2015).
Prudente (2006) proposes a change in the model to analyse the performance in handball,
he proposes a dynamic and ecological standpoint where play actions have to be
analyzed in their context and linked by spatial and temporal patterns. Thanks to
technological support, mixing the software previously mentioned with powerful
statistics tools, it is possible temporary sequences analysis, find out hidden patterns or
assess how play events influence the others by polar coordinates analysis: Prudente,
Garganta & Anguera (2004), Prudente (2006)&Santos et al. (2009); Morgado (2012);
Lozano & Camerino (2012); Silva, Garganta & Janeira (2013); Duarte, Sequeira &
Hernández-Mendo (2014) and Sousa et al.(2015).
Anguera & Mendo (2014)state that it´s necessary to design observational tools “ad hoc”
for every research, for every specific objective, investigation problem or study object
(Anguera & Mendo, 2013), consequently the relevance of our research is justified.
Prudente et al. (2004)organize the process to design an observational tool in phases, we
take them as a reference:
1. Making, based on a theoretical framework, an initial system of field format and
categories.
2. Refining the system by a “passive exploratory phase” (Prudente et al., 2004), it´s
done by the main researcher.
3. Redoing observations in “partial situations” for defining categories with precision
observing criteria of inclusiveness and reciprocal exclusion(Anguera y Mendo,
2013).
4. Improving the system by consulting experts, “ empirical contribution”(Vaquera,

Cubillo, García-Tormo y Morante, 2013)to validate the system as pertinent,
inclusiveness and clear “authority criterion” (Mira, Martín y Chirosa, 2016).
5. Designing an automatic recording screen. It will be used Dartfish Pro 5.5.soft-
ware(Perira, 2012; Montoya, 2010; Montoya et al., 2013).
6. Quality control of the data applying concordance (minimum value of coefficient
0.80) and correlation tests.
2. COMPLETION SITUATION.
Ávila (2003)is the author who proposes the widest combination of factors in a system
graduated according to the difficulty for the possible thrower: shoot angle (wide,
limited, minimum), distance to goal (close to 6 m., between 6 and 9 m., beyond 9 m.),
body control (control, decreased, high difficulty) and opposition (none, medium,
maximum).
García Herrero et al. (2006) distinguish finishing zones of the “offensive unit” in a
circular way, they match with the post of a 3:3 attacking system –wings, back players-.
Distance factor is graduated in four categories: 6 m., closer than 7 m., between 7 and 9
meters, beyond 9 meters.
Perira (2012)uses three dimensions for his categories system: completion zone (wings,
back players); distance to goal (between 6 and 9 m.) and thrower post (right and left
wing, pivot, right and left back, center back).
Prudente, Garganta & Anguera (2004)step forward when proposes to take in account the
relationship between goalkeeper and thrower, holding player and his direct defender,
including the situation and the activity of opponents.
Sousa, Prudente, Sequeira, López-López & Hernández-Mendo (2015)include previous
actions 2 on 2 in the completion analysis.
3. PIVOT VALUE.
It is common for the analysis of competition outcomes to make a difference according

to attack positions, pivot player is always included (Bilge, 2012; Hassan, 2014;
Montoya et al., 2013; Perira , 2012). Román (2008)notes pivot statistics in Tunisia 2005
World Championship, Spain scores 29,6% goals by the pivot, Serbia 35,2% or Czech
Republic 33,3%.
After the monographic writing by Román (1993)there are interesting contributions
(Antón, 1994; Daza, 2012; Santos et al., 2009; Visús, 2002).
Román (2008)states tactical relationships between back players and pivot as a
predominant way in modern game of handball; Ávila (2008)sets 2 on 2 situations with
pivot as “target situations” for building team attack; Sousa et al. (2015)find pivot
situations as decisive situations and Ávila (2015)writes a monographic article about
how to defend pivot as a team.
The importance of pivot player is revealed in two thesis that work as reference for this
study: Daza (2010) y Santos (2012).
In conclusion pivot players influence seems a pertinent category to include in the

observational system of offensive situation we try to analyze.
METHOD
The first aim of the research is to design and asses an observational tool for completion
situations in setting attack in numerical equality 7 on 7. This tool tries to include the
effect of the previous action in different zones, finishing actions and pivot influence in
both situations (previous and completion situations).
Secondly, this research tries to analyze these situations in the semifinals of 2016
European Championship in order to detect signs for future researches.
After a document review, a mixed observational system is made: field formats –
categories system, is building a recording panel by Dartfish Pro V 5.5. soft-ware. The
system is applied in an exploratory phase in two games of the same tournament (2016
ECH) in order to remove or include categories and redefine them.
Statistics analysis is made using the soft-ware Excel 2013, data for descriptive analysis
are distributes in three groups: general, successful completions and finishing losing ball
possession without throwing.
SAMPLE
Offensive sequences in numerical equality 7 on 7 from the semifinals of 2016

European Championship in Poland. Last five minutes of normal play time in every
game are not taken into account. 136 situations distributed were collected as follows: 35
from Germany, 36 from Croatia, 38 from Spain and 27 from Norway.
DESIGNING THE OBSERVATIONAL SYSTEM.
The phase of the game after fast-break, when there is an evident stop and a previous
phase for organizing the attack before a resolute increase of actions pace and a clear
path towards goal is considered for this study as a setting attack.
Situational context is a setting attack in numerical equality in which all players are in
play, both goalkeepers and 6 on 6 court players’ situation. Those situations in which a
goalkeeper is substituted for playing 6 on 6 or in which there is a 7 on 6 situation are not
considered in this research.
We define as a completion situation all the actions that take place in the last zone where
the ball is situated before finishing by throwing scoring goal or not, a suspension or
disqualification, a 7 meters throw or a ball possession lost without any throw. We are
not considering when they finish in a free throw or when there is not an evident attack
towards goal as we explained them before. For example are not considered those
situations when offensive team loses ball possession at the beginning of the sequence or
when a disproportionate and untimely defensive action warrants a personal punishment.
We take into account as previous actions in the observational tool all of those that take
place in a different zone linked with completion zone by an only pass. While last
actions other passes could take place in the finishing zone.
Five criteria or macro-categories are set for describing completion situation:

characteristics, player post, play action, pivot player and outcome. Every criterion was
divided in sub-criteria with different opening grade.
The first criterion, characteristics of situation, includes those indicators that describe
the circumstances of the action. Sub-criteria are distance to goal, circular zone, shot
angle and direct defense. They are listed in the first table.
For the criterion of player post we consider the post of the player at the beginning of
the offensive sequence, it may be different to the usual post or the post at the beginning
of the attacking phase. Terms for this category are as follows: center, left and right back
(when offensive system is 2:4 back players are named as right and left back), right and
left wing, pivot (when there is an only pivot), left and right pivot (when attacking
system is 3:3 with two pivots or 2:4).
Within play actions’ criterion all the actions that take place in the same completion
zone will be included, sub-criteria for organizing them are: individual actions, basic
group means and basic group means combinations. In second table they are list and we
define categories.
Macro-category of pivot player organizes play indicators of pivot or pivots influence
in the action. Sub-criteria are number of pivots with influence, location zone and action
they do. More information in the third table of this writing.
The last criterion is used for collecting outcome or the way that attacking sequence
finish: goal, throw without goal, 7 meters throw, ball possession lost by action against
rules, pass mistake, suspension or disqualification, suspension or disqualification plus
other category.
Table I: Categories of finishing situation characteristics.

SUB- CATEGORIES
CRITERIA
DISTANCE  6 m. Between player and goal area there is not space for
another player.
 6-9 m. Inside free throw area without reaching goal area.
 9 m. Beyond free throw area.
ZONE
ANGLE  Wide. Player in zone 2B, right-handed player in zone 1ª or

left-handed player in zone 3C.
 Limited. Right-handed player in zone 3C, left-handed
player in zone 1A, right-handed in zone 5F or left-handed
in zone 4D doing a complete action for impulsion.
 Minimum. Right-handed in zone 4D or in zone 5F but

with a limited impulsion, left-handed in zone 5F or in zone
4D but a limited impulsion (it means that that there is not
option to do previous steps).
OPOSITION NUMBER OF  None. There is not opposition in the
DEFENDERS path to goal.
AND  A direct opponent. There is only the
ARRANGEMENT direct defender according to
responsibilities distribution (count
system).
 An indirect opponent. A different
defender, not the direct one.
 Two aligned defenders. Two
defenders at the same distance.
 Two stepped defenders. Two
defenders at different distances.
DEFENDERS  Far. When the defender hasn´t got
SITUATION any options to take part except a long
(Taking in account displacement, three steps, or when he
the closest) can´t avoid a penalty if he takes part.
 Close. The defender can get in
contact with an only step.
 In contact. The defender is in
contact with holding player.
Table II: Categories of play action in completion situation.

NONE The holding player doesn´t do any action, an action without
displacement (pass or throw fake) or if there is a displacement he
doesn´t change the zone or does a 1on1 action. Steps for impulsion
in a jump shot are considered part of it.
INDIVIDUAL  Breakthrough. The displacement starts beyond free throw
(there is not area and finishes inside it.
any pass to  Move to different zone. The holding player moves from a
collaborate zone to another according to the circular distribution of this
with) study.
 1on1.It´s considered as a 1on1 when there is a close
opponent and attacker do a change of speed and direction.
When holding player is the pivot with a defender in contact
with him, we consider any actions for getting past the
defender.
COLLECTIVE AN ONLY GROUP TACTICAL MEAN:
 Give and go.
 Succesive breakthrough.
 Distracting run.
 Cross.
 Block.
 Screen.
 Cross without ball.
 Player implied on transformation.
 Players pathway movements.
 Outer pathway movement of pivot.
COORDINATED G.T.M.:
This sub-criterion is open, field-format. Categories will be made
when collecting G.T.M. 1st and G.T.M. 2nd by the automatic register
panel.
Table III: categories for pivot influence.

CRITERIA CATEGORIES
Nº OF  None
PIVOTS  One
 Two
ZONE  Direct influence. The pivot is in this zone when there is an
angle closer than 45º from holding player to him, or when
there is an only defender between them.( Picture1)
 Close zone. It takes place when there is an angle wider than
45º between the holding player and pivot, there is an only
defender between them and pivot is oriented to his teammate.(
Picture 2)
ACTION  Keeping position. He doesn´t do any of the following actions.
 Appearing. He arrives to the zone when his teammate has the
ball o at the same time of the reception.
 Leaving. He moves to a different zone leaving completion
zone.
 Crossing trajectory. He moves against pass or holding
displacement crossing trajectories.
 Displacement. Pivot moves following the ball without leaving
the zone or crossing trajectories.
 Support. He catches the ball and passes it in any moment of
the action.
 Block. There is an evident block stopping a defender
displacement.
Picture 1: Pivot in the direct zone Picture 2: Pivot in the close zone
For registering data from the previous action (different zone) it´s used for criteria or
macro –category: location from completion zone, play action, pivot influence and
tactical effect.
In the first criterion are set two categories, adjoining or far. This criterion is not
topographic but it depends on the attacking posts. So if there is a pass that does not
come from a next post is considered as a pass that comes from far zone, but if there is a
longer pass that comes from a next post is considered adjoining zone, those long passes
may be common in a 2:4 attacking system. It is a common mistake to think that all the
passes between back players in a 2:4 system are far passes, distances are continuously
changing because of back player displacements.
For criteria of play action and pivot influence the same categories list than in finishing
situation are used, tables II and III.
Tactical effect means for this study the consequences of play actions in previous zone
on the completion one. Categories have been listed as follows:
 No effect.
 Draw in. Defenders are drawn by attackers being impeded to leave the zone
before pass takes place.
 Widen. Attackers by drawing and moving defenders create wider spaces for the
direct confrontation attackers-defenders in finishing zone.
 Flatten. In this case, because of attacking actions defenders go back towards
goal area.
 Create numerical superiority.
 Keep numerical superiority.
ANALYSIS AND DISCUSSION
Descriptive analysis of completion situations.
General data point out that attacking sequences in setting attack ends successfully in
43.39 % of them, losing ball possession without throwing in 16.91% of the cases.
Situations are considered as a successfully outcome sequences when they finished in
goal, 7 meters, suspension or disqualification. Situations with a throw but without
getting goal are the 39.71% of the sequences collected, figure 1, but they are value as
neutral when we analysis distinguishing between success or failure.
Post of finishing players, taking into account that it is the post at the beginning of the
sequence collected, are mainly back players, a 77.74%, only a 22.06% are wings or
pivots. There is an imbalance between right back and left back players, left back players
finish in 10.29% times more than right back, center is the player who finishes in less
cases then the others: 20.59% opposite 23.53% and 33.82% of right and left back
players.
Goal +
S-D; 0,74 % Outcome % PLAYERS POSITIOINS
Lost L..P.; R.P.; 1,47
Losses; pass; PIVOT; 2,21
8,82 8,09 L.W.; 8,09
5,15
7 M + S-
D; 2,94 R.W.;
5,15 L.B.;
S-D; Goal;
33,82
1,47 33,09
7 M; 5,15 R.B.;
Throw; 23,53
39,71
CENTER;
20,59
Figure 1. Attacking sequences outcomes. Figure 2. Finishing player posts.
Completions gather in the middle zone, 2B, one out of two occasions (43.38% of
them), and there is an imbalance again between right (1A) and left (3C) zone, 29.41%
and 19.85%, a gap of almost 10%. See figure 3.
Associating posts at the beginning of sequences and finishing zones (figure 4) come
up a high percentage of cases where players finish in a different zone, left back in
17,65% and right back in 14,71% of them. That is not only because of a play way that
causes many changes of positions but also the use of wide posts with secant spaces.
L.W(5F); % Finishing zones

2,94
RW(4D);
4,41 LB(1A);
29,41
RB(3C);
19,85
CB(2B);
43,38
Figure 3 Circular completion zones Figure 4 Finishing in a different zone.

distribution.
Analyzed opposition criterion (figure 5), only in 12.69% of the occasions the player is
alone. In 36.56% out of 87.31% remaining cases there are more than an only defender.
When there are defenders, in 43.28% of the occasions there is any contact and in
31.34% of them any defender is close to the holding attacker. So it is highly likely for
attackers to solve situations against a hard opposition.
Pivot is present in 79.02% of finishing situations, in 10.24% of them there are two
pivots in the zone, and in 13.97% of cases pivot is present in the adjoining zone. Most
of the pivot actions are to keep his position, 42.06%, or a blocking any defender,
37.30%. (figure 6)
Figure 5. Defensive opposition. Figure 6. Pivot actions.
Completion situations are solving in 69.12% of the times by an individual action, only
in 30.88% of them by a Group Tactical Mean. Only in 8 occasions (5.88%) are used two
G.T.M., in three times out of them by chaining two crosses, in other three times linking
a cross and a block and once associating pivot reception and a permutation ( it may be
named give and go). It seems clear than G.T.M. coordination is rare, individual actions
are the most frequent way to solve finishing situations.
Descriptive analysis of previous action (adjoining zone).
The passes from far zone are not significant, only 7.26% of them, so we can state that
actions between adjacent zones have to be coordinated as the most usual.
Taking the 7th figure as referent we can verify that in 33.94% of the cases previous
actions do not produce tactical effects on finishing situations, in 35.78% of sequences
tactical effect is drawing in direct defenders. They produce an important tactical success
in 25.68% of them by creating numerical advantage, widening the space or flattening
the positions of defenders. It’s also concluded that in 17.43% occasions a numerical
superiority is created for finishing.
To that end, offensive team has used any G.T.M in 37.40% of the attacks, coordinated
two G.T.M. 7.63% times. In the ten sequences in which two G.T.M. are coordinated,
five of them are outer pivot circulations and permutation of posts.
Pivot is present in a percentage of 65.29% of sequences, even two pivots in 4.96% of
them. Besides keeping position, 41.75%, the most frequent action is blockade, 24.27 %,
and displacements crossing ball trajectory are 11.65%. Main reasons, beside the use of
an attacking system with two pivots (this variable is not collected in this initial study)
could be pivot patterns to follow ball circulation and give continuity to the actions.
Figure 7. Tactical effects of previous actions. Figure 8. Pivot actions in previous zone.
Comparing different groups of completion situation.
The researcher does a comparative study of data, not only to know the distribution of
values in successful or failure sequences, but the relations including general data where
neutral sequences, throwing without goal, are included.
In a first analysis we verify significant different when there are two stepped defenders
in the situation, successfully sequences decrease 6.90% and failure situations increase in
43.48%. A relevant date emerges when it’s verified that the rate of successfully
situations with two aligned defenders is over general group of data while the rate of
failure is similar, 22.41% against 17.16%.
It is also significant that the difference between success and fail when defender is
close, 11% occasions more in failure situations than in successfully cases, and 8%
comparing with general group of data. Opposite trend emerges when defender is in
contact, in this kind of situations successfully completions are over general data. Part of
this occurs because the study collects as success 7 meters, suspensions and
disqualifications.
Pivot presence seems no relevant but when there are two pivots, in these cases
percentage of losses increases, 18.18% against 10.24% in general group. When there is
an only pivot gap is in opposite sense, 54.55% against 63.78%. It could be concluded
that an only pivot in the zone ensure actions but two pivots increase options to make a
mistake. It could be based on the high density caused, other option is that these kind of
situations are produced by prepared teamwork and continuity is not properly designed.
Analysing play actions registered, data indicate that success increases when is used a
G.T.M., data move from 5.19 points below general data in individual actions to 1.99
over them when there is G.T.M., but they are 2.60 points below again when two G.T.M.
are combined. In the same way percentage of losses increases with two G.T.M. but it
decreases with an only G.T.M. Figure 12.
Figure 9: Number and distribution of defenders. Figure 10. Opposition.
Figure 11. Number of pivots in zone. Figure. Actions in completion zone.

Taking account tactical effects by previous action, zone where the last pass comes
from, we verify the small proportion of success, 22%, and the high probability of losing
the ball, 47.83%, when there is no effect. Finishing efficiency increases when the effect
is a numerical advantage, defenders are drawn in or space is widening, but not when the
effect is flattening defenders.
When previous action is individual, we registered also as individual when player does
no action but he passes only, success options increase and fail options decrease.
Proportion of successfully situation is bigger when actions include one or two G.T.M.
than individual actions. It’s less likely to lose the ball when is used an only G.T.M., the
rate is below general data.
When there is a pivot in previous zone, percentage of successfully situations
increases, but comparing with general data it is smaller and the percentage of failure
situations is bigger. Rate of failed actions is the biggest date from any point of view,
69.57% (figure 15).
Figure 13. Effects of previous actions. Figure 14. Actions in previous zone..
Figure 15. Pivot presence in previous zone.
CONCLUSIONS:
In the light of these results it is possible to state:

 Right and left back are the players who finish sequences most frequently, on the
other hand wings are the players that finish the least.
 In the biggest number of occasions, the ending-up situations take place in the
center zone, 2B, almost perpendicular to the goal.
 From a tactical point of view and according with the gap of the data between
lateral zones, it seems recommended to train for balancing both sides of the
attack and distributing finishing zones. But based on data we can´t state that this
change increases attacking efficacy.
 Taking into account the number of cases in which players finish in a different
zone of his initial post, we have to consider for specific position training a wide
space to master by players.
 Opposition and pivot presence are a constant in most of the situations, so these
elements have to appear in training activities.
 Situations with two stepped defenders have to be avoided by the attack as a
finishing situation, because they are risky or likely to lose the ball. But situations
with two aligned defenders may be good options. Playing situations with close
defenders or in contact are more frequent than those situations without
opposition or far defenders, we have to observe this in training sessions.
 Because of the risk is not appropriate, as a general rule, to propose completion
situations with two pivots. But it is recommended no more than an only group
tactical mean in the previous zone.
 Previous actions, in adjoining zone, have to try to draw in defenders and/or
widening the space of finishing zone by using a G.T.M. These considerations
should be considered for training activities and attacking teamwork design.
 It seems better for designing team attacking model include a pivot in finishing
situation but not in its previous zone.
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Handball at Dominicos:
More than a school club
Francisco Martín Martín

Spanish Handball Federation
1. Abstract
This thesis discusses the evolution of handball in a school from its inception in the
1950s to today, as well as the management of the sport, finances and possibilities for the
future.
Key words: Handball, Dominicos, history, present, future.
2. Introduction
The first stone of Cardinal Xavierre College was laid and blessed in Plaza San
Francisco, Zaragoza, on June 29, 1943. The ceremony was presided over by the National
Education Minister, while the religious ceremony was given by the Archbishop of
Zaragoza. This meant the longed for return of the Dominicans to the city of Zaragoza had
been realised. They had been part of the life and history of the city for more than 600
years, from the early 13th century to the exclaustration.
The school began life in 1945 with 17 pupils studying the first level of Elementary
Teaching. But the steady increase in levels and pupils bore fruit with the full and official
recognition by the State in 1956. It was accepted as a Secondary School, with the category
of Further Education recognised.
In 1963, the Xavierre Community decided to expand the building, in line with the
development of school activities, and after two years of construction the building acquired
its present form. Since then, the renovation and modernisation of the college facilities has
been continuous, especially with the construction of the indoor sports hall.
In 1978, the college was authorised to provide official secondary and upper school
education (BUP and COU) coeducationally. In 1986, the mixed mode was extended to
Infant and Primary (EGB) education.
On April 11, 1986, Cardinal Xavierre School was awarded the status of a state-
subsidised private school under the Education Act for compulsory education.
Currently, the school has 740 students and 41 teachers, and offers Infant (3-5
years), Primary, Secondary and Further Education.
3. The beginnings of handball at the school.
Handball was started at Cardinal Xavierre School in the late 1950s under the care
of Fr. Huget. This was a time when sport was very popular.
The school then was all male, with 3 classes each of over 40 pupils per year. So
there were enough pupils to choose from and sufficient tradition to be able to form a team
for each year.
At the end of the 1970s, the PE teacher was Sergio Loidi, a former player at the
school. This gave a greater presence for the handball section, with school camps, leisure
time and film groups being organised.
This was the golden age of handball at Dominicos: one team per year, with lots of
players to choose from; this elevated the Dominican teams to among the best in Aragon,
and competing on a national basis.
There was a senior national team in the national second division, which held its
own sports-wise, but disappeared for financial reasons.
School magazine, 1973

3.1 Finances
The club was financed by parents and the centre, with a person responsible for
deciding where to spend the money. As it was a priest who was very involved with sports,
there were no financial problems for teams competing at a regional level. This limited the
search for funding outside the centre, as it would have meant this person losing control.
Third in Spain, Junior Level, 1978.

4. The 1990s
4.1 Development of the sport and the school
In 1986, an agreement was reached between the Ministry of Education and Culture
with the management of private schools so that private educational institutions could be
given state funding in exchange for submitting to the dictates of the Ministry. Most
schools signed up to this agreement.
The schools run by the Dominican Fathers were no exception. For the school in
Zaragoza, it meant there would be just 2 classes per year and the school would be mixed.
Throughout the following years, various education laws gradually reduced the number of
pupils per class to 27.
This meant that a year previously packed full of 130 boys now had just 27 boys
and 27 girls.
In the early 1990s, the School sold the land it had in Valdespartera, on the outskirts
of Zaragoza, where they gave PE classes and football and rugby were played.
Another consequence of this educational agreement was that PE teachers had to
become qualified teaching graduates. Until then, the subject of physical education could
be taught by national coaches in any sport. Sergio Loidi, a PE teacher at the school and
the main driver of handball after the death of Fr Huget, had to leave the centre. Paco
Torres, a primary school teacher, took over the club.
As a result of all this, girls’ basketball appeared and boys’ 11-a-side football,
rugby and basketball all disappeared. Each sports section was established in the club;
there were 3 sports left: boys’ futsal (a variant of 5-a-side football) and handball, and
girls’ netball.
4.2 Number of teams and results
Without the financial support of the centre and no-one to run it, handball at the
school was dying. Futsal was the most popular sport among boys.
There were 5 handball teams at the school in the late 1990s: a senior team with
few players related to the school and 4 boys’ teams.
Every year, there was a new team of 10 year-olds, but most gradually disbanded
over the years; either because the best players went to other clubs, where they could get
more training, or because there were too few people left.
The coaches were former players with little or no formal training; they received
no pay and were not playing in the senior team.
There was no coordinator or head coach: Everything was done by a teacher at the
school who did what he could.
4.3 Financial management

The school contributed nothing to the financial and sports management of the
different sections. Each sport founded its own sports club and was independent. This
meant they had to form a management board and find sponsors to supplement the fees
paid by the parents of the players.
5. 2000 - 2005
5.1 Analysis of the problems
In 2000, Emilio Villaescusa entered the club. He was a coach with extensive
experience in the management of clubs. Along with the president, Paco Torres, he
gathered a group of veterans, many of whom had children in the school, with the intention
of re-starting handball.
The first step was to create a management board and analyse the problems they
had:
- Handball was not the favourite sport among children.
- Futsal began attracting players at 6 years old, while handball did so at 8 years
old.
- People from outside the school thought that children from outside Dominicos
could not play there.
- The coaches needed improving: They had to seek their own ways of improving
and received no financial reward for training the teams.
- The best coaches went to other clubs.
- There was no link between the senior and youth teams.
- Handball did not have a good reputation at the school, because it was
disorganised and had no links with school activities.
- Girls and their parents considered handball as a male sport.
- Teams were breaking up. Dominicos found some good small groups but they
ended up disbanding and going to other teams.
5.2 Objectives and measures taken
Increase the number of players:
- Find someone who was always around the school whose sole aim was to find
players.
- Look for volunteers to start up and get involved with teams.
- Start a multisport pre-school with infants of 3 and 4 years old.
Improve the level of coaches:

- Help them attend training courses, both financially and by substituting them
in training sessions missed.
- Give them enough money to cover their costs (e.g. petrol, sportswear, taxis).
- Provide advice for coaches in their training sessions, answering questions and
helping them with problematic parents.
Image of handball at Dominicos:
- Persuade players of the importance of punctuality, good manners and caring
for the facilities.
- Advertise handball in the schools nearby which did not have this sport.
- Promote the idea that handball could also be for girls.
5.3 Results
- The number of boys increased.
- A core of very young coaches, cadets and youngsters was formed; they began
to spread the news about handball to smaller children.
- Handball had as many players as futsal.
- The occasional girl would play with the boys.
- The senior team was almost promoted to the National First Division.
5.4 Financial management

- No sponsors were found.
- Every new team meant more expense for the club.
- Perception that the senior team could not be promoted due to the lack of
finances at the club: There was even talk of selling their promotion place, if
achieved.
6. 2006: The Turning Point

Three things occurred in the 2006-07 season:
- The senior male team left the club, which was a financial relief but
‘decapitated’ the club.
- 2 sponsors were found: Maetel and Global Spedition, Aragonese companies
who were committed to handball at Dominicos, and who are still linked with
us now. The hard work had paid off.
- Aragon Handball, a local team, were promoted to Asobal and tried to attract
our best players.
At the end of the season, some of the senior players who had left asked to come
back, taking advantage of us getting a place in the Second National A.
7. 2007-2010: Recovery
7.1 Analysis of the situation
- It was difficult to have many teams, given the number of children at
Dominicos.
- Little training was done.
- Some girls signed up to play, but there were not enough to form a team.
- Little contact between the different teams.

- Look for schools nearby which played handball, to form teams in primary
school which could join together in secondary.
- Look for agreements with clubs who did not want older teams.
Increase training:
- Encourage players to train with teams above them.
- Increase the number of weekly sessions: from 10 years old, they can train 3
times a week.
- Have voluntary training sessions during holidays: sometimes for improving
technically, and others for mixing with other clubs.
- Bring the start of the season forward, join together teams of a similar age to
have sufficient players and end the season later, while signing up teams for
beach handball tournaments.
Coordination and mixing with the various teams:
- Having a coordinator to manage the relationships between the various teams.
- Have a party at the end of the season with activities and games for players of
different teams and parents to mix together.
7.3 Results
- Agreement with “Balonmano Colores”, a social club based in a high
immigration area for boys, to join us from the age of 14 and girls from 16.
Subsidies were provided for players and coaches without resources. This
agreement continues today.
- Results in regional competitions continued improving.
- The number of Dominicos players in territorial teams increased.
- After many years, a player was called up for a national meeting.
- The Aragon territorial federation had begun to include our coaches on their
selection panels.
- Every season the men's senior team had more players to choose from and
improved its position in the standings.
7.4 Finances
- The club accounts were detailed and the budget was followed. Liquidity
problems were avoided by careful planning.
- The club Lottery was very successful.
- Small sponsors were sought for the area to appear in the lottery or on training
shirts.
8. 2011-2016: Initial success
8.1 Analysis of the situation
- More players are leaving, due to the increasing demands and the number and
length of training sessions.
- Coordinated boys and class leaders play handball, and it is the favourite sport for
boys.
- We are the best valued sport at Dominicos school.
- Handball is an option for Dominicos girls, but their first choice for a team sport is
still basketball.
- Other Zaragoza clubs are copying our way of working.
- Pre-school futsal is based at Dominicos.
- We need to compete against teams from outside Aragón.
- The male senior team was promoted to the national league.
- National league games cannot be played at the Dominicos sports hall.

- Handball is now played in two nearby schools: Santa María Reina and La Salle
Franciscans. Santa María Reina is small, but wants to have sport and is committed
to us. La Salle Franciscans has a lot of pupils, and we are just another option. In
both places, the coaches are former pupils who signed up to play when we first
started promoting the sport.
- Collaboration with smaller clubs so that players without teams can join with us.
- Open days at the beginning and end of the season.
- Provide PE classes for state schools and thus advertise ourselves.
First female teams:
- Several players were taken in by us when another female club in the city
disappeared due to financial mismanagement.
- We assembled the first school teams from girls from different places.
- Dedication from one of the best women's national coaches.
Competing with external teams:
- Participation in tournaments outside Aragón.
- Links with neighbouring teams to play friendly matches when teams are free.
- Play friendly matches with other teams when the male senior team is travelling.
- More training facilities needed. We started training in town sports halls even if it
means having to travel.
8.3 Results
- Won the first Aragón championship. From then on, we have won between a third
and a half of the regional championships.
- The men's senior team was promoted to the third national category.
- Female teams in all categories.
- Minimum of 2 male teams in each category.
8.4 Finances
- Increasingly run more like a business.
- Dedication from the management board to find sponsors.
- Main sponsors kept interested by involving them in club activities.
9. Conclusions and future plans

Handball at Dominicos is at a semi-professional level. At the end of the 2015-16
season, there were 23 teams and this is expected to increase each season.
We need someone full time to train young coaches to coordinate and promote the
club. It is now too large to be managed as an amateur club.
After the disappearance of Asobal from the city, we have to be the new benchmark
for male handball.
Female handball needs more players to reach the national category and become
the benchmark for Aragón.
We must continue to increase the number of schools playing handball.
Involvement in the social life of the schools where we work.
Help new clubs and have a good relationship with them.
Financial management is essential: Never spend more than you have.
Be open to new ideas and keep those that work.
We must be very active in social networks, which are fundamental in the lives of
kids.
Open a club shop to sell branded goods at cost.
Publicise activities and successes.
Be ethical about not promising anything that cannot be met.

Highlight the efforts of players and coaches.
Appoint responsible people for activities and ask them for reports so we do not
have to start from scratch every time.
The management board is the most important part of the club. Keep its members
motivated and do not include new members without them proving their worth.
There is nothing that many hours of work, effort, reflection and dreaming cannot
achieve.
Dominicos Handball, School of champions.

TESIS – MASTER COACH COURSE – LISBOA 2016
TACTICAL BEHAVIOUR
LEARNING:
CONDUCT OF DECISION-MAKING
IN HIGH PERFORMANCE
FRANCISCO JAVIER EQUISOAIN AZANZA
CURSO MASTER COACH 2016
Francisco Equisoain Azanza Page 1

INDEX
1. INTRODUCTION.………………………………………………………………3
2. DECISIONS UNDER ACTION PLAN FOR COMPETITION …..……………4

a. OPERATING TRENDS IN COMPETITION……………………...……6
3. DECISIONS OVER IMMEDIATE EXECUTION ………………………….…7
a. INFLUENCE FROM OPERATING TRENDS AND BACKGROUND
CICUNSTANCES…………………………..………………………..…7
b. FEEDBACK OF EACH DECISION INFLUENCE……..…………..…9
c. CONTROLING FEEDBACK’S INFLUENCE………………………...9
4. STAGES OF DECISION-MAKING LEARNING ON IMMEDIATE
EXECUTION ………….....……………………………………………….…...10
5. DECISION CONSIDERING PREVIOUS CIRCUNSTANCES………...….…11
6. DECISION BASED ON OPERATING TENDENCY ………….……….....…12
7. USAGE OF PREVIOUS DECISIONS FEEDBACK …………...………….…13
8. LOCATING THE PERFORMANCE DEFICIT IN DECISION-MAKING.….14
9. INTERVENTION STRATEGIES …….……………………………………….15
10. DECISION ON ACTION PLAN MAINTENACE OR REPLANNING …...…16
11. BIBLIOGRAPHY...……………………………………………………….…...18

1) INTRODUCTION
There is an internal and continuous need that the modern coach has, in order to improve
their training to cope with all the demands that represent and prove the high level
experienced by the competition of our sport in high performance, both nationally and
internationally.
In addition to dominate the physical, technical, tactical and team strategy, other
essential field that is as important as the previous that complemented, is the
psychological functioning, once that everyone will intervene directly in both individual
performance and collective team as ultimate goal. Knowing in a specialized way the
human behavior that psychology offers us, as well as the specific methodology to
assess, analyze, understand and modify, turning it into very useful elements in this
matters.
The demand for performance that is required to a player, implies that he has to work
psychologically, in determined way (by guidelines and not otherwise), with the aim of
being able to decide and act effectively as possible, and have more favorable options of
success in a complex field as competition.
The psychological preparation must be integrated into player’s overall preparation,

introducing him as one more element that must interact in a more suitable way at the
field. Consequently, all the paths that allow obtaining information and psychological
influence that help us understand and improve the player’s performance in our scope.

TACTICAL BEHAVIOUR LEARNING:
CONDUCT OF DECISION-MAKING
In tactical behavior scope, there are some decision making conducts about the usage of
available resources to meet the competition demands, considering the needs and
existing circumstances (scoreboard’s situation, match time, competition model,
opponent planned actions) and, in collective sports, the interaction that takes place
between the players who make up the team
In Graph 1 you can see, the tactical and strategic behavior that form three major
decision types, which interact with each other, depending on their effects and other
conclusive elements: Ones that focus on the action plan before competition start; those
taken on real time execution in active participation and finally the ones regarding the
maintenance or rethinking the action plan, depending on competition’s evolution.
2) DECISIONS UNDER ACTION PLAN FOR COMPETITION.
These type of decisions, previously planned prior to competition or match beginning, in

which all major specific situations must be considered, important in any situation
(match day in the calendar, opponents quality, long travel journeys, competition type)
and available procedures useful to undertake such competition.
Ex.: The decision on the design for attack-defense game system that the team will apply
during the period of the season that will be composed by a series of tactical
combinations of attack or defensive systems with its peculiarities regarding defense,
representing answers or solutions to a number of formal structures taken by rival teams
during the competition.
In our team sport, this decision, the person in charge to assume such responsibility will
be the coach alongside with his technical staff and these in turn, once developed, will
transfer it to the players.

DECISIONS OVER THE

OPERATING TRENDS in
ACTION PLAN in
competition
competition
DECISIONS OVER
BACKGROUND
IMMEDIATE EXECUTION
CIRCUMSTANCES are FEEDBACK OF
present in every moment of in competition in EVERY DECISION
the competition. participation moments
DECISION ON ACTION PLAN

MAINTENACE OR MAINTENANCE OR
REPLANNING in stop times or MODIFICATION OF
low activity participation OPERATING TRENDS
Chart n.º 1. Interaction of tactical decisions and their determinants, in competition
How these decisions will be discussed before competition and with enough time,
multiple alternatives will be reproduced to analyze the advantages and disadvantages of
each in order to determine the decision that will be assessed as the best. In this
procedure, coach knowledge concerning tactical issues, as well as the players who will
be making the decisions, are important factors to determine decision’s quality.

OWN CIRCUNSTANCES
COMPETITION SPORTING AMBITIONS OPPONENTS

FEATURES FOR COMPETITION
CHARACTERISTIC
S
PERFORMANCE DEMANDS
ALTERNATIVES IN THE ACTION PLAYERS

PLAN RESOURCES
BENEFITS FROM EVERY INCONVENIENTS FROM EACH

ALTERNATIVE FOR EACH PLAYER ALTERNATIVE
DECISIONS REGARDING ACTION PLAN DURING

COMPETITION
Chart nº 2.- Sections that influence the decision making process for the action plan
during competition.
Among the problem solving techniques, there’s a tool that consists of a decision
matrix, in which an entry in the array is the number of plans that you want to develop
and onfv the other side of the matrix you have the advantages, disadvantages, how to
reduce the inconvenience and at the last section, some observations.
OPERATING TRENDS IN COMPETITION
Decisions on action plan are indicators for trends or style of team's operation in
competition. This is a players predisposition to act in a fixed basis or way in advance, in
different situations that can be found during competition.
Ex .: Before the match starts, coach will decide that: the team must advance with
ball as quickly as possible, once recovered this (as a necessary condition) develop both
direct counterattack, first wave, as the second wave or supported. This decision shows
the performance trend from players during the competition. Undergoing this trend,
players will try to be prepared, so that once recovered the ball from defensive zone to
positional attack zone , react automatically standing on two structures, one advanced
for developing this procedure.

3) DECISIONS OVER IMMEDIATE EXECUTION.

Such decisions are taken while at active participation in competition, and it’s
direct result is reflected in performance. An example is when a player in a particular
attack situation decides to make a shot on goal or a pass to a teammate. This last type of
decision, contrary to the previous one, will be taken by the player, so they must be
treated and prepared at practice so they can be learned in order to decide correctly;
becoming the key objective of tactical learning.
The time available to make these decisions depend on our sport’s characteristics,
and especially the complexity of stable and variable background stimuli that constitute
handball, where player will have to decide in very specific moments and in reduced
time. Decisions made before or after the right time, represent an underperformance.
Influence from operation trends and background circunstances.
According to Chart nº 1, decisions under immediate execution, are defined in

two elements:
a) Operating tendency derived in previous action plan that gives the trend in
which player must act.
b) Situations and background stimulus (antecedent circumstances)

occurring at each particular time in the competition (rivals actions, field
position, etc.). The proper tactical behavior, wil include decisions that
meet the common requirements of both elements and must have more
relevance in each specific situation.
An example of this last case, the performance trend of the players that form the
team, is attempting to move the ball as quickly as possible to the area of positional play
and take advantage of the numerical superiority that occurs when the opposing team
makes multiple player changes during defensive rally phase (factor 1).
At certain match critical moments, occurs the situation of "loss of possession in the
opposing team attack" (factor 2). The two elements that for decision point to the
following decision: all attacking players will implement the counter attack, first and
second wave, intervening each accordingly, taking advantage of the numerical
superiority, which occurs with the opposing players changes in the rally phase.
Using this example, we also include the chance that opponent renounces player changes
in the rally. The trend indicates that players must advance the ball quickly to take
advantage of the numerical advantage, but in this situation, in isolated way without
affecting the trend, it’s advised not to start counter. This brings a conflict between the
two elements that determine the decision. In this new scenario: “What decision should
players take?”

In the decision, rigidity-felixibility of operation tendency or level of need or

appropriateness of the circumstances will influence, from present situation unless for
it’s high level of need or convenience that valuates as preferred grade.
Continuing with the previous example, let’s suppose that the tendency mentioned by
coach, can be very rigid, once that renounce to the fast forward with ball, with a
numerical advantage it is neither desirable nor necessary, it’s correct that players
automatically react to the immediate departure.
There migh be the case that during the counterattack exit once recovered the ball, the
opponent coach determines to suppress player changes in transition zone and sets
pressure on one or two of the players who backed up the counter. Although the
operation tendency may be rigid, this situation represents a new need, relevant to
decide otherwise; and consequently not raise the ball quickly a part of formation.
If we look at the last example, it may take a joint decision (the players who form the
first wave make a direct ascent, is included one of this training and support to try to
develop the procedure of second wave), on other occasions, possible options are
mutually exclusive and must decide when considering the tendency of operation or give
preference to the background circumstances present.
Operating trends represent only guidelines that should be taken into account with a
certain priority in the decisions by players. This trends should not cancel their initiative
to decide in situation depending on the present background stimulus. The result between
the two factors will be analyzed by the coach and some of them by players in each
situation. Learning to make decisions on immediate execution, considering the result
deemed appropriate, is the basis of tactical behavior.
6:4 6:6
Chart nº3 Operation tendency Chart nº4 Operation tendency

influence influence and background
circunstances.
Feedback of each decision influence.
In chart Nº1, we can see that other important element is the feedback that players will
get regarding the result achieved with each decision.
In some situations, the feedback that player gets from is decisions can influence the
operation tendency, under which it is subject and the circunstance of background
stimulus; assessing with this influence should be convenient and to what extent. It is
important that player learn to improve their decision depending on the obtained results,
but without discarding the importance that the other two elements may have in each
case.
Imagine a back court player that makes a series of shots on goal during a match without
any success and after insisting, abstains from this decision and chooses to pass the ball
to another teammate.
Controling feedback’s influence
To consider feedback’s importance, player must use appropriate criteria to assess the
outcome of the decisions taken; avoiding the mistake of not knowing how to
differentiate the decision, between the quality or execution result or have rigid beliefs
that can give a biased opinion. This way, feedback possibly does not inhibit decisions
that should be taken nor rushes decisions will be inadequate.
In these situations it is necessary to transmit adequate specific information about the

characteristics and differences between decision and execution of logical errors
derivative of each decision, need for repeat attempts, change the interfering beliefs
when a design of the training plan that addresses appear on feedback control.
Players must learn to discriminate specific decisions on which can intervene, and how
the feedback you get from your previous decisions.
The useful feedback is contributing to improve the successive decisions, not altering the
operating trend, or answering incorrectly, to the background discriminative stimulus.
In each case it is advisable to coach and players, set the type of feedback that should
prevail, and up to which limit, determining the degree of importance of this factor, in
making decision on immediate execution.
Imagine that a wing decides to shoot on goal, after performing one circulation, once he
reachs the deffender height and inhibits the decision to launch, and is dedicated to
conducting frontal locks on the nearest player or away from this position , decreasing
the effectiveness of tactical game. Probably the error is due to bad execution or good
effort from goalkeeper, but the feedback obtained “I’m missing my 6 meter shoots from
the opposite side of my specific position” makes that the player decides to stop his shots

and adopts other behaviours that assure efficiency to the group. This way, missing the
favorable occasions that may occur in the future in similar moves. Another case that
can be given is that the player work under the influence of rigid beliefs like “I’m better
shooting from my specific position” or “If I don’t succeed in my shots, it’s better to play
in back-court side player benefit” where his situation assessment will influence. This
kind of beliefs make that the player catches a feedback from his erros from second line
player position up to opponents height, which will be interpreted in relation with this
beliefs, making it possible that player inhibits to shoot from a certain area.
Another situation may be that the player hits the first two attempts, the feedback
obtained can facilitate that during the match he decides to circulate to the opposite side
on some occasions, answering some tactical combinations preset or sometimes without
being present suitable background stimulus. On this occasion, a very positive
assessment of this decision, causes the player to lose the tactical view of each play, and
as a result, adopts wrong decisions that hurt performance.

4) STAGES OF DECISION-MAKING LEARNING ON IMMEDIATE

EXECUTION
This phase consists of three phases. The main objectives of these phases are
summarized in Chart No. 5: learning based on the background circumstances; learning
under the operating tendency and learning related to the use of feedback offered by
previous decisions.
STAGES SUBSTAGES
 LINK THE DECISION YO SIMPLE

BACKGROUND STIMULUS
 DECIDE BASED ON COMPLEX
DECIDING BASED ON
1 COMBINATIONS FROM PREVIOUS
CICUNSTANCES
STIMULUS
 DECIDE BETWEEN TWO OR MORE
ALTEENATIVES
 DECIDE UNDER A RIGID OPERATING
TENDENCY
DECIDING BASED ON  DECIDE CONSIDERING THE INTERACTION
2
OPERATING TENDENCY BETWEEN THE OPERATING TENDENCY
AND THE BACKGROUND
CIRCUNSTANCES.
USAGE OF PREVIOUS  DISTINGUISH DIFFERENT TYPES OF
3
DECISIONS FEEDBACK RESULTS AND DECIDE ACCORDINGLY
Chart Nº5.- Basic Objectivos of each stage & substage of decision-making learning on
immediate execution
5) DECISION CONSIDERING PREVIOUS CIRCUNSTANCES
In first stage, player learns to decide, in the available time, considering the previous
circunstances that are present in each moment. This stage is divide in two substages:
one of simple learning & other with complex learning.
Regarding the first substage, the aim is that player learns to link the decision to execute
a single procedure or skill, with simple background stimulus that recommend such
decision.
An example is when a player links the decision to drible pass an opponent, considering
his body position or space disposition that the oposition player is taking.

This type of decicions, is the extension of technical learning (learning the execution of
technical procedures) and are the first step of tactical learning; which goal is that player
learns how to decide to execute a particular procedure.
The second substage, once entrenched the decision to execute one or more skills, the
aim is that player learns to decide between two or more conduct options, that he already
dominates in simple decision, but needs to learn to decide to execute only one move (
individual technique procedure and below can be applied in individual-collective
tactics) surrounded by even more complex stimulus. As consequence, player will learn
to discriminate stimulus or stimulus groups, that have major complexity than simple
stimulus refered in previous substage and will decide depending on the type of the
available stimulus.
Considering the previous example, player will learn to consider a serie of factores, like
if available space is wide or narrow, the defender’s and teammate’s position to decide if
he should really drible pass or to pass the ball to other team colleague.
6) DECISION BASED ON OPERATING TENDENCY
Following the chart, second stage mentions that player learns to decide based on
operating tendency. This stage is divided in two substages: the first one regards learning
over rigid operating tendencies and a second substage where learning considers the
simultaneous influence from operating tendency and background circunstances.
In the first substage, rigid operating tendencies are worked, with the purpose that
players start to consider general marks from the specific conditions of every present
situation, representing that the player must learn to slow or cause decisions that he
dominates, according to the operating tendency under which he must perform.
In the second substage, it’s desired that players learn to act prevailing a specific
operation tendency, assessing the background circunstances that are show up in each
moment. To reach this point, they must learn to assess and to decide as result, the
rigidity level and the convenience degree from each situation, and get used to decide
under trends that have variable levels of rigidity and situation of unequal need or
convenience.
An example off this last idea is shown when a player advances on second wave fast
break bouncing the ball, and learns to play under the trend “Take no risks to avoid
losing posession” or in opposition, applying “Develop the fast break, moving the ball
forward, assuming the chance to lose posession”. Based on the defined tendency or
trend, the player must to renouce or cause, the decision to advance with ball; bouncing
it or using feints.
The following step indicates that player must learn to decide if uses the feint with
bounce or should pass it to a teammate, playing and influenced by a rigid or flexible
trend over the assumed risks, considering the various background circunstances, that
could be: A situation where he stands alone against his defense, in a privileged

situation; or standing in a position with few space or facing many opponents in his
direction.
Chart Nº 6- Player decides to progress Chart Nº7 Player decides to pass

With continuous ball bounce to teammate due to opponent’s approach
7) USAGE OF PREVIOUS DECISIONS FEEDBACK
Third stage aims that players learn to use in an adequate way, the feedback that eases up
each of the decisions made. Self-regulation of decisions by feedback, is made in the
previous stages and it’s mandatory that coach gives aproppriate information and act
considering the circunstances, focusing the decision-making apart from the result
acchieved, so that players learn to use the right feedback.
The effort in this third stage, is that the player learns to distinguish from the range of
possible results and answer considering them; picking out the following categories:
 Results that must have huge influence in following decision, (pointing out which
decisions).
 Results that although relevant, should not drop down the operating tendency and
the demands for present background stimulus.
 Result which specific influence that after a paused assessment must end in
appropriate agreements.
An example of first category; the player and the mentioned situation, can learn that
if he bounces, feints and looses posession, should use this information to execute it

in a different way, but without inhibiting the bouncing conduct when the operating
tendency says that he should try it and gives favorable background stimulus.
Over the second category, if the middle back executes a series of passes to line
player, when he is between the two middle defenders, in a 6:0 defensive system,
orders the fixation next to one of the defenders, origining the separation with the
other defender and openning a breach to execute the pass to line play that has won
his position. When passing to line player, middle back gets na interception from the
defender, with which he will learn to ignore this feedback and with this keep
insisting with this action whenever the operating tendency and background stimulus
show that this is the right decision (learning with this feedback that he shoud try to
use another kind of passe to redude the chances of interception).
The last example can be when a player insists in an insucessfull type of shoot, can
learn to stop using such resource in a short period of time but try it again, anytime
that the proper subjective conditions show that such shot should be used in that
moment..
8) LOCATING THE PERFORMANCE DEFICIT IN DECISION-MAKING
Learning from each of the previous phases is essential, for the player to master these
tactical decisions as presented in each case; and if it is seen that the performance is
poor (that players do not take the right decisions) will have to locate specifically
what paragraph corresponds and raises a number of questions about the situation: is
a problem concerning the background stimuli? Is it the trend of operation? Or is it
the use of feedback.
An illustrative example, when a team has a certain level of proficiency pass to a

player that is between the lines. The coach while preparing the match decides to
pass to the players who are between the lines, midst a possible open defensive
layout that I raised the opposing team 3: 2: 1, 3: 3.. determining the trend of the
operation.
Players will be ready to play by applying said trend and by having enough capacity
to make an appropriate decision, but if it happens that they are making numerous
errors in passes, not in its execution which is accurate, but because they are making
wrong decisions from the point of view of the background stimuli presented in each
particular scene such as the ball is passed from a low angle position, the position of
the defenders is not valued, etc. In this case it probably has not been trained long
enough during training, prepared with specific exercises, in order for the player to
know how to differentiate the stimuli or important background elements and,
depending on them, decide whether to pass or not, or the type of pass you are
advised to do.

After analysing this course, we determine that the player has no problems with the
second phase of tactical learning of this sort of decisions, but has problems in the
first phase, and to solve the deficit performance in training, one should pay special
attention to this deficit phase. The example above stresses the importance of
correctly locating, in paragraph, the cause that motivates the performance deficit in
decision-making.
9) INTERVENTION STRATEGIES
To optimize the learning of decisions concerning immediate execution, the following

strategies can be applied:
· Set performance goals.
· Model it towards the promotion of learning by imitation.
· Control of environmental stimuli selecting adequate exercises for training,

setting objectives and operating rules, promoting optimal attentional focus and
cause a relationship between conduct and background stimuli.
· Strengthening programs that collect an intentional application of the favorable

results of the implementation
· Warpage. The complex conduct that is analyzed, is learning object should be

segmented into simpler parts.
· Chain. It is a process that brings together simple conducts to create a complex

one.
· Token economy. It is a reinforcement program, which is based on a player

receiving one point immediately after following the right conduct, exchanging it
later for a booster of the type that was previously agreed upon.
· Feedback. It is the information that the player receives on the conduct he has
done.
· Sanction. It is intended to eliminate a conduct to substitute for another, where

reinforcement and feedback are insufficient, penalizing the wrong performance
or decision. Its application can have the following forms: Positive Punishment,
applying adverse consequences; or negative, in which you remove the gratifying
stimuli.

· Differential reinforcement. It is about the difference in intensity level conducts,

referring to conducts of effort. After marking the intensity difference, possible
strengthening programs are adapted to a conduct, in an adequate intensity level
(conduct-object to acquire), discarding others of different intensities.
· Response cost. It involves the application of negative punishment, removing a
gratifying stimuli every time a removable conduct is reproduced. It starts with a
number and every time a player performs the conduct which is to be removed,
that number gets lower and lower, and when the exercise ends, the points that
remain are exchanged for rewarding reinforcers, every time they maintain the
score, and not having any reinforcement or positive punishment if they approach
a minimum score.
· Coach’s verbal conduct. Collect the interventions that the coach has during
practice: explaining the objectives, the content, the performance standards in the
exercises, triggering players' attention on relevant stimuli, facilitating them
feedback, social reinforcement,
· Questions and reminders about conduct-object. The coach uses questions and
reminders about the execution or decision regarding the conduct-object that will
make a player more focused about such conduct.
· Self-instruction. The coach asks the player a series of questions about the
conduct’s implementation. According to the answer, it will be reinforced,
otherwise the rectification will be allowed until the answer is correct throughout
the entire sequence.
Behavioral rehearsal in imagination. Application in the learning of the technique

or of the skills. Specific techniques work in which the player learns and perfects
such conduct by manipulating the speed of execution to consolidate the small
details.
10 ) DECISION ON ACTION PLAN MAINTENACE OR REPLANNING
The action plan is designed before the start of the game or during the previous days,
and the operating trend is marked, which will be maintained or changed during the
course of the game, depending on how it unfolds. Cases occur that, due to concrete
experience that is present in the situations during the game (background stimuli and
feedback of their own decisions) advise the suitability of the previously presented
plan, with appropriate results, and therefore decides to keep it. On the contrary, if
the result is not satisfactory you have the option of partial or complete rethinking of
that plan.

Characteristics of the decisions
Such decisions will be taken during the course of a match, or in the pause periods
(rest, time out, interruption of the game) or in the period of active participation with
minimum intensity (positional attack time, in defense if the opposing team does not
move the ball up quickly, throw-ins,...) and can be made by both the coach and the
players themselves.
The time available for decision making before the game is relatively large, but the
decision making that affects the maintenance or rethinking of the plan is very small,
because they have to be taken during the course of the match, after a brief analysis
of the situation, and that the possible solutions are limited alternatives and the
analysis of the advantages or disadvantages is direct and fast, it is advised that those
be planned before the match, so that the presence of certain criteria which differ is
sufficient for the coach make the decision.
In the initial graph, it clearly shows that the decision to maintain or reconsider the
action plan is due to two important elements: The variety of backgrounds
circumstances present at all times, during the course of each match.
The feedback that the player receives from its decisions concerning the immediate
execution.
Through one way or another, the person responsible for making these decisions
collects information that can be used with higher to lower skill, always depending
on the level of knowledge and specific training he or she has of our sport, in order to
make such decisions.

11) BIBLIOGRAPHY
Psicología del Entrenamiento deportivo. Buceta José María. Dykimson Psicología.
Entrenamiento Psícológico en el Deporte. Balaguer I. Albatros.
Características Psicológicas Relacionadas con el rendimiento deportivo. Buceta JM.
Psicología del Deporte. Cruz J. Síntesis.
Fundamentos de Psicología del Deporte y el ejercicio físico. Weinberg.
Estrategias comportamentales y cognitivas en la práctica deportiva.. Revista. Buceta

JM.
Fundamentos de Psicología de deporte y del ejercicio físico. Médica Panameña

Weinberg.
Alto rendimiento Psicología y Deporte. Revista. Marcelo Roffe

Master Coach & Licensing Course
EHF COACHING LICENSE E EHF PRO

LICENCE.
THE IMPORTANCE OF THE

EFFECTIVENESS OF THE GOALKEEPERS
IN THE FINAL RESULT
ANALYSIS OF THE PREVIOUS AND AFTER
GAME AND
THEIR STATISTICAL RESULTS
Frederico Novais Lopes Gonçalves Machado

June 2016
Page 1 of 16
Index
Introduction ……………………….……………………………………… 3
Characterization of the Goalkeeper of top ……………………..………..... 3
Importance of the effectiveness of the goalkeepers in the final result …… 6
The preparation for the game ……………………………………………...8
After game and the critical analysis ………………………………………9
Statistical analysis of the athletic season ………………….……………...11
Conclusions …………………………………………………………….. 14
Bibliographical references ……………………………………………….15
Page 2 of 16
Introduction
Which of us never heard in a conversation between handball people, that a
goalkeeper is a stocking team? Not being possible to quantify this value of a necessary
form, the truth is that his superiority is unquestionable and already it was proven in
some studies. Its importance is decisive in the concept of the defensive game, although
the importance of the organization and the defensive cohesion, where equally the
remaining players of field are implied. With this work, not only we will characterize the
goalkeeper and its importance, as well as we will use the knowledge of the professional
team of 1st Division, the Marítimo Academic Madeira Handball SAD, it will
demonstrate the work that is made the level of video in the preparation of the
competition and its posterior analysis as reflection point. Equally we will analyze the
global statistics of the time and will compare it with some data of other studies
previously accomplished in this scope.
Characterization of the goalkeeper of Handball of Top

What do we expect from an handball goalkeeper? Certainly that the first characteristic
that comes to the mind is that is the aid to gain games. Before any other thing, what
trainers, colleagues, directors, adepts and others wait of a goalkeeper is that it defends
the biggest possible number of shots. However when we characterize it he has certain
characteristic/ qualities that help to optimize its performance. Thus, we have three types
of present qualities.
Somatic qualities:
One of the most used criteria for the selection of players for this specific rank becomes
related with the height, spread, palmar and plant diameters and the weight. When we
analyze top athlete, we come across with high indices in the cited points. Therefore they
Page 3 of 16
obtain to arrive with bigger easiness at all the points of the beacon, covering great part
of the same with effective and fast movements. Ribeiro (2002) supports the opinion that
the conjugation of height and spread, goes to make possible to the GK the covering of
an ampler surface of beacon.
Although the raised importance given to the stature of the goalkeepers, Hecker&Thiel
(1993) considers that this does not have to be a limitative factor of the income, therefore
by itself is not determinative. For the authors there are more important the speed of
reaction and all the qualities of defense.
Psychological qualities:
For the specificity of the rank and its importance the psychological factor has
one weight increased in this player. Bem-Ismail (2001) considers it exactly as
occupying 80% of the total of the capacities.
The capacity that a goalkeeper has will motivate the remaining portion of the
team with its interventions and will demonstrate security in its specific rank, it obtains
will positively influence his companions of team, and negatively the adversary
provoking more and more defective in the shots. However, the inverse also happens.
Equisoain (2000).
All this psychological stability can be innate in a goalkeeper, but it can be also a
factor to have in account in the process of training since these qualities can be exercised
will interact with its remaining qualities, Gutierrez (2000).
Sensory-motor qualities
There are many sensory-motor qualities that help the goalkeeper to obtain a
good sports performance. Casimiro (2003) presented innumerable authors who had leant
over themselves on this thematic. Martini (1980) refers that the most important
Page 4 of 16
characteristics to develop are the complex time of reaction, the anticipation speed, the
speed of execution, mobility, power, flexibility, coordination, agility, specific strength,
force and impulse.
For Olson (2001), all the techniques demand of the goalkeeper a good physical
condition that can be operationalized in a good level of resistance, force, agility and
flexibility.
The development of the abdominal and lumbar muscles is considered important
in the training of the goalkeeper, given that it needs will possess a well muscular trunk
to oppose to the powerful accomplished shots of reduced distances (Hecker & Thiel,
1993\; Sousa, 1994\; Spate, 1993)
The coordinative capacities have also particular incidence in the gesture of the
goalkeeper, having to be part of its initiation and all its sports passage, therefore the
training intentional and systematic of the coordination must in the long run be the
central point in the process of training, marking a varied training.
With the development of the coordinative capacities the learning of the sports
techniques and the improvement of economic fast the conditional capacities becomes
faster and economic. It seems therefore that the goalkeeper will have possess one high
speed of reaction (complex), in order to guarantee the defensive effectiveness, in the
unexpected shots and recovery of the ball, we will have we will also possess a major
power, or to the level of the superior members.
The specific strength will make possible to the goalkeeper the maintenance, an
optimum level and along all the game, of all its motor capacities, psychic techniques
and tactics. The physical capacities depend on each other’s and are related between
them. Pereira (2008)
The importance of the effectiveness of the goalkeeper in the final results
Page 5 of 16
Over the diverse years studies have proven the importance of the goalkeepers in
the results of the games and respective final classifications. In an inquiry accomplished
for Cautious et al. (2004), the experts were requested to give an opinion on the
attributed importance of the different technician-tactics factors, used to analyze the
income of the teams, in a scale of 1 to 5. In this study there was unanimity toward the
importance attributed to the effectiveness of the goalkeepers, therefore all inquired. A
goalkeeper of low quality can change a competitive team in a mediocre team, and the
opposite also can happen, or, a good goalkeeper can change a team of weak quality in a
competitive team. Clanton and Dwight (1997).
In the present time a good goalkeeper can decisively influence a game. During
the critical periods of the same confidence can defend the rear of its team transmitting
and security guard to its colleagues being able, also, to create some unsafeness and
instability to the adversaries when they conclude to the beacon, Federhoff and Stein
(1995)\; Czerwinski and Taborsky (1997). This occupies an exceptional position in its
team. For each error that he commits he is punished with a goal without nobody can
amend it, but in turn it has the capacity of being able to correct the errors of all its
colleagues of team, Equisoain (2000)\; Gutierrez (2000)\; Martini (1980). On its action
it depends, in great length, the success or failure of its team. It can, as I finish defender,
correct with its defenses or errors of its companions and facilitate to them, as initiating
of attack, the possibility to be counterattacked with effectiveness (Hecker & Thiel,
1993)\; Rivière, 1989)
Diverse studies had tried to correlate classifications and final results of handball
games with the effectiveness of the goalkeepers. Magalhães (1999) studied the relation
between diverse indicators of effectiveness in game and the final classification of the
teams of the 1st Portuguese Division. The effectiveness indicators that had been better
associated with the final classification were the following: Relation marked
goals/suffered goals\; defective techniques\; Percentage of defenses of a goalkeeper in
organized attacks\; technical cooperation, defensive actions\; and Percentage of
effectiveness of defenses in counterattack situation.
Silva (2000) analyzed 36 games of the European Male Championship in
Croatia 2000, and evaluated the existing correlation between the final classification of
the teams and different indicators of income that determine the behavior of the teams in
competition. Effectiveness of the goalkeeper\; effectiveness of the attacks in numerical
superiority\; bigger percentage of shots accomplished to the 6 meters in attack organized
and lesser percentage of shots of first line in organized attack.
Silva (2002) it repeated this exactly study in the female handball and also it
concluded that the effectiveness of the goalkeepers was one of the greaters indicators of
income and had a strong correlation with the final classification.
Volossovitch et al. (2002) they had studied influences of the effectiveness of the
goalkeeper in the final result of the games and in the final classification of the
championship of 1st Portuguese Division. They achieved that the teams better classified
had greater effectiveness of the goalkeepers.
Page 6 of 16
Beyond this, they had concluded that for a performance game of the goalkeepers
per norm was developed balance form was similar.
The attributed importance becomes then evident, the performance of the goalkeeper will
reach the good sports results. The opinion is general and therefore we must give the
necessary importance in what it competes to prepare them for the competition.
The analysis of the adversary in the preparation of the game
Face to the importance previously demonstrated, the preparation of the goalkeepers for
the competition is then decisive in the search of the victory. The work that I intend to
show in this presentation, is the form as we prepare the audiovisual level, the games in
our professional team, the Marítimo Academic Madeira Handball SAD, using a
fundamental tool for the knowledge of the adversaries: The analysis of Video.
This work has revealed very productive, not only at the moments that the preparation
for the competition composes, but also in the final analyses, at the time of the evaluation
of performance in the after-game.
The preparation for the game
With passing of the times and developing of new technologies, the video has
appeared as essential tool in the preparation for the competition. With the required
filming of the games, as well as its share, the trainer today gets together an amount of
almost infinite information for the elaboration of its work of preparation. The analysis
of this information not only allows to know better our adversaries as well as ourselves.
A trainer, in the specific case of goalkeeper, also must be an analyst, and be able to
transmit the necessary knowledge data to arm its athletes of more conditions for the
success.
The preparation for the game is based on the detailed comment of each
adversary, with main approach for most determinative.
Page 7 of 16
Through the assumption of one playlist, where analyzes individually each player
and the most usual shots according with each situation. The diverse types of special
shots, respective trajectories and situations are analyzed.
The debate and the exchange of impressions are equally a good tool to complement it to
the final analysis and respective conclusions:
Types of shots more observed by position:

- Extreme tips/
- Open angle shots
- Shots with physical I contact
- Shots after 2nd Pivot entrance
- Counterattack shots
Laterals
- Exterior direct trajectory shots (In front)
- Exterior shots “weak” trajectory
- Exterior shots “strong” trajectory
- Exterior shots with very wide “strong” trajectory (it exceeds the central zone)
- Shots in penetration 6m central zone
- Shots in penetration 6m between 1st and 2nd Defender
- Free shots
Central
- Exterior shot direct trajectory (In front)
- Exterior shots “strong” trajectory
- Central shot in penetration 6m zone
- Shots in penetration 6m between 1st and 2nd Defender
- Shots after 2nd pivot entrance
Pivots
- Frontal zone shots
- Left hand lateral zone shot

- Right hand lateral zone shot
- Zone shots of 1st/2nd Right side
- Zone shots of 1st/2nd Left side
Note: To have always in consideration the side to where is executed the rotation.
Page 8 of 16
Beyond the situations most usual for specific rank, it has also others that must be
enhanced, or for not specific beings of a rank, or to occur often in athlete whose rank
norm not to execute them\;
- 7 Meters
- Any type of shot that a player has often the habit to make that i runs away to the usual
situations of its specific rank.
After the viewing of playlist of each athlete we are ready to discriminate, or not, the
most outstanding characteristics of each one.
The After-game. Critical Analysis

After the game, exists the habit to collect the information of the same and to
make a reflection on the most decisive moments of the meeting.
The analysis is made with the viewing of the shots and achievements. From the analysis
it serves the distinction of the balance made between defenses and goals suffered
according to the following criteria:
Goals: Inside of the standard – Accomplished shots for zones identified in advance
Outside of the standard – Accomplished shots for zones not identified in
advance
Defenses: Inside of the standard –Accomplished defenses for zones identified in
advance
Outside of the standard - Accomplished defenses for zones not identified in
advance
It equally has exchange of ideas and evaluations on behaviors and decisions at
key moments of the game.
Below we have a practical example of what it was above described. AM Madeira
Handball SAD the 32 - 28. AA Águas Santas (2nd Game of the Play-Off)
Picture 1 - Statistical worksheet and analysis of shots.
Page 9 of 16
After analysis of the game, all the shots that were made are discriminated. In it
two great groups appear. The biggest, one becomes related with the set of shots that was
presented in the “Playlist”, that is usual shots in corresponding or usual specific ranks.
Second, “Others”, they are the set of shots that happen that they were not identified in
the accomplished comment. We can give as a simple example, one tip-left that appears
it tip-right to wind up.
The balance is made in the shots that were identified. In the above described
example, we can observe that 64% of the goals suffered in this game were inside of the
standard that was identified, being that only 11% it were not. 25% of the goals had
happened in situations that were not detected.
In terms of defenses of the goalkeeper, 78% were inside of the standard of identified
shots and only 22% are off this same plan. The analysis of this game even proved that
the goalkeepers had been in a plan very negative, because great part of the shots were
for zones identified in advance.
Statistical analysis of an athletic season
Académico Marítimo Madeira Handball SAD

Athletic Season 2015/2016
Championship Fidelidade Handball 1
The athletic season that finished, played in system of Play-Off, provided 29 official
games to Madeira Handball SAD.
The team obtained the 5th place at this regular phase, having obtained equal place after
the dispute of the Play-Offs that allowed the access to the European competitions, more
specifically, to the Challenge Cup.
Page 10 of 16
The presented statistics is the one that is made after the viewing of the games,
accomplished to the detail, and with great credibility.
Page 11 of 16
The 9m shots are part of the same\; 6m\; Tip\; counterattack and 7m. Beyond these
points, it is also recorded on the file technical cooperation , defective techniques, ball
recoveries, exclusions/expulsions and the outside shots and to the post.
Game PO01 Game Result Effectiveness

GK%
Picture 2 - Simple statistical worksheet
Below are presented the games of the period 2015/2016 with the respective result and
effectiveness of the goalkeeper.
Page 12 of 16
1 Fase Regular P.Manuel Madeira SAD V (27-30) 39%
2 Fase Regular Madeira SAD A.Santas V (25-23) 38%
3 Fase Regular Porto Madeira SAD D (29-23) 37%
4 Fase Regular ISMAI Madeira SAD E (29-29) 29%
5 Fase Regular Madeira SAD Horta V (27-19) 39%
6 Fase Regular Madeira SAD ABC Braga D (27-35) 20%
7 Fase Regular Madeira SAD Sporting D (31-32) 29%
8 Fase Regular Benfica Madeira SAD D (29-23) 29%
9 Fase Regular Madeira SAD Fafe V (36-29) 37%
10 Fase Regular Belenenses Madeira SAD V (25-27) 36%
11 Fase Regular Madeira SAD Avanca V (29-24) 37%
12 Fase Regular Madeira SAD P.Manuel V (29-20) 41%
13 Fase Regular A.Santas Madeira SAD V (22-29) 44%
14 Fase Regular Madeira SAD Porto D (26-27) 37%
15 Fase Regular Madeira SAD ISMAI V (41-31) 34%
16 Fase Regular Horta Madeira SAD V (25-28) 36%
17 Fase Regular ABC Madeira SAD D ( 28-27) 33%
18 Fase Regular Sporting Madeira SAD V (28-29) 28%
19 Fase Regular Madeira SAD Benfica D (28-31) 9%
20 Fase Regular Fafe Madeira SAD V (26-30) 33%
21 Fase Regular Madeira SAD Belenenses V (36-30) 30%
22 Fase Regular Avanca Madeira SAD V (31-32) 30%
23 Apº 1-8 Madeira SAD Benfica D (25-26) 28%
24 Apº 1-8 Benfica Madeira SAD D (40-30) 18%
25 Apº 5-8 Avanca Madeira SAD V (18-25) 45%
26 Apº 5-8 Madeira SAD Avanca V (31-20) 43%
27 Apº 5-6 A.Santas Madeira SAD D (29-28ap) 34%
28 Apº 5-6 Madeira SAD A.Santas V (32-28) 24%
29 Apº 5-6 Madeira SAD A.Santas V (28-25ap) 29%
Picture 3 - Table of games, results and effectiveness goalkeeper
Making a comparative analysis to the performance of the goalkeepers and the final
results we come across with the given following:
Resulted Defeats Equalisers Wins

effectiveness
< 30 % 6 (60%) 1(10%) 3 (30%)
30% – 35% 2 (33%) - 4 (67%)
>35% 2 (15%) - 11 (85%)
Picture 4 - Picture of relation between effectiveness of goalkeeper and final result
Conclusions
After comment of the table of results and respective performances of the GK. is
easy to evidence that it has a strong correlation between the effectiveness of the same
and the final result. When the sum of the goalkeepers did not reach 30% of
Page 13 of 16
effectiveness, the team lost in 60% of the occasions, not having profit in 70%. Only
won 30% of the disputed games.
With the effectiveness to enter in the break of the 30 to 35%, the team already
won 67% of games, having lost 33%.
Finally, entering already in values of great effectiveness, above 35%, the team
won 85% of games, having lost 15%.
Thus the higher effectiveness of the goalkeepers higher is the probability of winning.
Trying to cross these data with some accomplished studies we come across with
many data that go of meeting to the numbers above presented. A study accomplished by
Czerwinski (2000) when analyzing the behavior of the goalkeepers during the Europe
Championship of 2000, affirms that, face to the collected data and leaving of the
presupposition that a good goalkeeper reaches a 35% effectiveness, the teams classified
in the 6 first places, with exception of Slovenia, they possessed good, or very good GK.
That is, 35% are presented as a value of reference for a great performance of the GK.,
and
soon with bigger probability of victories
.
Comparatively with a study accomplished in ASOBAL league, we evidence that
the observed data enter in the standard detected by the authors, Xavier Pascual, Carlos
Penalty and Luis Martinez (2010). Analyzing the correlation between the effectiveness
of the goalkeepers enters, the results and the final classifications, were detected the
following standard: the average of classified effectiveness of the GK. of the 4 first (G1)
of Asobal League it ran about 35.71%. The G2 (5-8 class.) the average ran about
31.99%, having the group of 9th/12th class. (G3) and the G4 (group of the last ones) the
29, 58% effectiveness.
Curiously, with 32, 47% of effectiveness in this championship (1161 shots/ 377
defenses) the AM Madeira Handball SAD comes close curiously to the values of the
G2, having stayed in 5th place of the National Championship.
In terms of final conclusion it is then obvious that the goalkeeper has a decisive role in
the attainment of the sports results and respective final classifications. Their actions are
preponderant not only for the immediate result of the defense, as well as to transmit
psychic force to the remaining team and to enable the show of a much more attractive
handball.
Page 14 of 16
Bibliographical references
Bem-Ismail, K. (2001). Paroles de Gardiens. L’équipe Magazine, n.º 977, 48-55;
Barcenas (s/d);
Casimiro, E. (2003). O guarda-redes de Andebol. |em linha| 03/03/2003, 2003,
(http://www.efdeportes.com/efd57/andebol.htm;
Clanton, R. & Dwight, M. (1997). Team Handball. Steps to Sucess. Champaign:
Human Kinetics;
Czerwinski, J.; Taborsky, F. (1997), The goalkeeper. In Basic Handball (pp. 19-28).
Viena: Edições EHF;
Czerwinski, J. (2000). Statistical analysis and remarks on the game character based on
the European Championship in Croatia. Handball- Periodical for Coaches, Referees
and Lecturers, 2000(1), 5-10;
Equisoain, J.; Lezaun, F. (2000). Documentação de apoio ao VII clinic de treinadores
da Associação de Andebol de Braga.Pereira (2008) O Guarda-Redes de Andebol (Parte
1);
Federhoff, E.e Stein H. (1995) Andebol. Editorial Estampa, 2ª Edição. Lisboa;
Gutierrez, D. (2000) Posición y cometido de los porteros. On-line:
http://www.geocities.com/colosseum/field/3190/porteros.htm
Magalhaes, F. (1999). Relaçao entre indicadores de eficácia e a classificaçao final de
equipas de andebol. Dissertaçao de Mestrado.
FCDEF-UP. Porto;
Martini, K. (1980). O andebol. Publicaciones Europa Europa-América:
Nem Martins;
Olson, M. (2001). Introdução à técnica de guarda-redes. Revista 7metros, n.º 1, 18-19.
Pascual X., Pênas C. e Martinez L. (2010) La influencia de la eficácia del portero en
el rendimento de los equipos de balonmano. Apunts, Educacion Fisica y Deportes
Ribeiro, M. (2002) O Guarda-Redes, Andebol Top, 11.
Rivière, D. (1989). Hand-Ball, les conseils d’un entraîneur à ses
joueurs. Paris: Vigot.
Silva, J. (2000). O Sucesso no Andebol. Correlaçao entre indicadores
de rendimento com a classificaçao final. Andebol Top, 1, 3-9.
Silva, J. (2002). A importancia dos indicadores do jogo na discrimina-
çao da vitória e derrota em Andebol. Provas de Aptidão Pedagógica
e Cientifica. FCDEF-UP. Porto.
Page 15 of 16
Spate, D (1993) Léntrainement du Gardien de But. World Handball Magazine IHF, nº
2, p. 35-42.
Sousa, R. (1994). Estudo Monográfico do Guarda Redes – Soren Gottfredsen. Tese de
Licenciatura não publicada, Faculdade de Ciências do Desporto e Educação Física da
Universidade do Porto, Porto.
Thiel, A., Hecher, S. (1993) Handball: Le Gardien de But. Collections Sport +
Imitiation, nº167, p. ill. Paris: Editios Vigot.
Volossovitch, A.; Barbosa, D. y Reinaldo, M. (2002). A influência da
prestação do guarda-redes no rendimento da equipa. Andebol Top,
11, 12-16.
Page 16 of 16
THE EVALUATION OF THE TRAINING EFFICIENCY (ETE).
PRACTICAL EXAMPLE
Torres Tobío, Gabriel

(Real Federación Española de Balonmano)
Table of contents
1. Summary. ...................................................................................................................... 2
2. Keywords. ...................................................................................................................... 2
3. The context of the evaluation in the planning of the training program. ......................... 2
4. The Evaluation of the Training Pedagogic Efficiency (ETE). ........................................ 2
5. When to apply the ETE. ................................................................................................ 4
6. How to evaluate the ETE. .............................................................................................. 4
6.1 Previous example to make theoric comprehension easier. ................................................. 4
6.2 Example of a control card of ETE tasks. ........................................................................... 5
6.3 How to design the exercises for the ETE. .......................................................................... 6
6.4 Explanation of some didactic concepts concerning the exercises. ................................... 6
6.5 The appropriate number of exercises for the ETE. ........................................................... 7
6.6 The periodization of the level of success in targets/aims for the ETE. ............................... 8
6.7 Level of analysis of aims and its formulation for the ETE. ................................................ 8
7. Example of a progression of exercises finishing with exercises of the ETE. ................ 10
7.1 Example chart of a program of training tasks. ................................................................ 10
7.2 Chart of aims for the practical example. ......................................................................... 10
7.3 Example of a progression of exercises for the main part of the sessions. ......................... 11
7.4 Example of a selection of ete exercises. ............................................................................ 20
8. References. .................................................................................................................. 22
1. SUMMARY.
The Evaluación of the Training Efficiency -ETE- (evaluation of pedagogic efficiency) is a
continuous (formative) assessment or evaluation of the control of success in aims, in its
operative level (evaluable – quantifiable). The control of efficiency is based in models of
teaching intervention called “process-product” (result-product of the process). We must take into
account that the player experiences significant learnings with efficient results. It is a criterial
evaluation (it observes player’s dominion of particular playing conducts). It evaluates the
efficiency of the training process. The ETE is applied during training microcycles. The
evaluation of the training efficiency is carried out, at the very least, in the last session of each
microcycle (every 8 -10 -12 sessions / depending on the number of team training sessions). The
last session of a microcycle will consist in the evaluation of training efficiency, through those
more representative and significant tasks which resemble or approach to real playing, or/and can
also be related to competition conducts/behaviour (match) practiced or trained by the team
(Playing pattern and team strategy), and selected among all those carried out in the microcycle
sessions.
2. KEYWORDS.
Handball, training process, formative assesment, evaluation of training efficiency.
3. THE CONTEXT OF THE EVALUATION IN THE PLANNING OF THE TRAINING

PROGRAM.
We place ourselves in the context of a club basic aims:
Figure 1: Context of program
In order to understand this issue more easily, we will place ourselves in the context of a practical
assumption, with the aid of this orientative diagram of a planning-programming pattern with
didactic groundwork.
4. THE EVALUATION OF THE TRAINING PEDAGOGIC EFFICIENCY (ETE).

The ETE is an interactive and continuous mechanism of adjustment of Didactics which has the
purpose of controlling the efficiency of training… in order to “control the efficiency” (product
– result of the process). This is necessary to the evaluation of outcomes and training process, and
continuous assessment of pedagogic efficiency (formative assessment concerning player’s
progress), pointed to the control and adequacy of training targets/objectives.
2
Figure 2: The ETE in orientative diagram of a planning-programming
The Evaluation of Training Efficiency (ETE) is a continuous (formative) assessment or

evaluation of the control of success in aims, in its operative level (evaluable – quantifiable).
The control of efficiency is based in models of teaching intervention called “process-product”
(result-product of the process). We must take into account that the player experiences significant
learnings with efficient results. It is a criterial evaluation (it observes player’s dominion of
particular playing conducts). It evaluates the efficiency of the training process.
Figure 3: Context of the ETE in the formative assessment
3
Possibilities of use, for:
(1) Diagnostics: To rate/evaluate team physical condition. To identify deficiencies or alterations.
(2) Classification: To designate a category to each player.
(3) Formative Assessment: To rate the level of instruction or efficiency of training (ETE).
(4) Evaluation of the efficiency of the teaching methodology.
(5) Prediction: To orientate conducts and possibilities of every single sports person.
(6) Selection: To chose or refuse a player; to detect and select talented players; To track players.
5. WHEN TO APPLY THE ETE.

 The ETE is applied during training microcycles.
 The evaluation of the training efficiency is carried out, at the very least, in the last session of
each microcycle (every 8-10-12 sessions / depending on the number of team training
sessions).
 The last session of a microcycle will consist in the evaluation of training efficiency, through
those more representative and significant tasks which resemble or approach to real playing,
or/and can also be related to competition conducts/behaviour (match) practiced or trained by
the team (Playing pattern and team strategy), and selected among all those carried out in the
microcycle sessions.
Figure 4: Table of example sessions tasks, in microcycles
6. HOW TO EVALUATE THE ETE.
6.1 PREVIOUS EXAMPLE TO MAKE THEORIC COMPREHENSION EASIER.
 Example aim: “Players improvement of running pass-reception progressing towards goal

area with 2:1 opposition”
 Example sessions tasks:
 (t5) To pass-receive in running progression towards goal area, with 2:1
opposition without losing the ball…
 (t8) The same, with a 2nd defender who conditions speed trying to reach a 2:2
opposition (the task can be conditioned with a given amount of seconds to reach goal
area, of passes to be completed…)
 (T10) To be able to pass-recieve in running progression from one goal to the other …
with 2:1 opposition … without the pass being intercepted or the ball player touched
… to throw to goal with precision …, before the 2nd defender reaches a 2:2 opp
(seconds to reach goal area, nº passes) … 10 attempts with different mate and
defender …
4
 1-10 scale: 1-2 very bad /3-4 bad /5-6 fine /7-8 very fine /9-10 excellent.
Figure 5: Example of sessions tasks and ETE tasks
6.2 EXAMPLE OF A CONTROL CARD OF ETE TASKS.
Figure 6: Example of a control card of ETE tasks

5
6.3 HOW TO DESIGN THE EXERCISES FOR THE ETE.
 The exercises (tasks) for the sessions must be design with a progression (simple to
complex,…) until reaching the terminal exercises of the training microcycle
 La construction of exercises will follow the principles of design of methodologic
progressions (level of analysis of tasks: perception-decision-performance…)
 The ETE exercises for the last session of a microcycle will be those more representative
and significant ones which resemble or approach to real playing, or/and those which
can also be related to competition conducts/behaviour (match) practiced or trained by
the team (Playing pattern and team strategy), and selected among all those carried out
in the microcycle sessions
 The complete formulation of an operative evaluable objective-task will have 5
fundamental and precise directions:
 Subject who produces the wanted change
 Conditions (variable, situation) in which the conduct must be developed
 The observable conduct-behaviour which will prove the achievement of the aim
 The performance/output criterion (product) of the expected behaviour
 Quantifiable criteria (scale) which determine whether the product or result is
satisfactory or not (pedagogic efficiency)
6.4 EXPLANATION OF SOME DIDACTIC CONCEPTS CONCERNING THE

EXERCISES.
A factor to be taken into account in relation to the structure and performance of the practical
session of training, is that the trainer in his/her interaction with the players must communicate
the exercises instructions focusing his/her educational message on five essential aspects. Let’s
see the example in the three following slides.
The trainer, in his/her interaction with players, during the performance of the training sessions,
must communicate, regarding the exercises: a) el objective/aim, and b) The instructions,
focusing on 5 essential aspects:
Figure 7: Five essential aspects to describe of the tasks of the exercises
6
Figure 8: Example of the five aspects of the exercise sheet structure
6.5 THE APPROPRIATE NUMBER OF EXERCISES FOR THE ETE.
The quantity-volume of evaluation exercises to be established in the program will depend on

the following determining variables. Example:
Figure 9: What number of assessment tasks? (*) Different or repeated exercises
7
6.6 THE PERIODIZATION OF THE LEVEL OF SUCCESS IN TARGETS/AIMS FOR
THE ETE.
Figure 10: Periodization of the level of success in targets/aims for the ETE
6.7 LEVEL OF ANALYSIS OF AIMS AND ITS FORMULATION FOR THE ETE.
Figure 11: Level of a analysis of aims and its formulation for the ETE
8
During the session, one of the tasks (the last one) must be formulated operationally in a
concrete and quantifiable way:
(1) Example: “To be able to pass-receive in running progression from one goal to the other
with 2:1 opposition, managing to reach goal area without losing the ball, without the
player with the ball being touched, without passing backwards and managing to throw
with precision. To achieve this 7 out of 10 attempts”.
This operative objectives are usually evaluated in one of the sessions (end of every microcycle)
of the program sequence (evaluation of training efficiency - ETE); in order to observe the level
of success in the microcycle objectives.
This scalar criterion of objectives formulation, in order to be able to establish the ETE to control
the training efficiency, may be flexible and depends on the trainer, and on the level of didactic
analysis of content developed by the trainer. For example:
Figure 12: Scalar criterion of objectives formulation
The ETE regulate the architecture of the teaching-training process, in order to achieve particular
objectives... in a period of time”… We referring to the architecture of the structure of the motor
learning process…To the motor learning theorie “Trial-error learning” (Cognitive theories).
It takes into account the different types of error in the achievement of an objective; establishing
an auxiliary sequence for every single error (Multiple choice branching program)
Figure 13: Multiple choice branching program
9
7. EXAMPLE OF A PROGRESSION OF EXERCISES FINISHING WITH
EXERCISES OF THE ETE.
7.1 EXAMPLE CHART OF A PROGRAM OF TRAINING TASKS.
7.2 CHART OF AIMS FOR THE PRACTICAL EXAMPLE.
Figure 14: Formulation of aims/objectives for the practical example
10
7.3 EXAMPLE OF A PROGRESSION OF EXERCISES FOR THE MAIN PART OF
THE SESSIONS.
Figure 15: Situations of group of exercises for the pratical example
Figure 16: Exercise t28 (in 2:1 situation)
11
12
Figure 19: Exercise t31 (in 2:1 to 3:2 situation)
13
14
Figure 23: : Exercise t35 (in 3:2 situation)
15
Figure 26: : Exercise t38 (in 3:2 to 4:3 situation)
16
17
18
19
7.4 EXAMPLE OF A SELECTION OF ETE EXERCISES.
Example of a possible selection of exercises: a) More similar to play. b) There must be transfer
to goals (players). c) Selection exercises : t32 and t40 or t37 and t43.
Figure 33: Exercise ETE (t32, in 2:1 to 3:2 situation)
20
21
8. REFERENCES.
Antón, J. (1990). Balonmano: Fundamentos y etapas de aprendizaje. Ed. Gymnos, Madrid.

AA.VV. (1992). Balonmano. Ed. Comité Olímpico Español.
Benítez, Luis Manuel Timón, & Gamarro, Fran Hormigo. (2010). El Balonmano en la Escuela.
Nuevos enfoques metodológicos y actividades para su Enseñanza en la Escuela y Clubs
Deportivos: Wanceulen SL.
Blázquez Sánchez, Domingo. (1990). Evaluar en educación física: Barcelona, Inde.
Bonnefoy, Georges, Né, Robert, & Lahuppe, Henri. (2000). Enseñar balonmano para jugar en
equipo (Vol. 503): Inde.
Brau-Antony, S, & de Balonmano, Federación Española. (1991). La evaluación formativa en
balonmano: Federación Española de Balonmano, Escuela de Entrenadores.
Sicilia Camacho & Delgado Noguera: Educación Física y estilos de enseñanza. INDE
Publicaciones, Barcelona, 2002.
Godbout, Paul, & Richard, Jean-Francois. (2000). Formative assessment as an integral part of the
teaching-learning process. Physical & Health Education Journal, 66(3), 4.
Gréhaigne, Jean-Francis, Richard, Jean-François, & Griffin, Linda L. (2005). Teaching and
learning team sports and games: Psychology Press.
Gréhaigne, Jean-Francis, & Godbout, Paul. (1998). Formative assessment in team sports in a
tactical approach context. Journal of Physical Education, Recreation & Dance, 69(1), 46-51.
Lucea, Jordi Díaz. (2005). La evaluación formativa como instrumento de aprendizaje en
Educación Física (Vol. 35): Inde.
Martin, Dietrich, Carl, Klaus, & Lehnertz, Klaus. (2007). Manual de metodología del
entrenamiento deportivo (Vol. 24): Editorial Paidotribo.
Ortín, Nuria Ureña, Lara, Encarnación Ruiz, López, Francisco Alarcón, García-Pellicer, Juan
José, & García-Jiménez, José Vicente. (2008). Experiencia en torno a la evaluación formativa y
compartida en el ámbito universitario en la asignatura Balonmano. Paper presented at the IV
Congreso Internacional y XXV Nacional de Educación Física (Córdoba, 2-5 de abril de 2008):"
los hombres enseñando aprenden". Séneca (Epst. 7, 8).
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Torres, G., & Crespo, R. (2010). Balonmano. Contraataque: Guía práctica de ejercicios para el
juego de transición. Santiago de Compostela: Sadega Publicaciones.
Torres, G, Fariña, L.M, Román, J.D, Saavedra, M., & Avila, A. (2009). Balonmano: Pruebas de
evaluación para el seguimiento y selección de talentos en la formación de jugadores.
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Vigo: Sagois.
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Editorial Paidotribo.
22
Title: Emotions and Emotional Regulation in Contexts Sports :
Case-study with senior team of handball
Author : Gabriel Filipe de Sá Santos Oliveira

Index
Theoretical Assumptions and Models Concept 1
Emotions in Contexts Sports 1
Cognitive and Motivational Processes in Emotions 2
Self-regulation to Emotional Regulation 3
Empirical study 6
Sample 6
Instruments 6
Procedure 8
Descriptive analysis 8
Correlations analysis 10
Predictors analysis Threat Perception 12
Conclusions 12
Bibliographic references 14
Theoretical Assumptions and Models Concept
Emotions in Contexts Sports
The influence of emotions on the performance of athletes is evident not only on account
of the same, as in several investigations that have been developed in the area in recent
decades (see Skinner & Brewer, 2004; Lazarus, 2000; Cleary & Zimmerman, 2001 ;
Cruz, 1996a; & Cruz Barbosa, 1998; Day 2005). As indicated by Goldin, McRae,
Ramel and Gross (2008), the emotional state influences the attention (Veilleumier,
2005), the decision making process (Bechara, Damasio & Lee, 1999), memory (Phelps,
2006) and physiological responses (Cacciopo, Gerston, Larsen, Poehlmann & Ito,
2000), the most influential factors in the performance of athletes.
The sports context, given its singularity, it shows a unique context where they lived
emotions are not necessarily the same as those experienced in other achievement
contexts. Although the influence of emotions on the performance of athletes is widely
recognized, the vast majority of studies on emotions focus particularly on the anxiety
study, abandoning the study of the impact of other emotions in the performance of
athletes. In this sense, the emotions, being a critical factor in individual and / or
collective performance, have generated in Sport Psychology, a growing interest and
recognition of the lack of a more balanced view of the phenomenon experienced by
athletes (Dias, 2005). Anxiety has been always considered the emotion that has more
influence on the athlete's performance. This emotion arises before the possibility of a
threat and when personal resources to deal with this situation are insufficient, increasing
the sense of vulnerability. For several years, the dominant paradigm was that high levels
of anxiety had damaging effect on athletic performance. However, this anxiety view has
been contradicted by considering that optimal performance may, alongside other
psychological skills, the continuing mobilization effort. Thus, it has been shown that
individual differences in response to competitive stress in the sense that many athletes
have better performances when their anxiety levels are high or low, but not moderate
(Hardy, 1996, 1997; Jones 1995 ; cit in Dias, 2005).
1
Cognitive and Motivational Processes in Emotions
The emergence of an emotion is due to the perception of the individual that something
is considered important to you is "in play" and how the stimulus in question is evaluated
determines the emotional response.
There is no doubt the idea that there are inter and intra-individual differences in
emotional reactions to similar situations. However, the emergence of an emotion
depends on the relative significance assigned (damage, loss, threat, challenge or benefit)
and expectations able to deal with the situation in question (Lazarus, 2000). The theory
of cognitive evaluation of emotions assumes that the emotional response depends on
how the situation is interpreted and evaluated. The emotional response to a given
situation is a reflection of how it is understood by some specific evaluation dimensions
such as the importance of the event, the perceived controllability, expectations and
perception of responsibility over this. So for the same situation, the emotional responses
are different from individual to individual (Siemer, Mauss, & Gross, 2007). In a
particular situation, the individual pays attention to certain aspects of this situation by
giving them a personal meaning, which enables a coordinated and flexible response of
behavioral systems, experiential and physiological (Gross & Thompson, 2007). Each
emotion is associated with different patterns of evaluation. Situations that satisfy or
seem to come to satisfy the individual needs tend to generate positive emotions. On the
contrary, negative emotions tend to arise when the situations in which the individual is
not meeting your needs (Frijda, 1988). In general, damage assessments relate to the
perception of a loss that has already occurred, challenge assessments with assessments
of something difficult to achieve, but with anticipation gains threat relates to potential
losses assessments and reviews benefit relate to gains assessments already conquered.
Thus, the meaning attributed to the situation is different for each emotion that arises,
and is on requirements and resources perceived to each situation. Lazarus (1991)
suggests a functional and bidirectional relationship between cognitive and emotional
aspects, in which the emotions are the result of the evaluation of the importance of the
situation for the own well-being. In other words, they are a response to cognitive
activation that gives meaning to the situation. Cognitive aspects are sufficient and
necessary for the emergence of an emotional state: enough condition to be being able to
produce emotions and necessary condition for emotions do not arise without the
occurrence of cognitive activity.
2
Specifically, facing a performance situation, individual responses may vary from total
immobilization to the excitement, depending on the assessment made of the situation
and their capacity to deal with it. Coping expectations relate to how emotions are
managed and regulated, and are the second evaluations in this process, coming after
assigning a meaning to the situation, and the activation of an emotional state (Lazarus,
2000).
The emotional result of a situation is also the way it is expected to deal with the
requirements of this situation - the coping strategies used. How to manage demanding
situations is a key feature for excellent athletes (Sagar, Lavallee, & Spray, 2009).
Self-regulation to Emotional Regulation
Self-control is a deliberate and conscious process on the ability to change the usual and
automatic personal responses and adapts them to ideal standards, values and moral and
social expectations, aimed to the goals set long-term (Baumeister, Vohs, Tice & 2007).
Dependent on a limited power source, glucose, self-control capacity will be worn-out
with use. This energy source seems to be common to several areas of self-control:
emotional regulation, control of attention and performance optimization. Knowing how
to deal with sources of stress requires the exercise of self-control, since it requires the
control of attention, emotions and thoughts. Thus, who has better self-control powers
seems to be more able to cope with stressful situations. The own emotional regulation
has the energy self-monitoring, since for deletion or amplification emotional states is
necessary to use self-monitoring features (Gaillot & Baumeister, 2007).
The notion of "will power" seems to be a central aspect in the self-control energy
model. This model argues that the ability of self-regulation depends on a limited source
of energy that is consumed depending on situations arise where their exercise is
necessary. Thus, consecutive tasks that require self-control causes it to deteriorate as is
used. The total use of self-control skills is called "ego exhaustion" and is reflected in the
individual's inability to self-control. However, given the importance and usefulness of
the competence of self-control, their total exhaustion would be unwise. Thus, the ego
exhaustion is possible to overcome if what is at stake in the situation is of high
importance for the individual. At the same time, the regular practice of self-control
skills allows the "willpower" is strengthened, increasing the resistance to exhaustion.
Self-control efforts in an area favor the self-control in other areas, for example, self-
3
control efforts in social areas favor the self-control in sports fields.
The anticipation of new situations where the use of self-control is necessary can help the
individual to limit the "energy costs" in order to prevent exhaustion of the ego. The
simulation scenarios "if, then" help the individual to guide their behavior, requiring less
use of self-control (Baumeister, Vohs, & Tice 2007).
In relation to emotional regulation processes, this relates to the process by which

individuals influence the emotions they have, when they have and how they experience
and express these emotions. It can be controlled or automatic process, consciously or
unconsciously, which involves the initiation or maintenance of emotional responses
(Gross, 2008; Oschner & Gross, 2006). Contrary to what would first suggest emotional
regulation is not limited to reducing or stopping negative emotional states. Rather, this
also involves intensifying or generating negative emotional state, and the decrease in
positive emotional states (Masters, 1991; Parrott, 1993; Wegner & Bargh, 1998; cit in
Gross, 1998).
Emotions arise within an individual interaction context with the environment in which
attention is paid to specific aspects of it. To these aspects are assigned personal
meanings, in turn, generating coordinated responses and flexible behavioral,
physiological and experiential systems. That is, it is assessed familiarity, valence and
relevance of the situation on the basis of personal goals and is the resulting assessment
giving rises to emotional responses. Moreover, emotional responses can, by itself,
change the situation that originated them.
For the author, each phase of emotions forming process is a possible phase of emotional
regulation. Thus, for each phase of the proposed modal model (situation, attention,
assessment and response) are associated with different strategies of emotional
regulation: Selection or modification of the situation, "enlargement" attentional,
cognitive change and response modulation.
The selection of the situation refers to the approach or avoidance of certain situations
(involving people, places or specific objects) in order to regulate emotions,
presupposing knowledge, by the individual, the life characteristics or past situations and
emotional responses in these situations. It is therefore important that the individual has a
high degree of self-knowledge so that the options on the situations to seek or avoid it
are beneficial (Leary, 1986; cit in Gross, 1998).
4
The use of active efforts to change the situation you are in, in order to change the
emotional impact corresponds to the active coping identified by Lazarus and Folkman
(1984; cit in Gross, 1998). The boundaries between selection and modification of the
situation are not always clear since the efforts to change a situation may be creating a
new situation.
The "enlargement" refers to attentional redirection attention to various aspects of the

situation. Thus, there is shown an internal version of the selection situation since
attention is redirected to meet the other important aspects thereof (Gross, 2008).
Strategies related to the attentional focus change can be grouped into distraction
strategies, concentration or rumination. Concentration is the ability to recruit all
cognitive skills, and allows states to achieve "transcendent", which Csikszentmihalyi
calls "flow state." Distraction, in turn, is focusing attention on non-emotional aspects of
the situation or the total diversion of attention of any aspect of the situation. Focusing
on feelings and their consequences, increasing its negative impact concerns the
rumination (Gross, 1998).
It is known that emotion comes after assigning a meaning to the situation. So, change
the type of assessment carried out, changing consequently the meaning given, changes
the emotional impact of the situation. This strategy, called cognitive change involves
changing evaluations of the way the situation is evaluated or the skills to deal with their
demands (Gross, 1998).
Finally, the modulation of emotional responses is the last of the strategies to "take
action", which means that operates on the last step in the process of generating
emotions, emotional response. The most common form of this strategy is the emotional
suppression, and corresponds to the reduction or elimination of behaviors of emotional
expression. However, suppressing emotional responses does not decrease the negative
impact, and can lead to increased activation of sympathetic nerves system, more
particularly the cardiovascular system (see Gross, 1998).
Generally speaking, strategies can be separated into two categories: strategies focused
on strategies focused on the history and response. The selection and modification of the
situation, Attentional enlargement and cognitive change strategies are focused on
history as occurring before the occurrence of an emotional response. Rather, the
response occurs after modulation to generate an emotional response (Gross, 2008).
5
It then becomes important that the individual learns to cope with strong, sometimes
counterproductive actions that are part of the emotional range, and being its regulation a
crucial component. Understanding the emotions that are activated before, during and
after the competition, the personal vulnerability to these emotions and the best way to
deal with them are so capital aspects to sports performance (Lazarus, 2000).
Empirical study
The behavior toward goals (particularly for high income levels) and the struggle for
excellence in achievement contexts seem to imply a set of processes and self-regulation
strategies, including not only focusing processes in the task but also regulatory
processes cognitive and emotional (see Schutz, Distefano, Benson, & Davis 2004).
Sample
The sample is a convenience sample (Almeida & Freire, 2004) consists of athletes
practicing Handball for the senior level of a handball club of the 1st National Division.
Participated in the study a total of 17 male athletes.
Instruments
According to the defined objectives and variables studied, the following instruments
were used:
EREDCD: Emotional Adjustment Scale During Sports Competition. In the case of
school tests and exams, Schutz et al (2004) developed an instrument to measure
emotional control during the tests "(" Emotional Regulation During Test-taking "-
ERT), which includes items spread across four dimensions-eight subscales:
Dimensions Sub-scales
Congruence of goals
Cognitive Assessment Process
Action / Personal Influence
Efficacy in Resolution Problems

Focusing processes in Task
Focusing processes in Task
Processes "Regaining" Focusing on the Tension Reduction

Task Importance of Revaluation
6
Thoughts "optimistic / willing and hope"
Process Focused on Emotions
Self-Blame
Emotional Adjustment Scale During the Sport Competition is a version adapted for
sports contexts of ERT (Cross, 2008) and includes 38 items that are answered in Likert
type format scales of 5 points (1 = Almost Never 3 = Sometimes; 5 = most times). The
general statement is as follows: "As you answer the questions that follow, do not think
only in tests / games in this competition, but think about the games / events and during
sports competitions in general."
EAC - Self-Control Scale a version translated and adapted by Cruz (2008) of "Self-
Control Scale" developed initially by Tangey, Baumeister and Boone (2004) was used.
This tested scale and applied in different performing contexts (such as academic or
social, see Finkenaner, Engels, & Baumeister, 2005), to evaluate "the ability of people
to control their impulses, change their emotions and thoughts and disrupt trends
unwanted behavior "(Finkenauer, Engels & Baumeister, 2005, p.61). The AEC is
composed of 36 items answered in a Likert scale of 1 (None) to 4 (very). Examples of
items are "I'm good to resist temptations" and "I do things that are bad for me if they are
fun." This scale allows to extract a "score" total self-control that varies from a minimum
of 36 and a maximum of 144. Higher values on this scale therefore reflect higher levels
of self-control.
EACC - PA: Cognitive Assessment Scale Competition - threat of Perception. It

consists of a scale to assess the overall style of primary cognitive assessment. That is
evaluates "what is at stake" in sports competition, from the perspective of each athlete
and that leads them to experiment stress and anxiety in sports competition. The EACC-
PA is adapted of developed similar instruments and applied by Lazarus and
collaborators in other applied contexts (Lazarus, 1991c; Lazarus & Folkman, 1984;.
Folkman et al, 1986) and can be applied at Dash version (which calls to athletes to
indicate the extent to which each statement applies to the case, in general) or, in the case
of release state, in relation to a particular competition. This range includes 8 items,
answered, each on a scale Likert 5 points (1 = Not applicable; 5 = applies very). The
total score of EACC-PA, the sum of the values assigned to each item may vary between
7
a minimum value of 8 and a maximum of 40. Higher scores reflect the tendency to
realize sports competition as more threatening or realize higher levels of threat to the
ego, self-esteem and personal well-being generated by competition. An additional
advantage of this scale is that it allows, by analyzing individual items, analyze which
aspects that are realized as more threatening in sporting competition and, consequently,
what are the main sources of stress and anxiety in sports competition (Cruz, 2008).
EAD-2: Anxiety Scale in Sport. This is a translated and adapted version by Cruz and
Gomes (2007) of the Sport Anxiety Scale - 2 (SAS-2), recently developed by Smith,
Smoll, Cumming & Grossbard (2006). This scale aims to assess, multi-dimensionally,
the trait anxiety. Evaluates individual differences in Somatic Anxiety trait and the two
dimensions of Cognitive Anxiety - Worry and Disorder Concentration.
Constituted by a total of 15 items, that are distributed by three subscales (5 items per
scale). The subjects respond in a Likert scale of 4 points, in which scores of each scale
are obtained by adding the assigned values and can obtain a "score" total Competitive
Anxiety adding the totals for each subscale. The scores for each scale range from a
minimum of 5 and a maximum of 20 points. The "score" total SAS-2 is "a general index
of anxiety sports performance" (Smith et al., 2006, p. 487).
Procedure
Athletes individually responded to the measures and instruments after the end of the
final stage of its league in 2015/2016 season.
Descriptive analysis
Minimal Maximu Minimu Maximu Standard

Possible m Value m value m Value Average deviatio
Value Possible Obtained Obtained n
Self-control 13 65 39,00 58,00 49,2000 4,95984
Threat appraisal 1 5 1,73 4,27 2,9273 ,65031
8
Challenge appraisal 1 5 3,20 5,00 4,1286 ,62071
Somatic anxiety 1 4 1,00 2,00 1,4267 ,33693

Worry 1 4 1,60 3,60 2,2667 ,62640
Concentration Disruption 1 4 1,00 2,00 1,2933 ,34531
Goal Congruence 1 5 2,17 5,00 3,7222 ,77579
Agency 1 5 3,00 5,00 4,0267 ,47127
Task Problem Efficacy 1 5 3,00 5,00 3,8500 ,63246
Task-Focusing Processes 1 5 2,40 4,80 3,8800 ,67103
Tension Reduction 1 5 3,25 5,00 4,0167 ,58605
Importance Reappraisal 1 5 1,20 4,00 2,6800 ,81696
Wishful Thinking 1 5 1,00 3,20 1,8667 ,60317
Self-Blame 1 5 2,20 5,00 3,3600 ,83905
The sample athletes have, on average, higher self-control capacity and more challenging
than perception of threat before the competition. Regarding the dimensions of
competitive anxiety have low levels of somatic anxiety and disturbance of concentration
but have high concern rates with the yield in sports competition.
Finally, emotional regulation strategies they use more are personal action strategies
(perceived control and influence on their personal income and sports competition) and
tension reduction (strategies for relaxation and reduction of competitive anxiety).
Rather, the strategies used less are the wishful thinking (hoping that something will
happen to resolve the situation or that it will be resolved by itself) and re-evaluation of
the importance of competition (new assessment of the importance of the game for
themselves and their personal goals).
9
Correlations analysis
The data indicate that, for this sample, there are the following relationships between the
variables in studies:
positive relationships  Challenge Perception

with  Effectiveness in solving problems

Self control
negative relationship Disturbance of concentration
with  wishful thinking
Threat positive relationships  Challenge Perception
Perception with  Concern
 Self-control
 threat perception

positive relationships
motivational congruence

Challenge with
Personal Action

Perception
Effectiveness in solving problems

negative relationship
Disturbance of concentration
with

somatic positive relationships
Disturbance of concentration
anxiety with
positive relationships  Threat Perception

Concern
with motivational congruence

Somatic Anxiety
Disturbance of with
concentration negative relationship  Self-control
with  Challenge Perception
 Challenge Perception
 Concern
motivational positive relationships  Personal Action
congruence with  Effectiveness in solving problems
 Focus on task
 Tension Reduction
10
 Challenge Perception
Action /  motivational congruence

personal Effectiveness in solving problems

with
influence Focus on the task
1. Self-control
2. Challenge Perception
Effectiveness 3. motivational congruence

in problem 4. Action / personal influence
with
solving 5. Focus on task
6. Tension Reduction
 motivational congruence
Focusing on positive relationships  Action / Personal Influence
the task with  Effectiveness in solving problems
 motivational congruence
Tension positive relationships  Action / Personal Influence
Reduction with  Effectiveness in solving problems
 Focus on the task
Revaluation of

the importance Self-Blame
with
of competition

wishful Negative
Auto-control
thinking relationships with
positive relationships  Re-evaluation of the importance of
Self-Blame
with competition
(NOTE: A positive ratio indicates that the higher the presence of a larger variable is the
presence of the other.
A negative ratio indicates that the smaller the presence of a variable lower the presence
of the other).
11
Predictors analysis Threat Perception
Predictors of Threat Perception Coefficient β

R² Z p
Competition standardized
Somatic anxiety 0,33
Concern 0,60 5,38 0,16 0,63
Disturbance of concentration -0,24
Among the three dimensions of competitive anxiety analyzed the main predictors of the
perception of threat in the competition.
The analysis indicated that the three dimensions of anxiety predict competitive anxiety,
and somatic anxiety and worry are positive predictors (more somatic anxiety concern
foretells greater threat perception in competitive sport) and disturbing the concentration
is a negative predictor (higher concentration predicts less perceived threat in the
competition).
Conclusions
Starting from theoretical and conceptual models in the field of emotions, motivation and
emotional regulation, developed in sports context, this study aimed, in general, to
analyze the "cognitive functioning”, motivational and emotional of a group of handball
athletes.
So a first data of this study confirmed the advantages of integrating and simultaneously
study processes and variables of cognitive nature, motivational and emotional. The
results seem to prove previous studies in contexts beyond the sport, suggesting the
involvement of cognitive assessment processes (eg threat perception) and motivational
(eg achievement of goals and perfectionistic beliefs) not only in two of negative
12
emotions more frequent and prevalent in sport (anxiety and anger), but also in
emotional regulation strategies used by athletes during competition sports competition.
This study showed that this particular group of athletes the self-monitoring indicators
and perception of challenges are higher than the threat perception before the
competition in which they are involved. Also have higher rates of concern with your
income during the competition, in contrast with low rates of anxiety and disruption to
their concentration. As to emotion regulation strategies, the most used are the personal
action and reduction of tension rather than wishful thinking strategies and reassessment
of the importance of competition. These indices show us that these athletes are aware of
its influence during the competition and are concerned to create their own strategies for
relaxation and reduction of anxiety. On the other hand the hope that something will
happen to resolve the situation or it resolves itself and the revaluation of the importance
of the game for you and your personal goals, they do not seem to be strategies of
emotional regulation during competition. These indicators can show the excellent ability
of athletes to remain focused during competition in the objectives to be achieved, not
allowing potential distraction factors or creating anxieties, change such focus. In general
we can say without much room for doubt that before the results, almost all variables of
cognitive, motivational and emotional nature are related in a positive way that is, this
group of athletes react to different variables during the competition a so that the group
focus on achieving its objectives, whether personal or team. There are only a few
variables that in the future we should be more alert as they could somehow negatively
influence their concentration, wishful thinking, effective problem solving, challenge
perception, reassessment of the importance of competition and self-control. However
the motivational and personal influence variables help the athletes, individually and in
groups, may overcome these negative relationships that some variables can influence.
Variables, such as perception of challenge, concern, personal action, effectiveness in
problem solving, focusing on the task, positively help in reducing stress of athletes
during competition.
Finally and to confirm the results, the analysis of the three dimensions of anxiety
confirm that the group at the time of competition does not arise in "risk", keeping
somatic anxiety levels and low concern and has a good perception the threat.
13
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Cleary, T., & Zimmerman, B. (2001). Self-regulation differences during athletic

practice by experts, non-experts and novices. Journal of Applied Sport Psychology, 13,
185-206.
Cruz, J. (1996a). Stress, ansiedade e competência psicológicas nos atletas de elite e de

alta competição: Um estudo da sua relação e impacto no rendimento e no sucesso
desportivo. Psicologia: Teoria, Investigação e Prática, 1, 161-192.
Cruz, J., & Barbosa, L. (1998). Stress, ansiedade e confronto psicológico na competição
desportivas: Uma nova abordagem de natureza cognitiva, motivacional e relacional.
Psicologia: Teoria, Investigação e Prática, 3, 021-070.
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compreensão à necessidade da sua gestão. Dissertação de Doutoramento não publicada.
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Personality and Social Psychology 54:466-475.
Finkenauer, C., Engels, R., & Baumeister, R. F. (2005). Parenting behaviour and
adolescent behavioural and emotional problems: The role of self-control. International
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Frijda, N. (1988). The laws of emotions. American Psychologist, 43, 394-358.
Gaillot, M., & Baumeister, R. (2007). The physiology of willpower: Linking blood
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Gross, J.; & Thompson, R. (2007). Emotion regulation. Conceptual foundations. In

Gross, J. (Eds) Handbook of emotion regulation. New York: Guilford Press.
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Gross, J. (2008). Emotion and emotion regulation. Personality processes and individual
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352-367.
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15
THE ROLE OF THE ASSISTANT
COACH IN A TOP-LEVEL TEAM
Hugo Miguel Monteiro Fernandes Canela

Federação Portuguesa de Andebol
Summary
The objective of this thesis is to approach, using an experience lived for four years, with
two different coaches, the role of an assistant coach in a male handball team.
The aim is to reflect upon the work developed throughout four years, the duties and
responsibilities, always bearing in mind the required qualities to embrace this job.
Key words: Assistant coach, head coach, duties, responsibilities, characteristics.
2

Index
Introduction...…………………………………………………………………………....4
From the beginning to the present……………………………………………………….5
Performed duties…..……………………………………………………………………..6
From 2012 to 2015.………………………………………………………………7
In 2015/2016 season.…………………………………………………………….8
Challenges in the assigned tasks.………………………………………………………...8
Assistant coach´s duties...………………………………………………………………..9
Ten required qualities.………………………………………………………………….10
Assistant coach evolution.……………………………………………………………...13
Final assessments.………………………………………………………………………15
Bibliography……………………………………………………...…………………….17
3

Introduction
The complexity of a handball high level competition team, requires, more and more,
well defined roles that must be performed by specialists in specific areas, such as,
physical therapists, doctors, officers, physical preparers, goalkeepers’ coach, assistant
coach, always guided by the head coach.
Each team, depending on the budged and organization, builds a technical team that
allows them to successfully accomplish their goals.
Even in well-structured teams and with some investment, it is sometimes needed to
have a person that is able to do more than one job, for proper development of the
planned program.
In the middle of this panoply of roles one role appears, not being the main focus and
working most of the time in the background, maybe even having to be versatile, this
role is fundamental for the good development of a project.
I am referring to the assistant coach’s role.
“The assistant coach has, as main assignment, to assist the head coach, to give
suggestions, to execute chores, to resolve problems, to cooperate with everyone
involved in the project and to help as much as possible the head coach.
A good assistant coach may greatly facilitate the job of a head coach.”
(Wotten and Wotten, 2013, p. 49)
However, my beliefs weren’t always these, or these clear, on the beginning of my job as
assistant coach in a high level competition team.
The lived experiences, the reflections made combined with the working hours, the fact
that there was little literature referring to this subject, between 1970 and 2008, less than
two percent of the Science investigation about coaching, focused specifically the
assistant coaches’ theme (Gilbert, Rangeon, & Bruner, 2012; Gilbert & Trudel, 2004),
challenged me to do this job and brought me to this reflection.
Therefore, I intend, along this thesis, to define and reflect on the tasks associated to the
job of an assistant coach, his obligations and the necessary qualities to execute this task.
4

From the beginning to the present …
This reflection started in March 2012, when Coach Frederico Santos called me and ask
me to meet.
I was far from imagining what would follow…
From this meeting came an invitation to work as assistant coach in Sporting Clube de
Portugal handball team, position that I hold to the present day.
I must admit that, although far from imagining such an invitation, it immediately has
given rise to a swirl of emotions and ideas that kept me awaked for almost a week.
My family was involved in this decision; I took advice from ex coaches and friends and
after many hours of dialogue, I had decided to accept.
Frederico Santos to the left and me at the right
Since the beginning, this invitation was an immense challenge.

First of all, it would be the first year of coach Frederico Santos as head coach in a senior
male team (until then he had been junior coach and senior assistant coach).
Second of all, we would not be coaching a common team, Sporting Club de Portugal is
a team with a remarkable history in Portugal and in this sport, and it aims to conquer all
the titles in which it is involved, every single time.
Lastly, I would be training and leading the process of some of the players that I had
played with.
Throughout all these years, I have and still question myself on the reason of this
invitation.
Why me?
What did Frederico Santos see in me that made him think that I could help him with this
task?
I asked him that question many times but the answer was always the same: A smile.
It`s far from being the answer that I would like to have, but the truth is that, a smile is
something extremely positive, and the answer led me to be, along these four years, very
eager and made me research about what would be the profile required to be an assistant
coach, it made me think about I could better perform at my job and made me always
wish for more.
5

For three years, I had the pleasure to work with coach Frederico Santos, of learning his
methodologies and his ideas about the sport, but as we all now, the sport is constantly
changing and at the end of the 2014-2015 season, the club decided to change the coach,
and so, my work with the coach who started me as an assistant coach, was over.
The club changed the coach but kept me in my post.
Then the opportunity arose to work with somebody very well known in international
handball.
His name is Javier Equisoian but in handball world everybody knows him as Zupo.
I was given the opportunity to learn with a person that has won, along his life in
handball, all that there is to win, someone who has worked with the best players in the
world and that has been in the prime stages in this sport.
More doubts came to my mind…
Will I be able to live up to this?
Does his leadership style allow a person like me to be here?
These doubts disappeared the first time we met.
I had come across a person that, from the beginning, embraced me into his project and
with whom I have learned greatly.
Zupo to the left and me at the right
Performed duties
Something indispensable for any project to workout, has been present since the
beginning with the two people that I had the pleasure to work with: to have everyone’s
tasks very clear.
As an assistant coach it is fundamental to understand and manage what is expected from
you.
Therefore, it is crucial that we understand:
Which tasks are expected from us at the different times along the season?
Which is our leeway with the players?
How far can we intervene on trainings? And in the game?
In both my experiences, the first week of work, long before the season started, they
were focused on defining these aspects.
6

Consequently, throughout these four years, I had the opportunity to fulfill the following
tasks:
From 2012 to 2015:

-‐ To help in the pre-season organization, I:
o Participated in the season´s planning;

o Helped with the physical tests, from obtaining the maximum weight to
the evaluation of the physical resistance;
o Established the weights that were going to be given, helping in the
realization of the physical circuits;
o Explained to the athletes how to correctly execute the exercise technique,
in the weight training;
o Ensured that all the material needed for the training would be available;
o Helped to do a certain type of warm up for the game day.
-‐ In practice, I:
o Was in charge of the warm ups and the stretches;

o Lead situations in training such as: specific station shots, reinforcement
exercises of tactical movements or 2x2; 3x3 specific situations;
o Intervened in all situations that allowed us to reinforce the game plan or
the way we wanted our team to play;
o Trained goalkeepers;
o Helped players with their individual injuries prevention plan;
o Replaced the head coach in trainings when he was not able to be there.
-‐ In games, I:
o Was in charge of the warm up, during the first games of the season, that
later would be leaded by a player;
o Did the game statistic;
o Made sure there were time-out cards;
o Made sure that the tactical drawing board was on the bench;
o Managed the time involving the warm up, the break to go to the
changing room and the beginning of the game;
o Was aware to the substitutions and expelled players;
o Helped the head coach with tactical observations.
-‐ During the week, I:
o Conducted the study of the opponent teams;

o Organized the goalkeeper`s videos;
o Set up the goalkeeper`s trainings;
o Assisted in the preparation of, a few, week trainings;
o Kept the statistics updated.
7

In the 2015/2016 season
This year, the coach Javier Equisoian brought along with him a physical trainer with
whom he was working for a long time, a goalkeeper trainer was also added to the
technical team.
Therefore, I kept, my already mentioned duties, except all the goalkeeper’s preparation,
and as for the circuits and weight, I am only in charge of its execution, not having to be
involved in their conception.
This year I was in charge of the update of our playbook, of helping our players read it
and during the season, to teach it to the new players.
Challenges in the assigned tasks
You can see how having to be at my best and having many distinct tasks such as,
training goalkeepers (something that I did not have much knowledge about, since my
training in handball had been as a fielder), having knowledge about effort physiology,
exercise prescription, video edition, to be good at all tactical situations that each player
envisions, implied, many, many hours of hard work and dedication.
I think that, when I say “to be at my best”, I am being a bit soft, because the truth is you
have to completely master all these situations.
The reasons are very simple, we coach some of the best players in Portugal, we are in
one of the best clubs in Portugal, and all that we do is evaluated and in this evaluation
the most demanding parties are the players and the head coach, that are constantly with
their eyes set on us.
In my opinion, it is very difficult to be good in everything, there can easily be
shortcomings, but, one of the reasons that I did not mention, although, it is also
essential, is the will to do well, the will to do the best you can and the will to do better
every day, something which I always challenge myself to do.
In all the above mentioned tasks I have to talk about a few that revealed to be an
immense challenge throughout the years.
The first one was to coach the goalkeeper post.

As I have mentioned, all my training was as a keeper, therefore it was not a position that
I master, at all.
For that reason, I engaged in researching for hours, talked with specialists in that field,
studied our goalkeepers’ weaknesses, their strengths, to be able to cooperate with the
defense and studied the opponents, I studied them very well.
My Degree is in Physical Education, for that reason, I have the necessary knowledge
about the conditional and coordinative abilities, whereby I only needed to search for a
more specific way to make our goalkeepers stronger, nimbler, with a higher range of
motion and with better reaction rates.
Then, I needed to tactically work them and make them collaborate with the defense.
Apart from the challenge of coaching goalkeepers, the fact of being with them in
trainings caused me troubles with the rest of the team in the games, because I wasn’t
always around when the tactical decisions were made.
8

Solution: work the pre-training meetings well so that the team wouldn’t have doubts
about what to do.
The second situation that is also interesting to mention is, to have to substitute the head
coach when he is not able to coach the team.
For someone like me, who had been a player, knows that having the assistant coach
coaching is not the same thing as having the head coach doing it.
In addition, some of the players that I coach had been my colleges and were my friends
which made the situation more complex.
From what I have learned – and felt in these circumstances – is the most important of all
is to be professional and to show that you completely master what you are going to
show in training, without any doubts, fears, with rhythm and personality.
It is not easy, but it is possible to do it well.
The third situation that I feel compelled to talk about, are the tasks that exist the day of
the game.
Basically they are just tasks but tasks done under pressure.
Having to be in charge of the statistics during the match, causes me difficulties, because
this is a very complex task, in itself.
It has to be really accurate, because we need to have, for example, significant data to
give to the head coach in the half-time or to be able to have data about the performance
of a given player or the team along the season.
To be in charge of this task, and having to be on top of all the others, with the pressure
of the game is , without a doubt, the most challenging task that I have to fulfill as
assistant coach. And to fulfill it well, you have to invest a great deal of energy just
concentrating.
Assistant coach’s duties
Sometimes is very hard to make a list of everything that we do since there is a lot of
work, which is done and is crucial, but it is inherent to the job and many times nobody
tells us that we have to do it.
An example of that is our role among players.
That role implies being close to the athletes, helping them deal with their frustrations
and expectations, encouraging them, giving them emotional support and making them
realize that sometimes the decisions taken by the coach are based on a broader picture,
one that we don´t always see. This is one of the roles that I believe to be crucial in the
assistant coach post.
A task that I have never done, but believe to be intrinsic to this job is the selection or
recruitment of players.
To be allowed to help the head coach, making suggestions based on the observation of
players that could interest the team, would be without a doubt, an asset.
As mentioned before, accordingly to the team budget and aims, each team has the
possibility to decide their assistant coach duties and he might have to perform very
different functions from a team to another.
9

In conclusion, the following are tasks that I believe to be possible for an assistant coach
to accomplish:
1. To assist the head coach in all the chores he may need and to offer him different
views;
2. To participate in the seasons planning, the trainings and the matches strategy;
3. To help the team to communicate;
4. To be in charge of a specific unit of the team (ex.: defense or attack);
5. To coach, in case the head coach cannot;
6. To help in specific moments in training – warm up and stretches;
7. To study the opponents and to help in the video edition;
8. To keep the statistics updated;
9. To make sure that the playbook is updated;
10. To go with the team into the pre-match actions – warm up time, lead the warm
up, and the time up time;
11. To guarantee that all the game material is in your possession – tactical drawing
board, statistics sheet, time out cards;
12. To pay attention to the marker, to the replacements and the team exclusions;
13. To make sure that all the training material is available;
14. To be close to the athletes, give them feedback and encourage them;
15. To recruit players.
Ten required qualities
“Throughout all these years, I have and still question myself on the reason of this
invitation.
Why me?”
During my first years as assistant coach, I’ve questioned myself many times about the
reason that lead Coach Frederico Santos to invite me to work by his side.
The answers were not very accurate so I’ve started to formulate the question in a
different way:
10

If I were head coach, what type of person would I want by my side?
Although it does not answer the initial question, putting the question this way, allowed
me to see some answers in which, perhaps, my profile would fit.
Rathwell, Bloom, & Loughead (2014), mention in their study that the first quality that
the head coaches look for when they hire an assistant coach is the experience both as
players and an assistant.
Previous research shows that college football coaches, tend to start their career as
athletes with skills and then progress to assistant coaches as they achieve promotions
and new responsibilities. (Erickson et al., 2007; Gilbert et al., 2006, 2009).
These results suggest that the past of the assistant coaches as players and assistants,
provided them not only a vast knowledge about the sport but also caused a good
impression on the coaches who were going to hire them. (Rathwell, Bloom, &
Loughead, 2014)
Rathwell, Bloom, & Loughead (2014) mention, inclusively, that three of the six studied
head coaches, hired their ex athletes as assistant coaches.
In addition to their careers as players and assistants, head coaches were searching for
assistants that would stick to their programs and who they could trust.
As part of a professional team, and pondering about elite sport, where many times
people are more concerned about their personal rise, I can easily understand that it
makes sense to have at your side, trustworthy people and without a doubt that a head
coach´s success depends on it.
Another quality that the head coaches looked for in assistants was their concern about
the personal development and growth of their athletes. (Rathwell, Bloom, & Loughead,
2014).
In my case, I fulfill two of the categories mentioned above. Although I have never
worked as an assistant before, I´ve made a career as a player, and I had been Coach
Frederico Santos athlete.
But there is more besides this, much more, and if on the one hand it is easier to have
some information prepared by another – since we can always ask for credentials to
someone who had already worked directly with that person – on the other hand, how
can we make this selection if there has never been a previous work?
How can we know if someone who has never worked in a given position is going to, for
example, be concerned with the athletes’ development and growth if he has never been
in that situation?
I think that we can find an answer through the interaction that we have with that person
in another situation, in my particular case, I think that my interaction as an athlete was
decisive to be chosen to take on such responsibility.
Therefore, thinking over these four years, which qualities do I think are required for a
person to be an assistant coach?
1 - To know our place in the world

In the beginning being assistant coach was easy because there were many situations that
I hadn´t even thought about and I spent most of the time listening and learning.
But, over time, we learn, we teach and if we are critical, we will to start to develop
ideas.
Simple things, such as:
Which tactical situations, would I chose, to attack a 6:0 or 5:1 defense?
11

After a while and with the hours of matches that we watch, these ideas are developed
and implemented, but one thing is what I believe and another is the team and head
coaches’ plan, that is the most important thing and it supplants our ideas.
It does not keep us from having them, or to debate them, but at the end of the day, it is
the will of the team that prevails – I believe you offer alternative suggestions but don´t
contest his decision.
It is also very important to know how to be in the game and in trainings, to know when
to intervene and how to do so; and don´t think that it is going to be you that is going to
decide what is going to happen, because that role belongs to the head coach.
Our ego has to be put aside!
In the team meetings, listen and if the head coach asks us if we have something to add,
then we may talk.
2 - Be professional
Simple things like, arrive well before the trainings and have everything prepared, that
makes a difference.
Follow the club´s conduct and act like a role model.
Know how to be with other coaches or fans.
We must not forget that we are the face of something bigger than us and that our
attitudes affect the club’s image.
3 - Have the skill to see what is going to be needed to do

Not waiting to be told what to do.
Anticipate the situations, even in a simple task as the use of vests, if we see that they are
going to be needed in the next training, we should have them at hand.
4 - Listen, listen, listen and after that... listen

To be in the role of assistant gives us the fantastic opportunity to learn and so, we have
to know how to listen.
Our work is almost like an internship where we have the opportunity to learn more and
more about the game, if we are able to maintain a constant learning attitude.
We should also be quite observant and learn more than just tactics.
We should take the opportunity to see how the coach deals with the situations, with
people, how he gives trainings and his posture in games.
5 - Always want to learn more

Search for knowledge, evolve and learn with others trying as seeing other realities and
experiences, makes us richer.
Not abandoning the path of constant knowledge and noing segregate ourselves is
crucial.
It’s not always easy since this is a very competitive world but there is always someone
willing to share their ideas with us.
6 - Practice personal virtues

Have integrity, be energetic, be humble and self-sacrifice.
7 - Act correctly with others

Be friendly towards our opponents, towards the public and know our players, to win
their respect and be by their side.
12

Something that I have learned and appreciate increasingly, is that one of the biggest
rewards that I take from my sports life, is the people I had the pleasure to meet
throughout the years.
8 - To know your aspirations

Do we aspire to become coaches one day, or what do we do while assistant coach
fulfills us?
“There are no favorable winds to one who does not know where to go,” so it is quite
important to define what do we want.
9 - Always be positive and send a unique message

In moments of tension, in hard times and in not so good moments, we always have to
try to send a positive message.
We should motivate action.
In addition to this positive message that we have to live by, we should pass on a unique
and unequivocal message, which is always in tune with our head coach.
10 - Loyalty
In my opinion this is a fundamental quality that an assistant coach must have.
Without it, I think that an assistant coach will, hardly, become a good head technician
and I doubt that any head coach will have success without a loyal assistant.
We must not forget that in this job we share information, that is quite often,
confidential, that there moments of great tension in which we need to have someone to
talk to, this entails an immense responsibility.
The head coach must be sure he can count on us, and I don´t mean that we have to be a
“yes man” and have to agree with everything he says or does.
Everything has a place and a time to be discussed, but, after discussing it and solving it
we should help to sell our product to our public, our officers and to our athletes.
Assistant coach evolution
Before this invitation to become assistant coach, if someone asked me if I would ever
want to be coach, my answer would probably be: “No”.
The truth is that my experience showed me that the challenge inherent to the head coach
job is so big, that my answer today would be quite different.
I can´t stop feeling challenged by the whole context and variables in handball and I love
the game!
In fact, in the last two years the same question comes to my mind when I see high level
handball:
What do I have to do to be in that person´s place in ten years from now?
While assistant coach I believe that one of the necessary qualities to perform the task
well is to have the path you want to take very well defined.
Do we want to progress and move forward into a head coach position or are we happy
and pleased as assistant coach?
I have to say this paradigm change was largely caused by the people with whom I have
worked with.
13

Rathwell, Bloom, & Loughhead (2014) point in their study that head coaches to help in
their assistant coach’s development encouraged them to be more certified, offered them
more responsibilities and increased the difficulties of their chores while they offered
them support and feedback.
Consequently, coaches have a fundamental role in their apprentice’s evolution.
Fortunately, this has also been my experience and no doubt I look at the people that I’ve
worked with and see them as mentors, guiding and structuring my development through
these years.
Perhaps, the natural direction is to evolve to a head coach’s position, but it doesn´t
always have to be like that and, no doubt, it’s also valid, to continue in the assistant
coach position.
14

Final assessments
As in any job, being a technical assistant demands a great deal of time and effort, either
in the accomplishment of our tasks or in the development of our abilities.
It is a highly demanding job, no doubt, which puts us to the test every day and, in a high
level team, puts us to the test with well clear targets which adds lots of pressure.
To fulfill this task, you need to have the ability to execute chores as distinct as
guaranteeing that the tactical drawing board is in the field when the game starts, or to
lead the job with specific team units during trainings and to be responsible for them.
When a head coach looks for an assistant coach, he not only looks for someone who has
been a player or that had experience as an assistant but someone that is also loyal and
cares about the program that will be developed and their athletes. Sometimes it happens
to former athletes to be chosen by their coaches to be their assistants. (Rathwell, Bloom,
& Loghead, 2014).
The research shows that coaches learn valuable knowledge through courses, trainings,
other coaches’ interaction and through orientation. (Bloom, 2013; Erickson et al., 2008;
Jones et al., 2003; Trudel & Gilbert, 2006).
Truthfully, being an assistant coach is a unique learning moment, almost like an
intensive internship, giving us the opportunity to learn each day and with a wide range
of situations and interveners.
Wanting to evolve, every day, and to always do more and better, is fundamental for
having success in what we do and to be beside someone who helps us to be better and is
not frightened by our knowledge, is also crucial, for sure.
“If you want to be like the best, join them”.
In four years of accomplishing this task, I recall:
3 Super Cups
2014/2015 – 2nd place
2013/2014 – 1st place
2012/2013 – 2nd place
3 Cups
2015/2016 – 2nd place
2013/2014 – 1st place
2012/2013 – 1st place
Championships
2015/2016 – 4th place
2014/2015 – 2nd place
2013/2014 – 2nd place
2012/2013 – 3rd place
EHF Cup -
2015/2016 – 2nd qualification round
2014/2015 – 3rd qualification roun
2013/2014 – 1/4 final
2012/2013 – 1st qualification round
15

It has been four years of amazing experiences, with fantastic moments of learning,
where i give as an exemple the defeat of the 2014/2015 championship in the last five
seconds in the fifth game of the play-off, or the 2015/2016 Cup were we lost also in the
five final seconds, or the fact that we reached the quarter finals of the EHF CUP in
2013/2014 season.
All together, the good and the bad moments, make this job something challenging and
rewarding, considering that, in my opinion, the beste reward is given by the people that
we get to know along the way.
With these tesis I hope that I could explain that being an assistant coach, is a job with no
shortcuts, were we have to climb step by step, to reach the top of the stairs.
16

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(Eds.), Routledge handbook of sports coaching (pp. 476–485). London: Routledge.
Cotovio, Vitor. (2007). Procura de si e liderança. Editorial Caminho.
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education activities associated with high performance coaches. The Sport Psychologist, 21,
302–316.
Erickson, K., Bruner, M. W., MacDonald, D., & Côté, J. (2008). Gaining insight into actual and
preferred sources of coaching knowledge. International Journal of Sports Science & Coaching,
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https://www.breakthroughbasketball.com/coaching/assistant-‐bounds.html
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Monroe, Matt. (2016). Roles of an assistant coach. Acedido em 3 de Maio de 2016, no web site
da : Ilinois Basketball coaches association:
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and Development of the Assistant Coach. International Sport Coaching Journal, 1, 5-16
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time
18

+
ANALISIS OF TIME-OUT USE AND ITS

INFLUENCE IN THE FINAL MATCHES OF
HANDBALL INTERNATIONAL AND
CONTINENTAL CHAMPIONSHIPS
HUGO SÁNCHEZ
Royal Spanish Handball Federation
Spain
pág. 1
SUMARY
This essays goal is to analyse the timeout use and its influence in the
team performance who requests it. In order to know that, 74 timeouts
from 16 matches have been analysed. The variables were: the final
goals difference, the situation of the match when timeout was called,
the goals difference when timeout was called, the temporal distribution
of the time out, the goals scored in the 5 ball possessions before timeout,
the goals scored in the 5 ball possessions after timeout, the goals
conceded in the 5 ball possessions before timeout, the goals conceded
in the 5 ball possessions before timeout, the goals difference in the
partial of 5 balls possessions before timeout, the goals difference in the
partial of 5 ball possessions after timeout, the numerical situation when
timeout and the change of the defensive system of the team who have
requested the timeout. Results show that timeouts are called by the
teams who are at a disadvantage in the score, that it has a positive effect
in team performance and that its temporal location usually is bigger in
the final moments of each game period.
KEYWORDS
Timeout, Handball, Analysis, Performance, Finals.
INTRODUCTION
Over time, different team sports change their way of playing. This change can be longer
or shorter if it changes the key aspects of the sport or not, and it depends on the motivation
of this change that it will be sharper or not. (Sánchez, 1996).
Mainly, big sport events (World Championship, Olympic Games, etc.) are the ones who
create more expectancy about the observation of the new tendencies in the game,
considering that they are often used by different countries as a showcase and as a final
test of their investigations. On the other side, another way to find new tendencies would
be the transference of other tactical actions and strategies used in other teams in this sport
and in other sports. (Sánchez, 1996).
The most simple and the quickest way to make a change in a sport is changing a rule. This
decision can be taken in few minutes but can affect hugely to the basic structure in a sports
game. (Sánchez, 1996). Specifically in handball, in 2011-12 season the regulation about
timeout was changed, so from where two timeouts (one each period) could be requested
it changed to three timeouts (one each period and an additional one), which is the current
regulation. However, it is not allowed to call a timeout in the last 5 minutes of each period.
Nowadays, it can be affirmed that the game situation in team sports are constantly
changing. The tactical plan offered by the coach before the match begins, can be modified
according to the game dynamic. The ability of the coaches to anticipate, analyse and
pág. 2
respond correctly to this changeable situation can be crucial to win the match. (Gilbert et
al., 1999).
During the game, coaches have to make decisions in a short period of time and along this
process they are influenced by many factors related to the situation of the match and by
the personal characteristics of their players (Gilbert et al., 1999). Timeout is one of the
different options that coaches have to control the course of the match.
The instructions given by the coach during the timeout are one of the crucial tools to
manage the team, especially in critical situations and in the last minutes of the match.
(Taylor y Demick, 1994; Hastie, 1999; Bar- Eli y Tractinsky, 2000; Gómez et al., 2011;
Sampaio et al., 2013).
The last decades, studies have considerate the timeout as the important moment of the
match in different sport like basketball (Mace et al., 1992; Roane et al., 2004), volleyball
(Zetou et al., 2008), or table tennis (Wang et al., 2010).
Studies made in basketball have shown that there are positive effects in the team that
requests the timeout (Mace et al., 1992; Roane et al., 2004; Gómez et al., 2011; Sampaio
et al., 2013). Mace et al. (1992) compared the team performance in university basketball
3 minutes before and after timeout. They realized that basketball coaches called the
timeout when they were being beaten by their opponents from 2,6 to 1,0 points average.
In this case, the timeout request is effective because it decreases the opponent teams
performances rates. Gomez et al. (2011) registered the offensive and defensive
efficiencies of the 5 ball possessions before and after timeout. They analysed 144 timeout
from 18 matches during the 2007 world championship. They classified the situation of
the match by an analysis of grouping with K-medies in three groups: loser (from -10 to -
3 points), draw (from -2 to 3 points) and winner (from 4 to 10 points). The results suggest
that a big percentage of timeouts were requested in the last 5 minutes of the match
(64,9%). Moreover, they observed that the timeout amount increased when the teams
were losing or in a balanced situation, comparing to the situations of advantage. They
registered the points scored by the team who asked for the timeout and by the opponent
team, in the following situations: 3, 5 and 10 ball possessions before and after timeout in
different game contexts. 60 matches were analysed by the statistical relation “play-by-
play”. The lineal regression showed, on one side, a better team performance of the team
who asked for the timeout in their score. On the other side, a decrease on the opponent
teams performances.
There are few studies in handball about this topic. The first one was made by Antunez et
al., who analysed the use of the timeout in high level handball. He conclude that timeout
is called generally in the last minutes of the match by the team that is losing. Valle et al.
(2012), made a study of 15 timeouts in the Spanish Liga Asobal, with the last regulation.
They made the conclusion that coaches do not use all the timeouts they have available
and that they usually use them when they are losing in the last 10 minutes of each period
or when they have a bad streak. Gomes et al. (2014) have reached the same conclusions
in the study they made about the timeout, where 2178 timeouts in Liga Asobal were
analysed. Gutierrez et al. (2016) made the last studio about this topic, analysing 578
timeouts in three international handball championships. It concludes that timeout is
usually used by the teams who are being beaten or by the ones who have had a bad streak.
pág. 3
Actually, the second reason is the main and decisive factor and, even if they have
generally a positive effect, if they are analysed from a structural change view, the
replacement of a player is more effective than a change in the defensive system.
This studies goal is to find patterns when timeout is used and its consequences in different
partials and in the final results in the international championship finals, as well as to relate
all the pattern with the temporal distribution of timeout, the numerical situation and
possible changes in the defense system structure of the team that requests it. Finally, the
intention is to analyse if there are differences between the analysed data in the studies
made before, taking into account the influence that it has in the performance of players
and coaches when they play in a final.
METHOD
The sample is made up of 74 timeouts requested in 16 final matches to achieve the gold
medal in the following competitions: Women’s EHF Champions League 2014 (4), 2015
(5) and 2016 (6); Men’s EHF Champions League 2013 (6), 2014 (5), 2015 (3) and 2016
(6); Women’s European Championship 2014 (4); Men’s European Championship 2014
(4) and 2016 (4); Women´s World Championship 2013 (5) and 2015 (4); Men´s World
Championship 2013 (4) and 2015 (4); Women´s Olympic Games 2012 (4) and Men´s
Olympic Games 2012 (6).
The mean difference in the score of all the analysed matches is of ±4.31, with the variance
of ±17,696 and the mean difference in the score of all timeout analysed in the moment
that are called is of ±3,44 with the variance of ± 6,129.
The studio is focused in the analysis of different variables related to the team who requests
the timeout. The variables of this study were: the result (to lose, to win or to draw), the
match final difference (goal number), the situation of the match when timeout was called
(losing, winning or drawing), temporal distribution of the timeout (partials per 5’), the
goals scored in the 5 ball possessions before timeout, goals scored in the 5 ball
possessions after timeout, goals conceded in the 5 ball possessions before timeout, goals
conceded in the 5 ball possessions after timeout, the result in the partials of the 5 ball
possessions before timeout, the result in the partials of the 5 balls possessions after
timeout, the numerical situation in the moment of the timeout and the change in the
defensive system of the team that asks for the timeout.
The data were collected observing the video, analysing the 5 attack-defences of the teams
who asked for the timeout. The statistical procedures have been performed using the IBM
SPSS version 22.0.
DEVELOPMENT
The log file of the matches and the statistics have been downloaded from EHF and IHF
sites in order to create a form per each match and to note the moment that each timeout
is requested. Then, each timeout have been analysed and the 5 attacks and defences of the
teams who request the timeout are tagged with GOL/NO GOL. The change of the defence
pág. 4
system after timeout and the numerical situation is also noted, as well as the result at the
moment of the timeout.
Once the analysis is done, the data of the variables mentioned in the point before was
introduced in the SPSS programme to start with the descriptive analysis. Therefore,
frequency tables and bar graphic were generated.
RESULT
In the figure 1 the temporal distribution of the timeouts is analysed. It is observed that the
big amount of timeouts are requested in the las 5 minutes of the first part (17,6%) and in
the last 10 minutes of the second part (33,8%).
The teams that are losing ask for more timeouts (56,8%) than the teams that have an
advantage in the score (Table 1) and the results between -3 and -1 are the ones that are
more repeated when timeouts are requested (32,5%) (Figure 2).
Figure 1. Temporal distribution of time-outs
Table 1. The situation of the match when timeout was called
Accumulated
Frequency Percentage percentage
Valid losing 42 56,8 56,8
drawing 4 5,4 62,2
winnig 28 37,8 100,0
Total 74 100,0
pág. 5
Figure 2. Result in time out moment
Teams that ask for the timeout improve their result in the following 5 phases of attack-
defence in 57,8% of the situations compared to the 5 ones before (table 2). In the 22,2%
of the occasions, the partial of the 5 attack’s and defences are kept comparing to the ones
before of the timeout, and in 20% of them it gets worse. In the table we observe that the
value of 39,2% are lost data. These data are rejected by the system for being timeouts that
do not complete the 5 ball possessions before and after timeout
Table 2. Comparative of the partials of the 5 ball possessions before and after timeout
Percentage Accumulated
Frequency Percentage valid percentage
Valid worse 9 12,2 20,0 20,0
equal 10 13,5 22,2 42,2
better 26 35,1 57,8 100,0
Total 45 60,8 100,0
Lost System 29 39,2
Total 74 100,0
In the Figure 3 we can observe graphically the partials where the paragraph before data
have been taken.
pág. 6
Figure 3. The result in the partials of the 5 ball possessions before (left) and after (right) timeout
Teams that ask for the timeout increase their amount of scored goals in the 5 attacks after
timeout comparing to the 5 attacks before in a 51,4% of the occasions (table 3). In a 20,4%
of the occasions is kept the number of scored goals and in a 28,7% of them it gets worse.
In the table we can see the value of the 33,8% as lost data. These data are rejected by the
system for being timeouts that do not complete the 5 ball possessions before and after
timeout.
In the figure 4 we can observe graphically the number of scored goals that have been
taken to explain the paragraph before.
Figure 4. The goals scored in the 5 ball possessions before (left) and after (right) of timeout
pág. 7
Table 3. Comparative of the goals scored 5 ball possessions before and after of timeout
Accumulated
Frequency Percentage Percentage valid percentage
Valid less 14 18,9 28,6 28,6
equal 10 13,5 20,4 49,0
more 25 33,8 51,0 100,0
Total 49 66,2 100,0
Lost System 25 33,8
Total 74 100,0
Teams that ask for timeout decrease their amount of goals conceded in the 5 attacks after
timeout comparing to the 5 attacks before in a 48,9% of the occasions (table 4). In 31,1%
of the occasions the number of scored goals is kept and in a 20,0% it gets worse. In the
table we can see the value of 39,2% as lost data. These data are rejected by the system for
being timeouts that do not complete the 5 ball possessions before and after timeout.
In the figure 5 we can observe graphically the number of scored goals that have been
taken to explain the paragraph before.
Figure 5. The goals conceded in the 5 ball possessions before (left) and after (right) of timeout
pág. 8
Table 4. Comparative of the goals conceded 5 ball possessions before and after of
timeout
Valid less 22 29,7 48,9 48,9
equal 14 18,9 31,1 80,0
more 9 12,2 20,0 100,0
Total 45 60,8 100,0
Lost System 29 39,2
Total 74 100,0
Coaches tend to use the timeout in situations of numerical equality in 83,8% of the
analysed situations, while only the 10,8% of them use it in numerical inferiority and in
5,4% of them use it in numerical superiority (Figure 6).
Figure. 6. Numerical situation (left) in the moment of the call of timeout
Table 5. Numerical situation in the moment of the call of timeout

VAlid inferiority 8 10,8 10,8 10,8
equality 62 83,8 83,8 94,6
superiority 4 5,4 5,4 100,0
Total 74 100,0 100,0
pág. 9
On the other side, only 9,5% of the occasions the teams make a change in the defensive
system after timeout (Figure 7).
Figure. 7. Changes in the defensive system after timeout
Table 6. Changes in the defensive system after timeout

Valid No 60 81,1 89,6 89,6
Yes 7 9,5 10,4 100,0
Total 67 90,5 100,0
Lost Sistema 7 9,5
Total 74 100,0
pág. 10
DISCUSSION
Timeout is a good and important tool to create influences in a handball team performance
and this essay confirms that it is possible to characterise the way that handball coaches
use it, by a situation variables and team performance.
Timeout, generally, is used in the final moments of each part of the match to make a
modification or give specific instructions in order to have a positive influence in the score.
This agrees with the studies of Kozar et al. (1993), Mechikoff, et al. (1990), Gomes et al.
(2014), Sevim andTaborsky, (2004), Valle et al. (2013), Gutierrez et al. (2016).
The analysis of the score evolution in the moment that the timeout is called can be an
important reason of its use. The information shows that coaches usually use timeout when
the team is in a disadvantage in the score (57,8%), which proves the intention of having
an influence in the development of the match and changing the negative dynamic that the
team is suffering. This result are in line with the studios made by Ortega et al., Sampaio
(2010), Valle et al. (2013) and Gomes et al. (2014), which also affirms the use of timeout
is principally made by the teams who lose and after a bad streak.
Making an analysis of the reasons why the coaches use the timeout, Antunez et al. (2001),
and Saavedra et al. (2012) exposes some causes: it breaks a sequence of positive actions
by the opponents; it helps to search successful actions in a specific moment of the match
and to make tactical and strategic modifications and replacements of players.
Data show that according to the numerical situation, coaches do not usually ask for
timeout in a numerical inferiority. Anyway, this result could have been bigger because
probably in one or more matches both teams have been in numerical inferiority during
the biggest part of the match.
Regarding the change of the defensive system, it seems that coaches keep their defensive
plan after timeout. This coincides with the results of the study by Gutierrez et al. (2006),
which suggest that there is a greater tendency to use substitutions of players than the
modification of the defensive system, and this may be because coaches want to maintain
their initial approach and interpret that the players are applying it in an inappropriate
manner.
pág. 11
Analysing the timeout effect in the team performance, we can see that after its application,
there are generally improvements in the following 5 ball possessions partial (60,8%) if
we compare it with the partial before. It does not mean that the partial is positive, but it
can say that timeout can change the negative dynamic or, at least, slow it down. Analysing
the timeout effect in the team performance, we can see that after its application, there are
generally improvements in the following 5 ball possessions partial (57,8%) if we compare
it with the partial before. It does not mean that the partial is positive, but it can say that
timeout can change the negative dynamic or, at least, slow it down. In fact, after a result
of -3 goals partial in the 5 ball possessions before timeout, the result of -1 in the following
5 possessions comes to an improvement in the partial, even if it does not say that it would
be a positive partial. Data show that the partial of 5 ball possessions result after timeout
has been negative in the 47% of situations, and it finished in draw in 26,1% of the
situations.
Results also make us think that timeout has a positive effect to improve the difference of
scored goals in the 5 ball possessions before and after timeout, taking into account that
51% of times more goals have been scored. According to the let in goals, 48% of the
occasions a decrease is observed. From these data, we can observe that the timeout effect
does not imply a difference in the scored and let in goals, considering that improvements
have been in a similar percentage
All this information are in line with the investigations made before (Sampaio, Lago-
Penas, y Gómez, 2013; Ortega et al., 2010; Valle et al., 2012). However, even if it seems
that there is an immediately positive influence in the performance after timeout, there are
studies that suggest it will not affect to the final result of the match, considering that both
teams have the same probability of using this resource. (Saavedra et al., 2012).
pág. 12
CONCLUSION
The request of timeout is influenced by many contextual factors as the moment of the
match, the stage of the match, the numerical situation, as well as the actuation of the team
in short-term. This study wants to help to identify and describe the context of the
frequency timeouts are requested by a coach.
Concretely, timeout is usually used when the team is in a disadvantage in the score or
when it have had a negative streak. It is normally requested at the end of each period of
the game.
Even if the improvements are obvious in the partial after timeout, as well as the general
decrease of the let in goals and the increase of the scored goal, which does not mean that
this partials are positives.
According to the structure, it seems that generally, timeouts are requested when there is
a numerical equality in the court and it does not result in a change in the defensive system
of the team who have requested the timeout.
Finally, even if a final could have stimulated coaches and players influences and
behaviour, there are not differences in the results and conclusions obtained from the
investigations where other type of matches were analysed.
Choosing and finding the best moment to ask for the timeout can make an important
difference in the team performance. Anyway, once this is known, future investigations
should focus on the content of the interventions and directions given during the timeout,
to improve the management of the team during the handball match.
pág. 13
REFERENCES
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out in handball: An observational descriptive analysis. Poster II International Congress
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Bar-Eli, M. and Tractinsky, N. (2000), Criticality of game situations and decisión making
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Gilbert, W., Trudel, P., & Haughian, L. P. (1999), Interactive decision making factors
considered by coaches of youth ice hockey during games. Journal of Teaching in Physical
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Gomes, F., Volossovitch, A., & Ferreira, A. P. (2014). Team timeout calling in handball.
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Gómez, M. A., Jiménez, S., Navarro, R., Lago-Peña, C. and Sampaio, J. (2011), Effects
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according to momentary differences in score and game period, European Journal of Sport
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Gutierrez, O., Montoya, M., Fernádez, J.J., Saaveda M.A. (2016). Analysis of time-out
use in handball and its influence on the game performance. International Journal of
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Hastie, P. A. (1999), An instrument for recording coaches' comments and instructions
during time-outs, Journal of Sport Behavior, 22(4), 467 - 478. doi: 2002/02/27.
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freethrows: do the statistics support the strategy? Perceptual and Motor Skill, 76, 47-50.
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basketball, Journal of Applied Behavior Analysis, 25(3), 657-663. doi:
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Saavedra, S., Mukherjee, S., & Bagrow, J. P. (2012). Is coaching experience associated
with effective use of timeouts in basketball? Nature Scientific Reports, 2, 676.
Sampaio, J., Lago-Peña, C. and Gómez, M. A. (2013), Brief exploration of short and mid-
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pág. 15
EFFECTIVENESS OF THE DEFENSIVE ORIENTATION
AT PLAY 1:1 OF ATTACK IN NUMERICAL EQUALITY
IN THE ASOBAL LEAGUE SEASON 2015-2016
IÑAKI ANIZ LEGARRA

RFEBM (SPAIN)
SUMMARY.
This study aims to determine the effectiveness of the defensive orientation based on the 1:1 attack game in high
level handball.
Primarily they are analyzed the factors affecting such effectiveness, related to previous actions and orientation of
the defender, laterality and trajectory of the attacker and continuity after the 1:1. The research focuses on the
analysis of 6 matches in the ‘Asobal’ League this season 2015-16, corresponding to the direct confrontation of the
first round of the competition, with the top four ranked teams at the end of the League that is just finished (FC
Barcelona, CB Ciudad de Logroño, CB Granollers, and CB Ademar León).
Using observational methodology as specific methodology for the development of research, it has built an
observation instrument and specific 'ad hoc' registration to conduct research.
The data analysis and subsequent discussion concludes very interesting aspects from the point of view of training
and competition: the flat orientation of the defender is the most predominant, besides being more effective,
defensively, that orientation to weak point; when the defender is not in shooting line, half of the attacks are
effective; the trajectory of the attacker to Strong Point is the most predominant, besides being more effective
offensively that the trajectory to Weak Point. Lefthanded Players are more effective than right-handed players,
especially when in their position of Right Lateral, and when they go to the Strong Point; the vast majority of the
1:1, finishes with no continuity or with 1 pass as maximum; 1 in 3 attacks launched in 1:1, results in a goal, and 1
in 20 in offensive foul. As the attack keeps continuity, the defensive effectiveness is increased.
KEYWORDS. Defensive orientation,1:1, Offensive efficiency.
1. INTRODUCTION
In Spanish literature, and especially in the stages of initiation and development of handball, several important
authors have told us about the defensive orientations, primarily as a means of learning, Antón,(2000,2002,2004),
Ávila, (2006), García Herrero,(2003,2005), Laguna,(2015). Contemporaneously, it is introduced in our handball
culture another concept of defensive orientation, that portrayed it more as an end in itself, in that prioritizes the
general principle of the defense of recover the ball, starting in the faults of attack, giving the attacker the ability to
go to his less skillful side or with less angulation and in this way diminish the effectiveness of the attack itself.
Moreover, and in connection with the attack, perhaps because of the physical and technical profile of the high
level Spanish players, whether by choice or either for lack of anthropometry, the need to play 1:1 to generate
imbalances and get benefits, it has been a constant in our attacking play in the high level in recent years.
Under these basic premises, this work pursues very basically, get into the effectiveness of the defensive
orientations in the actions of 1:1 of the attackers, to get some answers that help us dispel some myths if there were,
and essentially perfect our game model and therefore our training in the right direction.
In this regard, refers in his doctoral thesis Del Rosal, (2012), whose study aims “determine the importance of
contact situations between attacker and defender in relation to motor actions of attack which are executed by the
ball carrier in male handball of a high competitive level”, who speaks us already about the defensive contact,
wanting to broaden our gaze to the orientation of defender and toward the previous and post activity which occur
to the 1:1.
The observational methodology, is based on Anguera (2000,2001), and specific subsequent studies about handball
by García et al (2004), and García Herrero et al (2006), for the construction of a specific observation instrument àd
hoc' for the research itself.
2
2.- METHODS.
In the sample we analyzed six matches of the Asobal League in current season (2015-2016), corresponding to the
direct confrontation of the first round of the competition, with the top four ranked teams at the end of the League
that is just finished (FC Barcelona, CB Ciudad de Logroño, CB Granollers, and CB Ademar León). resulting in an
analysis of three games per team.
The games analyzed were the following:

- Round 9: CB Granollers- CB Ademar León.
- Round 11: CDC Logroño- CB Ademar León.
- Round 12: CB Ademar León- FC Barcelona.
- Round 13: CB Granollers- CDC Logroño.
- Round 14: CDC Logroño- FC Barcelona.
- Round 15: FC Barcelona-CB Granollers.
The design used in this research is a pre-experimental type design. with group descriptive studies, and instruments
used for observing these games have been:
Laptop with SATA hard disk 500GB (7200 rpm) and ATI graphics card Mobility Radeon HD 5430. Specific
software to carry out statistical analysis (SPSS 18.0 and Microsoft Excel 2000).
The data collection has been made by a single observer with an intra-observer reliability equal to 0.91. Such
observer is the author of this study.
And a form for information registration where 9 categories were collected to be analyzed related to defensive
orientations. Each category has consisted of a series of variables numerically coded; this is the number that
identifies the category and which was introduced in the statistical program used.
To this end we have determined the object of study, which in our case is to observe the "defensive situations where
it is produced a 1:1 attack; by understanding the 1:1 as the action in which the attacker confronts the defender
‘Pair’ and, dodging with a change of direction or path to the goal, try to overcome it”.
This object of study is limited at specific level to 6x6 situations in positional attack (and without using the
goalkeeper-player), and in which all players are in their defensive midfield, excluding those situations where the
attacker, shoot on goal with a frontal trajectory, or goes with a frontal trajectory over the ‘Pair’, or simply by
changing positions, those in which the pivot is within the corresponding range to the trajectory of the attacker; and
those in which it is played the 1:1 and the pace slows down to make the changes attack / defense.
Regarding to the categories to be observed within the object of study itself, the categorical core has been the
following:
- Defender previous activity: It means, what the defender do before the ‘pair’ player receives the ball and the 1:1
occurs and what technical-tactical action is performed. The five variables we have described are:
1.-Shot line, (the defender is between the attacker and the goal).
2.-Basculation, (the defender was covering a possible action of his ‘Uneven’, and therefore it is not in shooting
line).
3.-Marking the pivot, (the defender is close to the pivot, in contact with him or not).
3
4.-Change of opponent in front of crossing, (the defender gets out of a crossing or change of attacking positions,
and has to defend the 1:1)
5.-Demarcation of ‘Pair’, (the attacker changes direction to overcome the defender and not receive in the shot
line).
- Initial defensive orientation, to the attacker when receiving the ball: To where the defender is watching.
There are three variables described:
1.-Plain,(the defender is with his feet parallel to the goal, at his back ).
2.-Weak point,(the feet are perpendicular to goal by offering the exit to the left to the right-handers, and to the
right to lefties).
3.-Strong point, (the feet are perpendicular to the goal, offering exit to the right to right-handers, and to the left to
lefties).
-Trajectory of the attacker: Where is going the attacker, the direction it takes.
There are two variables described:
1.-Strong point (the exit to the right of the right-handers and to the left to lefties).
2.-Weak point, (the exit to the left of the right-handers and to the right to lefties).
-Lateral standing of the attacker: The dominant hand and arm that executes the action:
There are two variables described:
1.-Right-handed, (if the attacker use the right hand).
2.-Left.handed, (if the attacker use the left hand).
-Player-Zone: The specific position from which the attacking player intervenes.
There are three variables described:
1.-Habitual,(which includes Central and left Lateral on attack in the center or on the left side, and the right Lateral
in the right Lateral).
2.-Right Back Right, (right handed player who plays in Right Back).
3.-Central, Left handed, (left handed player who plays at the Central position).
-Continuity of action: Means if the 1:1 ends there or if there is another pass until the end of the attack.
There are four variables described:
4
1.-Without pass: (the 1:1 is initiated and ends in the same action).
2.-One pass: (the attacker continues the action with one pass and the action is finished there).
3.-Two passes:( the attackers continue the action with two passes and the action is finished there).
4.-More than two passes: (the attackers continue the action with more than two passes and the action is finished
there).
-End-Defender player: Means that it is the player who defends the final action of attack in relation to the attacking
player who started it.
There are four variables described:
1.-Pair defender: (if it is the same Pair of who intiated the 1:1).
2.-Uneven defender:( if it is the same Uneven of who intiated the 1:1).
3.-Away defender: (if it is a defender which is not close of who intiated the 1:1).
4.-None defender (if the attacker finished the action without contact with any defender).
-Final action of the attack: Means which is the technical-tactical action with the one the attack is finished
There are five variables described:
1.-1:1: (Game with evasive actions).
2.-Penetration: (trajectory without changes of direction toward the goal).
3.-Launch 7 to 9 meters:(Launch from a distance between 7 to 9 meters).
4.-Pass to pivot:(pivot receives to finish).
5.-Other: (Any technical-tactical action that does not include the previous four).
-Effectiveness of action: It means the result that has the action from the game 1:1.
There are nine variables described:
1.-Lack of Attack: (the attacker throws over the defender, who is immobile and it has overcome the position).
2.-Saves:(The Goalkeeper intervenes and there is no goal).
3.-Block:(Defenders intercepts the ball on a throw aimed at goal).
4.-Technical-Regulatory Error, (any action not described in the preceding and which ends in a change of
possession of the ball).
5.-Interception or steal of the ball, (the defender intercepts a pass).
6.-Intentional blow: (at the discretion of the referees).
5
7.-7 meters: (the referees indicate penalty).
8.-2 minutes or Exclusion: (a player leaves the game during that time by a penalization of the referees ).
9.-Goal: (the ball crosses the goal line to score).
The hypothesis we propose in this research are as follows:
-The activity of the defender prior to 1:1, condition the defensive efficiency. The defender will be more effective if
it is in shooting line that if is not there. When the defender is in the shot line with the attacker, the orientation to
weak point is more effective than the flat orientation to attacker.
-The defender geared more times toward the weak point, that in a parallel position way or flat to the goal. It is
better to offer the weak point than be flat to be effective defensively in the 1:1. The orientation to weak point is
most effective for the trajectories of the attacker to strong point.
-The attacker goes more times to the strong point than to the weak point. The effectiveness toward strong point
and weak point will be similar.
-There are more cases of 1:1 in right handed players than in left handed players. 1:1 offensive efficiency will be
similar in left and right handed players. Players are more effective out of their specific positions than in their own
positions.
-Most of 1:1 will not have continuity, just ends there .. For 1x1 tried, will be more cases not ending in a goal than
ending in a goal. A large number of balls are recovered because of the Attack Fouls.
-As the continuity is present, the offensive efficiency will decrease. The number of free throws will be increased as
the attack has continuity.
3. RESULTS.
The obtained results refer to the different categories we have established in the observation instrument,
understanding in addition that we have grouped variables of the category: Final Effectiveness, from the defensive
point of view, to make them more understandable and clarifiers, resulting as follows:
Absolute effectiveness, (variable in which the ball is recovered: Lack of Attack, stop, blocking, regulatory
technical error, the steal of ball); Relative Effectiveness, (Free Throw, the possession is for the same team back) ;
and Null Effectiveness,(7 meters, 2 minutes, Goal, results in a goal or occurs a disciplinary or technical sanction of
a serious nature).
As for the categories we found the following results:
-Defender previous activity.
In this category almost in 70% of cases, 178, the defender is in the shooting line, and in the other three variables, it
is around 10% for each of them, being 23, 24 and 28 cases respectivly, for covering, marking the pivot and change
of opponent in front of crossing. In the fifth variable, demarcation to the 'pair', the cases found are testimonials,
just 1%.
6
Table 1. Effectiveness in relation to the previous activity of the Defender).
Contingency Table Attacker Trajectory * Final Efficiency * Initial Orientatio * Previous Action
Previous Initial Orientation Final Efficiency
Action
Regulatory
Attack Foul (double Free 2
Foul Saves Blocking step, etc) Steal Throw 7m minutes goal Total
Shooting Flat Attacker Strong 3 15 4 3 6 31 0 3 24 89

Line Trajectory Point
Weak 1 6 1 3 1 21 3 2 8 46
Point
Total 4 21 5 6 7 52 3 5 32 135
Weak Attacker Strong 2 0 0 3 3 1 7 16

Point Trajectory Point
Weak 1 2 4 0 7 0 8 22
Point
Total 3 2 4 3 10 1 15 38
Strong Attacker Strong 1 0 3 4

Weak 0 1 0 1
Point
Total 1 1 3 5
Coverage Flat Attacker Strong 1 2 3 6

Trajectory Point
Weak 2 1 4 7
Point
Total 3 3 7 13
Weak Attacker Strong 0 1 1 6 8

7
Weak 2 0 0 0 2
Point
Total 2 1 1 6 10
Pivot Flat Attacker Strong 2 3 5 6 16
Marking Trajectory Point
Weak 1 0 0 0 1
Point
Total 3 3 5 6 17
Weak Attacker Strong 2 2 1 0 0 5

Weak 0 0 0 1 1 2
Point
Total 2 2 1 1 1 7
Change of Flat Attacker Stong 0 2 1 4 4 11

oponent in Trajectory Point
front of
Weak 1 0 0 1 0 2
crossing
Point
Total 1 2 1 5 4 13
Weak Attacker Strong 6 2 2 10
Weak 1 0 4 5
Point
Total 7 2 6 15
‘Pair’ Flat Attacker Strong 1 0 1

Demarcation Trajectory Point
Weak 0 2 2
Point
Total 1 2 3
8
If we compare offensive efficacies when the defender is in the shooting line, in 59 of the 178 cases it is effective
offensively, 33%, and in 63 cases it results in Free Throw, 35%. That is, in shooting line there are more Free
Throws than goals -7m and 2'.
If we talk about that almost 30% of remaining cases where the defender is not in the shooting line, the covering,
the marking to pivot and change of opponent in front of crossing, it is given an efficiency of 13 in 23, 12 in 24,
and 12 in 20 cases respectively, which all together gives us 37 in 75, with an offensive efficiency of 49%, nearly 1
in two cases in which the defender is not in shooting line, the attack is effective, (regardless of there are 0-1-2 or
more passes), establishing a difference of 16 points with the shooting line, specially when the defender was doing
coverage or marking the pivot.
If we compare the offensive effectiveness of these cases, relating it to the variable, orientation of defender in the
coverage, it is 7 in 13 cases if the defender is flat, 54%, and 6 in 10, 60%, if orientation is to the weak point. In
marking the pivot it is 11 in 17, in case the defender is flat, 65% and 1 in 7, 14%, if orientation is to the weak
point. In the case of change of opponent in front of crossing, there is an effectiveness of 4 in 13 if it is flat, 31%,
and 8 in 15 if it is oriented to weak point, 53%.
If we summarize all cases where the defender is not in shooting line, this show us that there is effectiveness in 22
of 43 cases if the defender is flat, 51%, in front of 15 in 32, 47%, with orientation to weak point.
About the differentiations with the defender in shooting line, the offensive efficiency with the flat defender is 42
of 135, almost 30%, with 52 Free Throws of 135, 38%, logically increasing the offensive effectiveness even more
over the average, with same results if making evasive movements toward the strong or weak point.
If we talk about defensive orientation to weak point, the offensive efficiency is 16 in 38 cases, and the number of
Free Throws is 10 in 38, 42% and 26% respectively, increasing the offensive effectiveness in 12 points over the
previous activity, flat defensive, and 9 points over the general, and decrease the Free Throw 12 and 9 points
respectively, showing that orientation to weak point it is clearly less efficient than flat orientation being in
shooting line, regarding the efficiency of the attack.
-Initial Orientation of the defender.

In this category, the flat or parallel orientation to the goal is given in 181 cases, 70% of total, and in 70 cases
orientation to the weak point, 27%, that is 97% of total cases. From these 181 cases, in 64 of them there is
offensive efficiency, 35% and FT in 60 cases, another 30%. It is the predominant defensive orientation and its
offensive efficiency is lower than the average.
If we relate it to the trajectory choosen by the attacker, in 123 of the cases, they go to the strong point, 68%, with
an offensive efficiency of 36%, and if they go to the weak point, it is almost 33%. Therefore there are no major
differences between going to the strong or weak point when the orientation of the defender is flat.
9
(Table 2. Effectiveness in relation to the orientation of the defender respect to the attacker).
Contingency Table Attacker Trajectory * Final Efficiency * Initial Orientation
Initial Orientation Final Efficiency

Regulatory
Foul
Attack (double Free 2
Flat Attacker Strong 5 20 6 4 6 37 0 8 37 123
Trajectory Point
Weak 2 9 1 3 1 23 3 2 14 58
Point
Total 7 29 7 7 7 60 3 10 51 181
Weak Attacker Strong 4 3 2 0 3 9 3 15 39
Weak 3 2 0 4 0 9 0 13 31
Point
Total 7 5 2 4 3 18 3 28 70
Strong Attacker Strong 1 0 3 4
Weak 0 1 0 1
Point
Total 1 1 3 5
It is noteworthy that there are the same number of cases, 37, of scored Goals and Free Throws, when the attacker
goes to the strong point. In addition there are 29 stops, 11%, especially when the attacker goes to the strong point.
On the defensive orientation to weak point, the offensive efficiency is 31 of 70 cases, increasing up to 44%, ( 9
points over the flat orientation and 4 points over the average), and also decreasing the Free Throws down to 25%.
If we compares with the trajectory of the attacker, when the attacker goes to the strong point it is effective in 18 of
39 cases, 46%, and in the weak point it is given in 13 of 31 cases, 41%, resulting more efficient for the attack to
focus on the strong point than to the weak, although this has even greater offensive efficiency in the flat
orientation of the defender.
-Trajectory of the attacker to the Strong Point and to the Weak Point.
From total cases, 256, 98 of them 38%, are scored goals, 2 minutes and 7 meters penalizations, (32% are scored
goals); and 78 of them, 30%, are Free Throws. Therefore resulting a defensive efficiency of approximately 31 %.
90 of 256 go to the weak point: 35% and 65%, 166, go to the strong point. Therefore, two third parties of the
cases go to the strong point.
10
(Table 3. Effectiveness in relation to the Trajectory of the Attacker ).
Contingency Table Initial Orientation * Final Efficiency* Previous Action * Attacker Trajectory
Attacker Previos Action Final Efficiency

Trajectory Regulatory
Foul
Foul Save Blocking step, etc) Steal Throw 7m minutes goal Total
Strong Shooting Initial Flat 3 15 4 3 6 31 3 24 89
Point Line Orientation Weak 2 0 0 0 3 3 1 7 16
Point
Strong 0 1 0 0 0 0 0 3 4
Point
Total 5 16 4 3 9 34 4 34 109
Coverage Initial Flat 1 0 2 3 6

Orientation Weak 1 1 0 6 8
Point
Total 2 1 2 9 14
Pivot Initial Flat 2 3 0 5 6 16

Marking Orientation Weal 2 2 1 0 0 5
Point
di
Total 4 5 1 5 6 21
me
Change of Initial Flat 2 1 4 0 4 11
nsi
oponent in front Orientation Weak 0 0 6 2 2 10
on
of crossing Point
1
Total 2 1 10 2 6 21
‘Pair’ Intial Flat 1 1

Demarcation Orientation
Total 1 1
Weak Shootin Initial Flat 1 6 1 3 1 21 3 2 8 46

Point Line Orientation Weak 1 2 0 4 0 7 0 0 8 22
Point
Strong 0 0 0 0 0 1 0 0 0 1
Point
Total 2 8 1 7 1 29 3 2 16 69
Coverage Initial Flat 0 2 1 4 7

Orientation Weak 2 0 0 0 2
Point
11
Total 2 2 1 4 9
Pivot Initial Flat 1 0 0 1

Marking Orientation Weak 0 1 1 2
Point
Total 1 1 1 3
Change of Initial Flat 1 1 0 2

oponent in front Orientation Weak 0 1 4 5
of crossing Point
Total 1 2 4 7
‘Pair’ Initial Flat 2 2

Demarcation Orientation
Total 2 2
From 166 that go to the strong point, only 66 are scored goal, 7m and 2´ penalties, about 40%; and 46 are Free
Throws, about 27%. Therefore, there are more cases than to the weak point and less effective defensive.
And from 38% that go to weak point, 32, 35% are scored goal, 7m and 2´ penalties; and another 35% of Free
Throws. Therefore, there are less cases and more effective defensive
-Dominance or ‘Laterality’ of the attacker.

The dominant side right handed, have 186 cases, instead of 70 in left handed, almost 73% of 1x1 are from right
handed, almost 3 in 4 of the total, and only 4% of them are playing in Right Lateral, so practically there are no
procedures for those. The efficient offensive cases are 65, 35% and Free Throws 57, 30%. (Table 4. Effectiveness
in relation to laterality or Dominance of the Attacker).
Contingency Table Player Zone * Final Efficiency * Dominance
Dominance Eficaciafinal
Regulatory
Foul
Righties Player Habitual 12 24 5 8 8 55 2 5 57 176
Zone RBR 1 3 2 0 0 2 0 0 1 9
CL 0 1 0 0 0 0 0 0 0 1
Total 13 28 7 8 8 57 2 5 58 186
Lefties Player Habitual 0 3 1 0 0 12 1 4 14 35
Zone CL 1 4 1 3 2 10 0 4 10 35
Total 1 7 2 3 2 22 1 8 24 70
12
Table 5. Effectiveness in relation to laterality or Dominance of the Attacker).
Contingency Table Player Zone * Final Efficiency * Attacker Trajectory * Dominance
Dominance Attacker Trajectory Final Efficiency
Regulatory
Foul
Attack (double Free
Foul Saves Blockin steps, etc) Steal Throw 7m 2 minutes goal Total
Righties Strong Player Zone habitual 7 15 4 3 7 32 5 37 110

Point RBR 1 2 2 0 0 1 0 1 7
CL 0 1 0 0 0 0 0 0 1
Total 8 18 6 3 7 33 5 38 118
Weak Player Zone Habitual 5 9 1 5 1 23 2 20 66

Point RBR 0 1 0 0 0 1 0 0 2
dimension1
Total 5 10 1 5 1 24 2 20 68
Lefties Strong Player Zone Habitual 0 3 1 0 0 4 2 10 20

Point CL 1 3 1 1 2 9 4 7 28
Total 1 6 2 1 2 13 6 17 48
Weak Player Zone Habitual 0 0 8 1 2 4 15

Point CL 1 2 1 0 0 3 7
Total 1 2 9 1 2 7 22
The left handed player is effective in 33 of 70 cases, about 47%, mantaining Free Throw cases in 31%, so it is
more effective in evasive movements a lefty than a right-handed un 12 points, drawing attention that there are an
equal number of cases, 35, in the specific position than out of this, but the efficiency is higher in the position, with
19 effective cases, 54%, than out of this, 14 of 35, 40%, 14 points less..
When we compared with the chosen trajectory, righties go 118 times to the strong point, 63% of the cases, with an
efficiency of 36%, being the efficiency to the weak point 32%. In the case of lefties, the efficiency going to the
strong point is 48% and41% to the weak point, with the general trend repeated, and nearly 1 in 2 times a lefty
going to the strong point gets effective. (Table 5, Effectiveness in relation to laterality or Dominance of the
Attacker).
And when compared with the initial orientation of the defender, to right handed player, the initial flat orientation
of defender, works 133 times, 71%, with an efficiency of 31%, 90 of the caees to the strong point, 68%, and 43
cases to the weak point, 32%. If we value the efficiency to the strong point , it is 30 in 90, 33% and to the weak
point, it is 12 in 43 cases, 28%. If we compare with the left handed player, if the orientation of the defender is flat,
there are 48 cases in 70, 69%, with an efficiency of 46%, 22 in 48. Going to the strong point, there is efficiency in
15 of 33, 45%. And going to the weak point there is an efficiency of 48%, 7 in 15 cases.
-Continuity of Attack.
In this category, do not show passes, in 136 of 256 cases, 1:1 finish there, 52%, (1 of 2 cases), and 50 are scored
goal, or penalties 7m or 2´, 37%, (which is the same than general average, 37% ), being in penetration 60% of
cases and 30% in shots on goal, resulting 36 of them in a scored goal, that is 76% of the total effective cases.
13
(Table 6, Effectiveness in relation to Continuity of the Game Attack)
Contingency Table Initial Orientation * Final Efficiency * Continuity
Continuity Final Efficiency
Regulation
Attack Blocki Foul (doublé Free 2
Foul Saves bg steps, etc) Steal Throw 7m minutes goal Total
1 pass Initial Flat 7 2 2 7 12 2 18 50

Orientation
Weak 1 1 0 2 5 0 8 17
Point
Strong 0 0 0 0 1 0 0 1
Point
Total 8 3 2 9 18 2 26 68
2 passes Initial Flat 6 2 0 5 5 18

Orientation
Weak 0 1 1 0 3 5
Point
Total 6 3 1 5 8 23
More tan 2 Initial Flat 2 5 1 1 6 2 5 22

passes Orientation
Weak 0 2 0 0 0 0 4 6
Point
Strong 0 0 0 0 0 0 1 1
Point
Total 2 7 1 1 6 2 10 29
No Pass Initial Flat 5 11 2 4 37 3 6 23 91

Orientation
Weak 7 2 0 4 13 0 3 13 42
Point
Strong 0 1 0 0 0 0 0 2 3
Point
Total 12 14 2 8 50 3 9 38 136
14
The Free Throw is observed in 50 cases, 37%, 9 points over the average of Free Throws, and being recovered
26% of the balls, especially with stops and attack Fouls. (Table 6, Effectiveness in relation to Continuity of the
Game Attack).
If we add to these 136 cases, another 68, with only one pass, that is 26%, summation is 204, almost 80% of total
cases. In the offensive efficiency of 1 pass, we find 28 cases, 41%, thus increasing than when there is no pass, and
being distributed almost equally penetration, shooting at goal, 1:1 or pass to the pivot, but with 93% of scored
goals, 26 of 28, over the total of efficient cases.
The Free Throw is found in 18 cases, 26%, 11 points below of the category without pass, but with a recovery in
almost 1 of 3 balls, increasing this to 32% based on interceptions and stops.
With 2 passes we find 23 cases, in which 8 are effectives, 35%, and all of them scored Goals, 100%, and the Free
Throw 5 of 23, 21% , increasing recoveries up to 44%, 10 of 23.
And with more than 2 passes we find 29 cases, with 41% of final offensive efficiency, and from 12 cases 10 are
scored Goals, 83%. The Free Throw, 6 of 21, also 21%, being recoveries 11 of 29, 38%.
Interestingly, the highest levels of Absolute Offensive Efficiency, (Scored Goals, 7m and exclusión), are present
when there is 1 pass or more than 2 passes, but if we also relates them to Free Throws, adding them together, we
find that when there is no pass it is achieved 74%, added the Null Relative Effectiveness, 37% + 37%, remaining
only 26% for Absolut Defensive Efficiency, which is to recover the ball. With 1 pass it is 41% + 26%, 67% for
Null Relative Effectiveness and 33% for Absolut Defensive Efficiency. With passes, it is 35% + 21%, 56% for
Null Relative Effectiveness and 44% for Absolut Defensive Efficiency. And with more than 2 passes, it is 41%
+ 21%, 62% for Null Relative Effectiveness and 38 % for Absolut Defensive Efficiency.
From here you can deduce that the % of offensive efficiency decreases, going through 74%-67%-56%-62%,
therefore the Ofensive Efficiency is decreasing as the ball is still playing, (despite having more % of scored goals
with 1 pass and more than 2 passes), at first based on the Free Throws, (when there is no pass, and especially for
‘Pair’ player and ‘Uneven’ players in supports or overdubs), and then based on ball recoveries and stops,
especially when given two passes or more. (Table 7, Percentage of Effectiveness regarding Continuity of Game
Attack).
OFENSIVE FREE TOTAL DEFENSIVE

EFFICIENCY THROW EFFICIENCY
WITHOUT PASS 37% 37% 74% 26%
1 PASS 41% 26% 67% 33%
2 PASSES 35% 21% 56% 44%
MORE THAN 2 41% 21% 62% 38%

PASSES
15
It is also very interesting to compare the different behaviors of actions of 1:1 which finish right there. (without
pass), with the Attack general profile already commented. From 50 effective cases of the category without pass, 29
are in penetration, 58%, with an efficiency of 51% of tries, 15 are from the 7-9 meter shootings, 30%, with an
efficiency of 52% of tries, and 6 are from the own 1:1, 11%, in which it is not produced a throw, with an efficiency
of 12,5%, only due to exclusions produced in the 1:1. Therefore there is no difference in efficacy when a throw
occurs between penetrate or launch, although penetrations occurs almost in 6 of 10 cases.
From the 136 cases without pass, we have 32 of 91, 35%, of efficiency with a flat defender, and 37 of 91 Free
Throws, 41%. And 16 of 41, 38% of efficiency with a defender oriented to the weak point, and 13 of 42 Free
Throws, 31%.
With a Flat defender, to the strong point, 20 of 55, 36%, and 19 of 55 Free Thows, 35% and to the weak point 12
of 36, 33% and 18 of 36 Free Throws, 50%. With the defender oriented to the weak point, 10 of 22 of efficiency to
the strong point, 45%, and 6 of 22 Free Throws, 27%, and to the weak point, 6 of 20, 30% and 7 of 20 Free
Throws, 35%.
So we have established two different profiles: one first, of Offensive Efficiency, exemplifying the effectiveness of
the attack from which it starts with 1x1, and regardless of whether or not there is continuity in the same, (without
pass, 1 pass, 2 passes or more than 2 passes), that is, how the action is finished based on the start in the 1:1.
In this sense it gives a 38% of Offensive Efficiency (and 32% scored goals) -30% Free Throws, -32% Ball
recoveries, (14% stops and 5% Attack Foul).
And a second profile, the 1x1, which are the cases in which it is initiated and finished the action with the same 1:1,
that is, do not exists continuity. That profile have the 37% of Offensive Efficiency ( and 28 % scored gaols)-37%
Free Throws, -26% Ball recoveries, (10% stops, and 9% Attack Fouls). (Table 8. Offensive efficiency, Attack and
effectiveness of 1:1 without continuity).
OFFENSIVE FRE TOTAL DEFENSIVE

EFFICIENCY THROW EFFICIENCY
ATTACK 38%( Scored goals 30% 68% 32%(Stops 14%)

32%) (Attack foul 5%)
1:1 37%( Scored goals 37% 74% 26%(Stops 10%)

28%) (Attack foul 9%)
Therefore, in 1:1 profile exists less offensive efficiency, less scored goals, more Free Throws and less ball
recoveries, less stops and more attack fouls. All this can be explained on the idea that, although the efficacy is
similar, it try to do Free Throw, so that is tried the no-continuity in the attack, (that is why exists much more Free
Throws, because adjacent defenders helps more), and therefore there are also fewer goals, (just a little more than 1
in 4 are scored goals), besides that Attack Fouls gets almost doubled, (but they still do not reach 1 in 10).
16
4. DISCUSSION.
After seeing the results, we turn to corroborate the hypothesis that we had set as a goal of this work:
1-The activity of the defender, previous to 1x1, condition the defensive efficiency. The defender will be more
efficient if it is placed in the shhoting line that if it is not there. When the defender is placed in the shooting line
with the attacker, the orientation to the weak point is more effective than in the flat orientation to the attacker.
This is exemplifying that two third parties of defenders are in shooting line, but in addition, when they are not in
the shooting line, half of tha attacks are effective, so that as long as it is previously mobilized toward the defender,
and especially if it is tilting or helping the pivot, the offensive efficiency increases. Therefore, the activity of the
defender prior to 1:1, condition the defensive activity, in the sense that logically if it is not oriented in line with the
attacker, is more difficult to defend. Y por otro lado no es cierto que si el defensor está en línea And on the other
hand is not true that if the defender is not in line, and guides the attacker to the weak point, it is most effective
defensively, that if it is oriented to flat, whereupon they should be situations to be trained regarding the own 1:1.
2-The defender orients more times to the weak point, that parallel-flat goal. It is better to offer the weak point tan
being flat to be effective defensinsively en 1:1. The orientation to the weak point is more efficient for the
trajectories of the attacker to the strong point.
In more than ⅔ of the cases the orientation is flat, 70%, whereby the flat orientation is the most common defensive
profile, not confirming the hypothesis that the weak point orientation is the most common, probably because the
defensive general principle is to block the progress to goal based on defending the 1:1, not to recover the ball.
Besides this, that flat orientation is more efficient, respect to the orientation to the weak point, probably because to
accomplish the defensive general principle, is better to have a big base of sustentation and be placed in front of the
defender, thus, not fulfilling the second part of the hypothesis, in addition recovering more balls.
On the other hand, nearly 1 in 2 feints to the strong point with defensive orientation to the weak point are effective,
thus, the orientation to the weak point is not the most effective way to defend the strong point, that may be could
be explained because the attacker use the feint to the imbalance or to the space from where the defender is coming,
whereupon and independently from where the defender is coming, it should be oriented and cover the strong point,
especially if it is coming from the strong point. Whereupon the third part of the second hypothesis is not
confirmed.
3-The attacker goes more times to the strong point than to weak point. The efficiency to the strong point, and to
the weak point will be similar.
In almost ⅔ of the attacks the trajectory of the attacker is to the strong point, 65%, so that this part of the
hypothesis is true, probably because the attacker goes toward its easier side, and the possibility of continuing also
into the more natural trajectory. And regarding the efficacy, the two trajectories are different. The trajectory to
strong point is, apart from the most common, more efficient defensively tan the trajectory to the weak point,
keeping a similar level in ball recovery, which means that from the point of view of training, we shall try to
primarily close the strong point of the attackers. It therefore does not meet the second part of the hypothesis.
4- Exists more cases of 1:1 of right handed players than left handed. The offensive efficiency of 1:1 will be similar
in righties than in lefties. The players are more efficient, outside of their specific positions than in their logical
positions.
Almost ¾ of the total that starts in the 1:1 are performed by right handed players, due logically to the absence of
left handed central players, being those preferably righties, thus it stands that the first line is occupied by two right
handed players, leading to be fulfilled the first part of the hypothesis.
17
However, efficiency among lefties and righties is differentiated, the lefties are more efficient than righties,
achieving up to half of the 1:1, especially when they go to the strong point, and when they are in their position in
Right Back. The probable reason is that being less cases, defenders are less trained, and perhaps the righties could
have more problems to defend in front of left handed players due to their Laterality. It therefore does not meet the
second part of the hypothesis.
About the third hypothesis, players are not especially efficient outside of their specific positions, but in their own
positions, as usually happen with the Right Back Left, perhaps because of the continuous change of positions and
swaps in the game, making that not effectively terminate at its specific position. As for training we must show
more interest in training the Backs defenders in that 1:1 that they are going to receive, just as we do with the
defensive Centrals. It is not fulfilled the third part of the hypothesis. In addition, teams hardly play with righties in
Right Back, only s4%, because normally these teams have two left-handed players on the Right Lateral, and the few
cases are due to situations of the continuity of Central on the Right Back.
5-Most 1x1 will not have continuity, just are finished there. From 1x1 tried, we have more cases not ending in
scored goal than those ending in scored goal. Se recuperan un número importante de balones por medio de Faltas
de Ataque A large number of balls are recovered through Attack Fouls. Effectiveness in penetration is superior to
ending with a shot from distance.
More than ½ of each 1:1 ends without continuity, so finish there, which suggests that the defense wants to interupt
the attack as soon as possible by the supposed efficacy that is given to 1:1. In fact, 8 out of 10 of the 1x1, ends
without continuity or with 1 pass, (adding 26% of the cases with 1 pass), with what appears to be priority being
effective defensively in this action and especially in the close space, due to the large number of cases that are
found. Therefore, it is fulfilled the first part of the hypothesis.
Regarding the second hypothesis, it is not met since the offensive efficiency is lower than the defensive, it is given
in 38%, (and 32% scored goals, almost 1 of each 3 is a scored goal), and if we refer to the 1:1 by itself in the
category without pass, this have 37% of Offensive Efficiency ( and 28 % scored goals, nearly to only 1 of 4), thus,
the alleged offensive efficiency of 1:1 is compromised, but confirms the hypothesis that there are more cases that
do not end in goal than ending up in goal regarding to the 1:1. Regarding Attack Fouls, only 5% of the attacks
ends just this way, and if we extend to the 1:1 action itself, ending without a pass, the defensive efficiency is
larger, but is not even achieved 1 in 10 of the 1:1 tried, thereby the recovering of the ball based on attack faults is
very low, probably because it is intended do not surpass the defender, do not recover the ball. It therefore does not
meet the third part of the hypothesis.
6- If the continuity is kept, the offensive efficiency will decrease. The number of Free Throws will be increased as
the attack has continuity.
It is evident that the % of offensive efficiency (adding the Free Throws), decreases as the attack progresses, going
from 74%-67%-56%-62%, (and that is despite having more % of scored goals with 1 pass and more than 2
passes). Thus the defensive effectiveness is due at first to the Free Throws, (when there is not a pass, and
especially by the ‘Pair’ and ‘Unvens’ in supports or overdubs) and then to the ball recoveries and stops, especially
when are given 2 passes or more. These data may be because as while the attack is performing, the imbalance
produced is diminished by defenders, also because it lasts longer and allows them greater number of ball
recoveries. Therefore it is true that as the attack progresses, the offensive efficiency is reduced. It is fulfilled the
first part of the hypothesis.
For the second part of the hypothesis it is interesting to observe the behavior of the Free Throw along the path of
the attack. In this sense the number of cases of Free Throws is over 37%-26%-21%-21% respectively, decreasing
significantly, suggesting that the surmised importance for that initial 1:1, causes that the greatest number of Free
Throws are made, to precisely reduce that initial push, and therefore they go decreasing gradually, whereby the
hypothesis is not fulfilled.
18
5. CONCLUSIONS FROM THE RESULTS.
-The defender receives the attacker in the shooting line predominantly. When it is not in shooting line, half of the
attacks are effective.
-The flat Orientation of defender is the most predominant, besides being more effective defensively that
orientation to weak point, and also recovers the attack more balls.
-The Trajectory of the attacker to Strong Point is the most predominant, besides being more effective offensively
that orientation to weak point.
-1:1 is performed by Right Handed players predominantly. However Leftie players are more effective, especially
when they are in their position as Right Back, and when they go to the strong point.
-Most of 1:1 ends without continuity or with a maximum of 1 pass.
-1 in 3 attacks launched in 1:1 ends in a scored goal, and 1 in 20 ends in Attack Foul. And only 1 in 4 1:1 without
continuity ends in a scored goal, and 1 in 10 ends in Attack Foul.
-As the attack have continuity, defensive efficiency is increased, first with the Free Throw and then with the stops
and interceptions of the ball.
19
6. REFERENCES.
-Anguera, M.T., Blanco, A., Losada, J.L., y Hernández Mendo, A. (2000). The observational methodology in
sport: basic concepts. Readings of Physical Education and Sports, Digital Magazine l. (5), 24.
Recovered from: http://www.efdeportes.com/efd24b/obs.htm Txema del Rosal Asensio.204
-Anguera, M.T., Blanco, A. y Losada, J.L. (2001). Observational designs, key issue in the process of observational
methodology. Methodology of Behavioural Science,3 (2), 135-160.
-Antón García, J.L. (2000). Handball. Skilling and research INDE. Barcelona.
-Antón García, J.L. (2002). Handball; defensive tactical group. Madrid: Grupo Editorial Universitario. Granada.
-Antón García, J.L. (2004). Structural and functional evolutionary analysis of the defense system 6:0. Granada.
-Ávila, F.M. (2006). The defensive formation of the player joining the high performance. Handball Area
Magazine, 38, Technical Comunication 254. Madrid.
-Del Rosal , T.:. Analyses of the contact actions on the ball holder in handball Tesis Doctoral , 2012, Universitat
de Lleida.
-García, J.A., Aniz, I., Arellano, J.I., Domínguez, J.O., y García, T. (2004). of time and distance variables in the
effectiveness of the game with four teams transformations in high-level handball. Possibilities for application in
training. motricity. European Journal of Human Movement, 12, 79-94.Cáceres.
-García, T. García, J. A., Aniz, I. (2004). Analysis of the structure of the attack on high-level team
handballApunts: physical education and sports, 76, 53-58. Barcelona.
-García Herrero, J.A. (2003). Handball training; foundation for building a defensive formation project. Paidotribo
Barcelona:.
-García Herrero, J.A. (2005). Some considerations on defensive individual training in the formative stages.
Technical communication. 232 Royal Spanish Handball Federation.. Madrid.
-Gutiérrez Aguilar, O. (2003) Analysis and control of tactical performance in handball. Area handball.. 27.
Madrid.
-Gutiérrez Aguilar, O. (2006). Assessment of performance tactical handball through efficiency coefficients.
Application software Sortabal V.1.0. Unpublished Doctoral Thesis. Miguel Hernandez University. Elche.
-Laguna, M. (2015). Training in ‘Cadete’ and ‘Juvenil’ stages.Master Coach. EHF. Valencia
-López Ros, V.(1991). Coordination work to improve the situation "1:1" in handball Apunts Educació Fisica i
Esports, (26) 31-42. Barcelona.
20
COMPARATIVE STUDY OF URGENCY OF
THE PRO-ACTIVE 5:1 DEFENSIVE
SYSTEM EFFECTIVENESS (Odd and Peer
DEPARTURES AND PRESSURES) IN BASE
CATEGORY AND HIGH PERFORMANCE
Javier Elvira González 74648030-N

javi_elvira@hotmail.com
1. TITLE
COMPARATIVE STUDY OF URGENCYOF THE PRO-ACTIVE 5:1 DEFENSIVE
SYSTEM EFFECTIVENESS (Odd and Peer DEPARTURES AND PRESSURES ) IN BASE
AND HIGH PERFORMANCE CATEGORIES
2. SUMMARY
The aim of this study is to analyze the effectiveness of the 5:1 defensive system which we
have been working with for several years in the base and senior regional Andalusian teams
for emergency situations with highly unfavorable results or the need to overcome a result in a
limited period of time. This system is mainly characterized by continuous transformations
that will be described later on.
This sample is composed by matches of the Territorial Cadets Regional Teams in the
Castellon 2015 Spanish Championship, in the Almería 2016 Yough Games, in some matches
of the 1st National Division Category of the 2015-2016 season and others of the Honor Silver
Division in the 2011-2012 season.
In order to compare, analyze and see if it is effective, we will use variables such as goals
against, goals for, turnovers, blockings, goals from counterattack, number of defenders.
The results reveal how this defensive system alters the "normal" game evolution.
3. KEY WORDS
Comparative Study, proactive 5: 1 Defensive System, even-odd pressures, Urgency.
2
4. INTRODUCTION
Handball is an Olympic sport in which two teams of seven players each (six field players
and a goalkeeper) try to score goals by throwing the ball with their hands in the opposing
team’s goal (Rivilla García et al., 2011a). According to Alves et al., (2013), handball consists
of intense intermittent activities such as running, sprinting, jumping and throwing, hitting,
blocking, and pushing players.
The team sports assessment has had different approaches over time. The first steps in this
field are those of Reep. and Benjamin (1996) that provide a statistical model to analyze the
number of passes that are given in a football game. Since then, much has been achieved.
Other studies on Basketball are: Gómez, Lorenzo, Sampaio, Ibañez, 2006; and on Football:
Pollard, 2008. However, most studies on handball focus on an analysis of game situations,
not looking for discriminatory values between winners and losers. Roman (2000) analyzes
two Olympic Games matches from the perspective of the launch. Recent studies have started
to look for those discriminatory values (Garcia Ibañez, Feu, Canadas and Parejo, 2008)
stating that the counterattack releases,
counterattack goals, goals from 6 meters, the passes and the fewest number of shots
received are values which can predict victories.
Team sports, including handball, are subject to multiple factors both external and internal
that affect each and every one of the game actions and their development both collectively
and individually. Within these sports, we can distinguish two phases during game action: on
the one hand, and perhaps most importantly, "the attack", and on the other hand we find "the
defence": a phase which the spectator can find more boring and offers fewer spectacular
moments. However, we must consider this phase of great importance since it may mean the
start of further new attacks in addition to prevent from goals or points of the opposing team.
3
Going straight to the point of this study, we can divide the Defences used by handball
teams basically in "closed", among which the most commonly used is the 6:0 defence, and
"open", among which the most used is the 5:1 defence.
Once you have chosen the defensive system it is essential, as Sanchez (1996) exposed, to
assess the degree of effectiveness we have achieved in our collective game.
To effectively assess the game it is important to use the effectiveness coeffectives arising
from the quantification of several game aspects. Gutiérrez (2006; Gutierrez Fernandez and
Randeantony, 2007) suggests six effectiveness variables for each of the possible situational
frames given in handball. So far, the effectiveness has always been assessed based on
situational frames for each sport (Argudo, 2000; Argudo et al.2007; Gutiérrez 2006;
Gutierrez Fernandez and Randeantony, 2007; Rodrigues, 2005).
Therefore, we will try to quantify the Completion Form of offensive actions related to the
defence system used and we will try as well to assess its performance.
The 6:0 is the main defensive system we use. When facing a negative result we will switch
to the pro-active emergency 5:1 defensive system, which consists mainly of continuous
transformations (4: 2 to 3: 3, etc.) as the opposing team attacks the goal. A series of automatic
functions depending on the opponent attacks are, for example: 2x1 by a dribbler, odd
pressure, peer pressure, etc. Ultimately, it is creating situations of defensive superiority what
the defensive team will create with dribblers and working the passing lanes to try to retrieve
the ball as soon as possible (by odd-peer pressures).
We will analyse the team’s performance in a given match when it is using the 6:0
defensive system and when the defensive system changes to a pro- active 5:1, as explained
above.
This study will be done both in games of Base and High Performance categories.
The purpose of this study is to quantify the changes that occur when changing the
defensive system and to see if they are effective in all kinds of categories.
4
5. METHOD
5.1 PARTICIPANTS
In this research we will analyze four matches. Two of them from the 2015 Cadet Regional
Team Spanish Championship in Castellón (15 and 16 years old, Andalusian regional team)
and the 2016 Spanish Youth Championship in Almeria (17 and 18 years old, Andalusian
regional team).
The other two matches to be analyzed are high-performance Senior category (18 years old
and onwards). Also, a match from the 2015-2016 1st National Division and another from the
2012-2013 Honor Silver Division..
5.2 DESIGN
In this study we will keep an observational design. Variables used:
Scored Goals, goals against, goals in counterattack, turnovers, number of defences,

Blockings.
5.3 MATERIAL
This is mainly a video analysis. We use: SONY HDR-CX405 camera to record the
matches + downloaded match broadcasted by Canal Sur (Andalusian television) for the
Andalusian Honor Silver Division Cup Finals. Ulead Video Studio is the video edition
Software used, and Microsoft’s SpreadSheets were used to collect the data from different
variables.
6. DEVELOPMENT
As I mentioned earlier I have analysed 4 matches:
- Match 1: 2015 Cadet Regional Team Spanish Championship in Castellón (15 and 16 years
old, Andalusian regional team). This Championship is played over one week (1st week of the
year) in the format of 2 groups of 4 teams, qualifying quarterfinals, semi-finals and final. I
will compare the variables listed in the Design section. On the one hand, how the team
5
behaves for the first time with the main 6:0 defence, and on the other hand, how the team
behaves with an adverse result changing in the second half to the pro-active 5:1 defence
system.
- Match 2:2016 Spanish Youth Championship in Almeria (17 and 18 years old, Andalusian
regional team). This Championship is played over one week (1st week of the year) in the
format of 2 groups of 4 teams, classification quarterfinals, semi-final and finals. I will
compare the variables listed in the Design section. On the one hand, how the team behaves
for the first time with the main 6:0 defence, and on the other hand, how the team behaves
with an adverse result changing in the second half to the pro-active 5:1 defence system.
- Match 3: 2012-2013 Honor Silver Division.Final Andalusia Cup. . I will compare the
variables listed in the Design section. On the one hand, how the team behaves for the first
time with the main 6:0 defence, and on the other hand, how the team behaves with an adverse
result changing in the second half to the pro-active 5:1 defence system.
- Match 4: 2015-2016 1st National Division. In this match, the defensive change occurs 10
minutes before the end of the match. I will analyze what has been achieved with this
defensive change during that period.
- We will also compare the results in base and high performance categories.
What is the Pro-active 5:1 defensive system with peers-odd pressures?
It is a way to define the defensive style, mainly characterized by the risk level taken, which is
far more superior to any other defensive system. On the one hand, more "aggressiveness” by
players (character, attitude, etc. ...) and on the other hand, a number of automations occurs
depending on the player with the ball.
It consists of the following. When the plaer with the ball attacks the opponent’s goal, the
defence responds in 2x1 pressure to the player and works the passing lanes (Peer-odd
pressures) with the rest of players performing rapid tackles and making hasty decisions.
6
This is an active defence system, where the defence takes the initiative.
Here is a series of images that illustrate the system:
Image 1. One of the objectives with this defensive system is to create ball zone superiorities.
2x1 pressure to the player with the ball when attacking the opponent’s goal
Image 2. The other players accompany the 2x1 pressure by working the passing lanes. 2x1
+ odd second defender pressure.
A. Attacker starts with the ball. Advanced 2x1
7
B. 2nd defender works the passing lane + odd presure
Image 3. 2x1 to the dribbler + odd external pressure

B. Attacking player with ball starts+ advanced to 2x1
8
B. 2nd defender pressures the odd with the central outer + with long end
lateral. Left outer side pass and steals the ball.
Image 4 The odd defender in advanced position advances when the ball reaches the far
end.
A. Winger with the ball starts + advanced defender works odd pressure in
the side.
9
B. 2nd defender press at odd with central
Image 5. Double centres advance the passing lanes / 2x1 + external odd pressures.
A. When facing a double centres attack in the central area, the side
defender starts 2x1 advanced pressure.
10
B. Outer defender pressures the odd attacker to steal the ball
7. RESULTS
Table 1. Cadet Match. Team A uses pro-active 5:1 defensive system. Final Result: Team A
25- Team B 26. In the first half with 6: 0 defence, the score reaches half time with this result:
Team A:8 Team B:14. 30 minutes with pro-active 5:1 defence.
1T 2T TOTAL
GOALS AGAINST
14 12 26
GOALS FOR
8 17 25
COUNTERATTACK
GOALS 2 6 8
NUMBER OF
DEFENCES 18 26 44
RECOVERIES
2 8 10
BLOCKING
0 2 2
11
Table 2 Youth Match. Team A uses Pro-active 5: 1 defensive system. Final Result: Team A
20- Team B 22. In the first half with 6: 0 defence, the score reaches the half timewith this
result: Team A: 8 Team B: 4. 30 minutes with the Pro-active 5: 1 defence.
1T 2T TOTAL
GOALS AGAINST
14 8 22
GOALS FOR
8 12 20
COUNTERATTACK
GOALS 1 7 8
NUMBER OF
DEFENCES 21 28 44
RECOVERIES
2 11 12
BLOCKING
0 4 4
Table 3. Honor Silver Division Match. Team A defence uses pro-active 5: 1 defence.
Andalusian Final Cup. Final Result: Team A 31 - Team B 25. Unlike the other matches, here
we changed the defensive system because of the opposing team characteristics, physical
issues, in order to give the team more mobility and flexibility. Half Time score was: Team A
14 - Team B 13. 30 minutes with 5: 1 pro-active defence.
1T 2T TOTAL
GOALS AGAINST
13 12 25
GOALS FOR
14 17 31
COUNTERATTACK
GOALS 3 13 16
NUMBER OF
DEFENCES 23 33 56
RECOVERIES
4 11 15
BLOCKING
1 4 5
12
Tabla 4. Partido 1st Division Match. Team A used the pro-active 5:1 defence. Final result
was: Team A 26 - Team B 25. Until 20 minutes before the end of the 2nd hald, the team uses
the 6: 0 defence, with this result: Team A 18 - Team B 23. At that moment the defensive
system is changed. 10 minutes with 5: 1 defence.
10 LAST
MINUTES
GOALS AGAINST
2
GOALS FOR
8
COUNTERATTACK
GOALS 4
NUMBER OF
DEFENCES 11
RECOVERIES
6
BLOCKING
1
8. DISCUSSION
After the results, we face the following discussion:
If we compare the data collected in the two defences, all the analysed variables, except
goals against, increased proportionally. Goals against were significantly reduced. Other
authors like Gutierrez, and Ferez, JA in 2008 made a similar comparison which concluded
that in emergency situations the defence 5: 1 outperforms the 6: 0 defence in variables such
as goals against, turnovers and number of successful defences.
Citing the match analysis of the Andalusian Cadets team, we note that except for goals
against all the values increased, the number of defences and goals scored attract our attention.
Due to the aggressiveness of the defence, the counter attacks were shorter and the goals for
increased as a result of a greater number of recoveries and counterattack goals. The
blockings, in contrast, do not show significant variations.
13
If we compare the second half of the analysed matches, as shown in the graph, the line
describing the data shows very similar values in the 3 samples, even identical in variables
such as scored goals, the number of defences and recoveries.
The fact that results increase proportionally and goals against decline as well, can be seen
as a defensive success. Eftene, A. and Alexandru, A (2013) in a similar study conducted with
junior teams in the Romanian league compared different types of defence and the match
14
status, concluding that the 5: 1 defence is ideal for moments of defensive crisis, due to the
aggressiveness and motivation which pose this open defence system.
This study presents a very limited view, and is as small as the number of samples: only 4
matches are studied. And we must add the "motivational" factor in these matches as they are
semi-finals or finals in Spanish championship titles.
It is precisely in these limitations where were find motive to do further research. We could
analyse this defensive system throughout one or several seasons, see if female data are
similar to the male ones, include more variables (e.g. average duration of defences), etc.
9. CONCLUSIONS
We must clearly point out that the Pro-active 5: 1 defensive system analysed is mainly used
with a severe score against and little time to catch up with the opponent (10-30 minutes). In
one of the matches, it is chosen because of the opposing team characteristics and their
physical condition..
Considerations
1. A greater number of defensive actions occurs in the 2nd half rather that in the 1st.
Therefore, one of the goals we had set with changing the defensive system is met. Making the
attacks shorter and have more situations of attack-defence.
2. With the pro-active 5: 1 defence, we force the attacker to make a decision quickly; we
work on a series of automations depending on the passing lanes and odd pressures. The data
show that the number of recoveries is much higher than with the 6.0 defence.
3. One of the fundamental issues of this defensive system is working with situations of 2x1
against a dribbler. Having no clear pass, often the attacking player has to make a decision in
"unfavourable" conditions and is forced to perform a long distance shot, so the number of
defensive blockings increases.
4. Given the above, one of the most relevant and clearest facts is an increase in the number of
counterattack goals with this defensive change.
15
5. The partial data achieved, once both defences analysed, offers no doubt about the success
with the defensive change in the four analysed matches.
Once these findings are exposed, the questions is: Why must not we always use this defence?
There are other important aspects, in my view:..
A. Psychological Aspect. Normally, when a team faces the second half or has little time to
finish the match and its score is clearly favourable, the players tend to relax, and the players
who are about to be beaten become braver and riskier, because there is big chance of losing
the match. Of course, to all of this we must add a certain attitude, character, etc.
B. Physical Aspect. This is of extreme importance, since stamina is driven to the limit.
C. Match scouting. If you use this defensive system continuously, any opponent who analyses
you can adapt to your style and end up attacking you more effectively.
In summary, in my point of view, it seems like a fairly effective system. In basic categories I
think it can be kept for longer unfavorable periods in a match. In high performance teams,
these defensive periods should be shorter or alternated several times during the match with
your main defensive system..
16
10. REFERENCES
- Antón, J. (2002). Balonmano táctica grupal defensiva, concepto, estructura y metodología
- Argudo (2002), Fundamentos de la estrategia y la táctica deportiva
- Eftene, A. Alexandru, A (2013). Study Regarding the efectiveness of the first phase of
defensein team handball, Juniors III level
- García Herrero, J.A. (2003) Entrenamiento en balonmano: Bases para la construcción de

un proyecto de formación defensiva
- Gutiérrez, O, Fernández J,J., Borrás F, (2010). Uso de la Eficacia de las Situaciones de

Juego en Desigualdad Numérica en Balonmano como Valor predictivo del Resultado Final
de un Partido
- Gutiérrez, O, Fernández J.J, Randeantony, N. (2007). Valoración del Rendimiento táctico

en Balonmano a través de coeficientes de eficacia
- Gutiérrez, O (2006). Valoración del rendimiento en balonmano a través de los coeficientes

de eficacia
-Gutierrez, O, Férez, J.A (2008).. Cuantificación y valoracion de la efeicacia de los sistemas

defensivos empleados en el marco situacional de igualdad numérica en los equipos de
balonmano de alto nivel.
- Sánchez, F. (1996). Deportes de equipo; análisis funcional, evaluación y aprendizaje de la

táctica
17
TACTICAL – STRATEGIC ANALYSIS OF THE OFFENSIVE
SUPERIORITIES IN THE HIGH-LEVEL PERFORMANCES (GROUP STAGE
(GROUP C)) IN THE MEN’S VELUX EHF CHAMPIONS LEAGUE 2015/16
Jesús Javier González Fernández
SPANISH HANDBALL FEDERATION

SPAIN
1
INDEX:
 INTRODUCTION……………………………………..……………………….3
 DEVELOPMENT ……………………………….……………………………..3
o STUDY OF THE PERFORMED SUPERIORITIES ……………….4

 SUP 1, SUP 2, SUP 3 …………………………………..……….4
 SUP 4, SUP 5, SUP 6 ………………………..………………….5
 SUP 7, SUP 8, SUP 9 …………………………..……………….6
 SUP 10 …………………………………………………………..7
o FIXTURE BY FIXTURE STUDY OF THE SUPERIORITIES OF

EACH TEAM …………………………………………………………..7
 RESULTS OF THE STUDY ………………………………………….……..10

o TABLE 1 ………………………………………………………………11
o TABLE 2 ………………………………………………………………12
o TABLE 3 ………………………………………………………………13
 DISCUSSION ABOUT THE RESULTS OF THE STUDY……..…………13

o Analyzing the TABLE 1 …………………………………………….….13
o Analyzing the TABLE 2 ………………………………………………..13
o Analyzing the TABLE 3 ………………………………………………..14
 CONCLUSIONS ABOUT THE STRATEGY OF EACH TEAM ……..….15

o HC Chekhovskie Medvedi …………………………..………………….15
o Futebol Clube do Porto ………………………………………………..15
o Tratan Presov ………………………………………………...………..16
o HC Meshkov Brest …………………………………………….……….16
o HC Vojvodina ………………………………………………………….16
o Which of the superiorities are played in the final and equal moments of
the matches……………………………………………………………..17
 FINAL SUMMARY OF THE CONCLUSIONS.………………..………….17
 BIBLIOGRAPHY …………………………………………………………….18
KEY WORDS:
Superiority, goal occasion, efficacy, tactic and strategic
2
INTRODUCTION:
We will study closely the game tendencies in the numerical offensive superiorities
situations in the high-level (Men’s Champions League 15-16).
To make a detailed study of the tactical-strategic factors and efficacy in the game with
numerical superiorities in the high-level performances, we have analyzed all of the
games from the Group C of the Champions League 2015/16 for men.
With this meticulous study we hope to get a conclusions about various factors which we
will explain in detail bellow.
The objective of this thesis is to find answers to the following questions:

 Which are the most used tactical superiorities in the high-level performances?
 From the superiorities used by the different teams, which are the most effective?
Hence we will refer to those in which there is a good chance and in the same
time we will distinguish if those will finish with a goal or not (efficacy).
 The teams are modifying the tactical and strategic approach in the superiorities
for implementation in a match in function of different factors? :
o Efficacy during the match.
o According to the opponent they face and his characteristics.
o According to the superiority which was the most effective against this
opponent in the played matches by other opponents against this one.
o The moment of the game in which was made, equal score…
 The teams are establishing a tactical variations from the same superiority
according to the defensive responses?
DEVELOPMENT:
First, we will put into context a few aspects of how we are going to make the study:
 We will only deal with the numerical superiority 6:5 and not with situations
of 5:4, 6:4 etc.
 We will only analyze superiorities which will be performed in one tactical
structured way, meaning that we will exclude those ones which are resolving
with one individual action without group tactical intention.
To get a valid conclusions, we should analyze a dozens of matches, but I think that
making an analysis from the Group C of the Champions League 15-16, it can be
sufficient sample to give us an idea. To analyze the strategic aspect which is used by
the teams against one determinate opponent, it will be Naturhouse La Rioja.
Therefore, besides analyzing the game tendencies in numerical superiorities of all of the
games in the group, I have analyzed the 10 matches which Naturhouse La Rioja played
against all of their opponents in this group stage: HC Meshkov Brest, Futebol Clube do
Porto, Chekhovskie Medvedi, Vojvodina and Tratan Presov.
Bellow we show by the means of a chart the different superiorities which are made in
these ten matches, each one of them will be named with the typology (SUP 3) for
example and in addition I would like to notice that they are not organized by any clearly
defined criteria, but just as they have been happening in this study of matches.
3
ESTUDIO DE LAS SUPERIORIDADES EJECUTADAS:
SUP 1:
This superiority is based

on wining a numerical
superiority from a static
pathway block which is made
by the pivot, over the pair of
defender of the center.
Once you get this
advantage wins the point of
support in situations of
advantage 3x2.
SUP 2:

on the play with two pivots to
wins a numerical superiority
from two static pathway
“consecutive” blocks.
With them we are trying
to win the point of support
towards the winger until the
opening of the game like I the
picture.
SUP 3:

on playing a crossing center-
back situation to cause a simple
4x3 in the opponent’s zone.
It’s very important for
the back player who gets benefit
of the crossing, to have a good
capacity of shot to set up the
defense and make the decision
to pass.
4
SUP 4:
This superiority is a
variation of the SUP 3.
The starting situation is
the same, but with the touch that
after the crossing it’s played a
static pathway block to make a
situation of 3x2.
It is very important for
the back player who gets benefit
of the crossing, to have quality
to make the block.
SUP 5:
This superiority is
based on playing a double-
crossing situation in the first
line, supported by a block
from the pivot to cause a
simple 3x2 in the opponent’s
zone.
It is very important for
the back player who gets
benefit from the block to have
quality in the game of
blocking and to make better
decisions.
SUP 6:

on playing a situation of
consecutive crossings in an
attacking zone in which the
players are threatening in a
constant way to shot, and just in
the end to make a back to back
player crossing in the
opponent’s zone, using the
static block to win 3x2
superiority in the initial zone.
5
SUP 7:
This superiority is a
variation of the previous (SUP
6) before a different defensive
answer in which the initial
spaces are closed causing a 2x3
in the opponent’s zone.
This action must be
observed and coordinated
between the two offensive back
players.
SUP 8:
This superiority from

one hand, is looking to obtain a
good situation for an exterior
shot, but to get a situation of
3x2 in the opposite side of the
initiation, before a good
defensive response.
To make this superiority
effective, we need to have
players with a great capacity for
shot from a distance.
SUP 9:
This superiority is
looking to set up the defense
in an exterior zone of the
court to get a situation of 3x2
with space in the other zone
of the court.
It is fundamental that
the players who start the
action, set up correctly their
defender’s pairs to have an
enough space for the
finalization in another zone.
6
SUP 10:
This superiority with

two pivots and one back shooter
in the same zone is looking for:
1. External shot.
2. If the defense is getting
out, then interior play
with the pivot.
3. If the defense closes
these two options, a 3x2
situation is made in the
opponent’s zone.
These are the superiorities (previously shown by the means of the charts) which were
used in some point by some of the teams against Naturhouse la Rioja.
FIXTURE BY FIXTURE STUDY OF THE SUPERIORITIES OF EACH TEAM:
We will start studying each fixture and each one of the superiorities which were noticed
in the matches of the group against Naturhouse La Rioja.
This study will be made only from the superiorities that have a tactical structure, not
from the ones that are individually solved.
And now, let’s explain the data that is going to be registered in each of the tables:
SUPERIORITY:
The first appearing number refers to the type of superiority which was made from the
opponent in the match against Naturhouse La Rioja (this number is corresponding with
the previously showed charts).
What appears bellow in brackets are the minutes and seconds of the match in which
some of the superiorities were made.
Example: 9(45:24), means that they made the SUP 9 in the 45th minute and 24th sec.
OCCASION TO SCORE (OCCASION):
Although this will be a subjective value, here we refer to that: if with the means of the
completed superiority was made a good occasion to score.
YES: It means that the chosen and performed action by this team has been assumed to
obtain an “ideal situation to score” whether they actually score or not.
NO: It means that the chosen and performed action by this team has not been assumed
to obtain an “ideal situation to score”.
7
EFFICACY:
Here we refer to the effectiveness in front of the goal, which means whether the action
finishes with a goal or not, but with the little differences which we will explain it
bellow.
GOAL: Means that the chosen and performed action by the team finished with a goal or
failing if it has caused a shot from 7 m.
ERROR + : Means that the chosen and performed action by the team did not finish with
a goal, but the teams still has the possession of the ball (for example, the defense has
made a 9 m throw, a block of the ball and turnover, or in the continuation they are
starting again the superiority movement, …).
ERROR - : Means that the chosen and performed action by the team did not finish with
a goal and the attacking team loses the ball because of the error in the throwing, because
of a pass error, without the option of turnover…
I need to underline again that here we do not refer to those superiorities that are
performed out of the exposed tactical patterns.
FIXTURE 1: Chekhovskie Medvedi - Naturhouse La Rioja:
SUPERIORITY 2(20:10) 2(20:30) 2(20:50) 2(50:00) 2(50:18)

OCCASION NO NO NO NO NO
EFFICACY ERROR+ ERROR+ ERROR+ ERROR+ ERROR+
Comment: We have to notice that they always played the same superiority even though
there were no good moves.
FIXTURE 2: Naturhouse La Rioja - Futebol Clube do Porto:
SUPERIORITY 6(35:20) 7(36:44) 7(50:00) 7(51:30) 3(53:52) 6(57:50) 6(58:50)

OCCASION YES NO YES YES YES NO YES
EFFICACY ERROR- ERROR- GOAL ERROR+ GOAL ERROR- GOAL
Comment: We can see that they started playing SUP 6 and after getting a different
defensive response from what they were expecting, they decided to play correctly SUP
7 which is a variant of the previous. Even though they found goal solutions without
efficacy in the previous superiorities, they have managed to perform SUP 3 and in the
last moments of the match they got back to the initial superiority.
FIXTURE 3: Naturhouse La Rioja - Tratan Presov:
SUPERIORITY 9(34:13) 3(35:20) 9(52:00) 3(59:18)

OCCASION NO NO YES NO
EFFICACY ERROR+ ERROR- ERROR- ERROR-
Comment: We can see that they alternated SUP 3 and 9 without any effectiveness and
almost without occasions to score, although it is correct that they achieved to score in
the unstructured superiorities with an individual action.
8
FIXTURE 4: HC Meshkov Brest - Naturhouse La Rioja:
SUPERIORITY 8(11:32) 6(12:48) 6(59:50)

OCCASION YES YES NO
EFFICACY ERROR- GOAL ERROR-
Comment: In this match Meshkov Brest barely had the opportunity to attack in
numerical superiority, even though when they done it, it was very effective, except in
the deciding action in the end of the match.
FIXTURE 5: HC Vojvodina - Naturhouse La Rioja:
SUPERIORITY 10(29:15) 10(30:11) 10(34:22) 10(34:38) 1(35:37) 1(40:00) 10(41:10)

OCCASION YES YES NO YES YES YES YES
EFFICACY ERROR- ERROR- ERROR- GOAL GOAL GOAL GOAL
Comment: We can see as an interesting fact that they stared performing SUP 10 and
even they found a good occasions to score, with this SUP they were not effective in the
throwing; because of this, they changed to SUP 1 and it was completely effective and
they get a confidence in anyone of these two superiorities.
FIXTURE 6: Naturhouse La Rioja - HC Vojvodina:
SUPERIORITY 10(24:42) 1(56:02) 10(56:22)

OCCASION YES NO NO
EFFICACY GOAL ERROR+ ERROR-
Comment: In this game HC Vojvodina barely had the opportunity to attack in numerical
superiority, but when they did it, it was not very effective changing between two
different superiorities.
FIXTURE 7: Naturhouse La Rioja - HC Chekhovskie Medvedi:
SUPERIORITY 2(23:35) 2(24:37) 2(34:14) 2(34:18) 2(35:23) 2(35:37)

OCCASION NO YES NO YES NO NO
EFFICACY ERROR- ERROR- ERROR+ ERROR- ERROR+ ERROR+
Comment: We can see that the same happened in the match from fixture 1, they always
played the same superiority even though they had no good moves. This is the team
which was proven as the most loyal to their superiority style, always performing the
same one in both of the confrontations. The most interesting fact is that even their
performance was bad, they did not decided to play with another superiority, which says
that they have a lot of confidence in this one or they not have preparation for another.
9
FIXTURE 8: Futebol Clube do Porto- Naturhouse La Rioja:
SUPERIORITY 5(32:04)
OCCASION YES
EFFICACY GOAL
Comment: In this match there was only one superiority and we need to highlight that
precisely this one was different from all of the previously used superiorities in the
matches from the first leg that can make us to think that it was specially prepared for
Naturhouse, clearly applying a strategic factor.
FIXTURE 9: Meshkov Brest -Naturhouse La Rioja:
SUPERIORITY 8(17:24) 6(18:31) 8(25:34) 8(26:20) 8(26:38) 6(26:58) 6(50:25) 8(51:35)
OCCASION YES YES YES YES NO YES NO YES

EFFICACY GOAL GOAL GOAL ERROR+ ERROR+ GOAL ERROR+ GOAL
Comment: Meshkov Brest is loyal to his style, it was performing his unique two
superiorities SUP 6 and 8 with a high level of effectiveness, exactly the same as in the
first leg. These two looks like very appropriate for the characteristics of their players
with a great shot from distance.
FIXTURE 10: Tratan Presov -Naturhouse La Rioja:
SUPERIORITY 3(16:14) 3(17:07) 9(25:50) 9(38:30) 9(58:40) 3(59:00)

OCCASION YES YES NO YES NO YES
EFFICACY ERROR- GOAL ERROR+ GOAL ERROR+ ERROR-
Comment: In this matches were alternated SUP 3 and 9 without the fact that this
change apparently had direct relation with the creation of goal situations or with the
effectiveness in the finalization.
RESULTS FROM THE STUDY:
After the detailed analysis of the superiorities of each one of the matches, we are going
to make a few tables with the data from which we can get some conclusions.
In the first table (TABLA 1) presented bellow we can see the values of the performance
which are received from each type of the performed superiority against Naturhouse with
the independence from the team that has made them.
Nº V.R. = It indicates the number of times that the type of described superiority is made
in the first column by some of this study’s teams.
10
% V.R. = It indicates the percentage of the times which the described superiority’s
type was performed in the first column by some of the teams from the study on the
total performed superiorities in the ten analyzed fixtures against Naturhouse.
SIT. GOAL = It indicates the number of times it has created a goal situation from
each one from the described superiorities in the first column.
% SIT. GOAL = It indicates the percentage of times that has created a goal situation
with that particular superiority on the total of times that exactly that one was
performed.
Nº GOAL = It indicates the number of times it has created a goal from each one
from the described superiorities in the first column.
% GOAL = It indicates the percentage of times that created a goal with this
particular superiority on the total of times which this one was made.
TABLA 1 Nº V.R. % V.R. SIT. GOAL %SIT.GOAL Nº GOAL % GOAL

SUP 1 2 4,2% 2 100% 2 100%
SUP 2 11 22,9% 2 18% 0 0%
SUP 3 6 12,5% 4 67% 2 33%
SUP 4 0 0% 0 0% 0 0%
SUP 5 1 2,1% 1 100% 1 100%
SUP 6 8 16,7% 5 62% 4 50%
SUP 7 3 6,3% 2 67% 1 33%
SUP 8 5 10,4% 5 100% 3 60%
SUP 9 5 10,4% 2 40% 1 20%
SUP 10 7 14,5% 5 71% 3 43%
Therefore, we can begin answering some of the questions we asked at the beginning of
the study, without further evaluation.
Which were the most commonly used superiorities against Naturhouse by the opponent
teams in the group?
SUP 2 with a 22,9%
SUP 6 with a 16,7%
SUP 10 with a 14,5%.
Which were the superiorities with the highest percentage of goal creation (whether they
finished with goal or not) against Naturhouse by the opponent teams in the group?
SUP 1, SUP 5 and SUP 8 with a 100%.
Which were the most effective superiorities (scores) in %, against Naturhouse by the
opponent teams in the group?
SUP 1 and SUP 5 with a 100% and SUP 8 with a 60%.
11
These data will be included in the conclusions, but in an isolated way and out of the
context, so maybe they could not represent the reality as we want to do. We must not
forget that we wanted to focus this study to the tactical aspect but especially strategic
regarding the tactical preparation which is made by the teams of high-level
performances of the superiorities to develop against one particular opponent, in this case
Naturhouse La Rioja.
Bellow we are going to present another table (TABLE 2) in which we will show the
superiorities that performed the objective teams in this study, making a difference
between those who performed throughout the group stage against anyone of the
opponents, from these ones that used it only against Naturhouse.
“X” = Superiority which is played by the previously mentioned team against anyone of
the opponents in the Champions during the group stage.
“Y” = Superiority which is played by the previously mentioned team against

Naturhouse during the group stage.
TABLA 2 Chekhovskie Porto Presov Meshkov Vojvodina

SUP 1 XY
SUP 2 XY
SUP 3 XY XY
SUP 4 X
SUP 5 XY
SUP 6 XY XY
SUP 7 XY X
SUP 8 XY
SUP 9 X XY X
SUP 10 X XY
OTHER X X
The study and the analysis of the obtained data in this table we will make it later in
the next chapter.
Finally, the next table (TABLE 3) which we are going to present on the next page, it
will give us values from the obtained performances in the superiorities against
Naturhouse by each of its opponents in the group.
Nº SUP = Number of the numerical superiorities with tactical work performed

against Naturhouse.
% OCCAS = Represents the percentage of the goal occasions which are made in
relation with the number of performed superiorities by the team.
% GOAL = Represents the percentage of the goals which are scored in relation with
the number of performed superiorities by the team.
12
% ERROR- = Represents the percentage of the superiorities which had not finished
with a goal, the attacking team also loses the ball because of the throwing error or pass
error…
% ERROR+ = Represents the percentage of superiorities which had not finished with a
goal, but the teams is still in possession of the ball (for example: the defense has made a
9 meter throw or a ball block and the ball gets out the side line, or they just initiate a
new superiority movement…).
VARIETY = Represents the number of different types of performed superiorities by the

indicated group.
TABLA 3 Nº SUP % OCCAS % GOAL %ERROR- %ERROR+ VARIETY

CHEKHOVSKIE 11 2(18%) 0(0%) 3(27%) 8(73%) 1
PORTO 8 6(75%) 4(50%) 3(37%) 1(12%) 4
PRESOV 10 5(50%) 2(20%) 5(50%) 3(30%) 2
MESHKOV 11 8(73%) 6(55%) 2(18%) 3(27%) 2
VOJVODINA 10 7(70%) 5(50%) 4(40%) 1(10%) 2
TOTAL 50 28(56%) 17(34%) 17(34%) 16 (32%)
DISCUSSION ABOUT THE RESULTS OF THE STUDY:
Analyzing the TABLE 1:
This table is telling us that the most used superiority against Naturhouse was the SUP 2
with 22,9%, this is an information that not represent the global reality because this was
only applied by the team of Chekhovskie in all of its actions, therefore it seems to
consider that it was SUP 6 with a 16,7% which was used by both Porto and Meshkov.
On the other hand, we can also observe that the superiorities with the most goal
occasions were SUP 1, SUP 5 and SUP 8 with a 100%, although it is true, that the first
two are performed a few times and because of that we can take the SUP 8 as the best for
making a goal occasions, which was only used by Meshkov.
It is very logical that those superiorities that had created high number of goal occasions
were the most effective (finished with a goal), but by the same criteria which was
explained in the previous paragraph we can consider that the most effective was SUP 8.
The SUP number 9 is the most applied type of superiority by all of the teams during the
matches in the group stage and it is a classical one with 2 pivots. However, this was not
the one which was applied against Naturhouse by the most of the teams and this could
be a strategic factor because it was less effective against Naturhouse.
13
The most used types of superiority against Naturhouse by different teams were SUP 3
and SUP 6. This use can be justified from strategic point of view because the level of
success from these superiorities against this team can be considered above average
compared with the others.
The teams with the highest number of performed different superiorities during the group
stage was Meshkov, with 5 types of different superiorities, even though strategically it
was very clear that against Naturhouse it had to perform the two superiorities (6 and 8)
which had given a very good result.
On the other hand, the team which showed the biggest tactical variety against
Naturhouse was Porto, which performed four different superiorities (even though two of
them are related directly with 6 and 7) and the most interesting thing was that the team
which created the highest number of goal occasions, was the second most effective in
the goals. In this it has a similar behavior as Meshkov.
The team with the lowest number of variety in the tactical work of superiorities shown
in the matches against Naturhouse was Chekhovskie, which always performed the same
superiority (SUP 2) and the most interesting thing was that this team had the lowest
number of goal occasion, even they had a zero efficacy. It can also indicates that this
superiority was tactically defended by Naturhouse.
So, as we will see later the high number of tactical variety in the superiorities is directly
connected with the high efficacy.
The teams with the highest number of goal occasions against Naturhouse in the
superiorities were, with similar percentage: Porto, Meshkov and Vojvodina, which
happen to meet strategically with those teams who showed the highest variety of tactical
situations of superiorities against Naturhouse.
The most effective teams (with scores) compared to Naturhouse were: Porto, Meshkov
and Vojvodina, which logically, happen to meet whit those teams who created the
highest percentage of goal occasions.
The team which did not had success performing the superiorities and with the highest
number of ball lost against Naturhouse was Presov (50% ERROR-), maybe because it
had played them directly and with less preparation.
Chekhovskie, despite of the fact that it was the team with the lowest number of goal
occasions against Naturhouse, had in favor that did not had too much balls lost (73%
ERROR+) and therefore in the same possession had a second chance to perform again
the same superiority, even though this was not an improvement in the creation of a new
goal occasion.
14
CONCLUSIONS ABOUT THE STRATEGY OF EACH TEAM:
Now let’s have a look in the strategical part of the preparation in the match.
To do so, we need to follow the order of the Champions League’s games so that we can
try to answer some question:
 Did the opponent teams of Naturhouse have in mind the type of superiorities
that had performed the other opponent teams from the group against
Naturhouse?
 If this is correct, did they valuate those ones in which were created more goal
occasions against Naturhouse, so that they can incorporate it in their collection?
 Or however, did they continue to be loyal to their most particular superiorities
which were made in their general tactical work?
 Were their decisions influenced by the efficacy of their performed superiorities
during the match to see which one was the most appropriate to make in the next
try?
 …
HC Chekhovskie Medvedi:
It confronted Naturhouse in the fixture 1 and 7 from the group stage.
It has always completed the same superiority (SUP 2) beside the zero success in the
goal creation and the efficacy.
In the first fixture it is correct that they could not have a model of what was made in the
superiority against Naturhouse by the other teams of the group, however in the fixture 7
they could consult other games from the group.
This superiority was performed only by this team, so it is clear that they have no idea
what the other teams had done against Naturhouse. They had trust in their tactical work
of superiorities beside their poor efficacy in the performance.
Futebol Clube do Porto:
Certainly we do not know if they studied or not the performed superiorities in the
fixture 1 from HC Chekhovskie Medvedi, since they did not have a lot of success, and it
is normal not to put them in the fixture 2.
It was the team with the highest number of variations and with the biggest success.
We cannot value a lot their strategical approach in the fixture 8, because they arranged
only one superiority, but it is true that they made a different superiority from the first
leg match from fixture 2. What they have showed during the group stage is the
confidence in they play style in the superiorities with a great variety and good
effectiveness in general.
15
Tratan Presov:
In the fixture 3 performed two superiorities, one of them is SUP 3, which was
successfully performed by Porto against Naturhouse in the fixture 2, which can make us
think that Presov had studied the previous games and applied this superiority in function
of what had happened in the previous fixture.
Analyzing the fixture 10, we can see that they did not keep in mind of what happened in
the previous fixtures against Naturhouse because they repeated the same superiorities
from their usual collection; and because of that we deduce that it was not kept in mind,
strategically speaking, what had happened in the previous fixtures, but that they were
loyal to their superiority style.
HC Meshkov Brest:
It confronted Naturhouse in the fixture 4 and 9 in the group stage.
In both of the matches, they used the superiorities 6 and 8 with a high efficacy.
The SUP 8 was performed by this team but this was not a strategical approach from
what they saw in the previous matches of Naturhouse against their opponents.
The SUP 6 it was clearly from their collection and it is true that it was performed on the
previous fixture by Porto against Naturhouse with a relatively high degree of success
and this could help Meshkov strategically to apply it against Naturhouse.
What it seems obvious is that Meshkov is the team with the highest number of
superiorities, in both matches chose the same superiorities (6 and 8) against Naturhouse,
which indicates that for them those ones were the strategically best to apply against the
already said opponent. The reality showed that because of the player’s type of Meshkov
and the Naturhouse characteristics their effectiveness was very high. It means that there
were a strategical approach.
HC Vojvodina:
It confronted Naturhouse in the fixture 5 and 6 in the group stage.
In both of the matches, they used the superiorities of 1 and 10 which were performed
only by this team in the group stage, and beside that they were exactly the same that this
teams used against the rest of its opponents.
Because of that, we can deduce that the previously mentioned team did not had any
particular strategic approach in the fixtures, neither in the characteristics of Naturhouse,
but it was loyal to their superiority style from the beginning of the group stage.
16
Which of the superiorities are played in the final and equal moments of the matches:
In this last analysis we are going to see which are the performed superiorities by the
teams in the even matches in the last 5 minutes and what their effectivity is:
In the fixture 4 Meshkov Brest – Naturhouse La Rioja, the local team had a superiority
in the last minutes to even the score and they lost the ball. They performed the SUP 6,
which by that moment was with a great efficiency, but with the tension of the moment
they were not even able to make a shot to the goal and the defense had stolen the ball.
In the fixture 10 Tratan Presov – Naturhouse La Rioja, the local team had two
superiorities in the last two minutes so that they can end in a tie, performing their usual
SUP 3 and 9. First they performed the SUP 9 with which they do not even made an
opportunity to score, but at least they did not lose the ball and in the continuation they
decided to do the SUP 3 with which they found a clear opportunity to score but they
failed to score.
From which we can conclude that in the final moments of even matches, the teams are
performing those superiorities in which they trust, but it is not less correct that the
attacking team being in a superiority put up with a bigger tension because is in the
obligation of succeeding and this provokes that the effectiveness and decision making
are slightly incorrect with a tight percentage of goal finalization.
FINAL SUMMARY OF THE CONCLUSIONS:
We can consider that SUP 6 was the most used superiority against Naturhouse and
beside that by the best teams in the group stage.
The superiority which made the highest number of goal occasions against Naturhouse
was the SUP 8 which only was applied by Meshkov, and in the same time was the most
effective.
The superiority type which was applied by the highest number of teams during the
matches in the group stage was SUP 9, which is classical with 2 pivots.
The types of superiorities which were the most used against Naturhouse by different
teams were SUP 3 and SUP 6, with an acceptable level of hits.
It seems that there is a direct relation between the concepts of the biggest tactical variety
to the superiorities, which implicates a biggest creation of goal occasions and efficacy.
It does not seem that in the high-level performances there is an optimum use of the
numerical superiorities because in the total number of superiorities played against
Naturhouse only in 56% from the same, there was made a goal occasion and beside that
only in 34% they finished by goal (data from TABLE 3).
17
Closely related to the strategical aspect of the superiorities and the study of the
opponents, we can conclude that:
 In general the teams do not include in their tactical play those superiorities
which resulted to be more effective by the other teams against the opponent.
 In general the teams are loyal to their own playing style of the superiorities
without having in mind the characteristics of the opponent.
 Approximately half of the teams had in mind changing the superiorities which
they were supposed to perform in the matches, observing the goal occasions and
the effectivity they got during the match.
 Only one team was capable of suggesting tactical variation from one same
superiority in function of the defensive response.
In the final moments of the even matches, the teams are performing those superiorities
in which they have more confidence, but with a bigger pressure, which decreases their
success.
BIBLIOGRAPHY:
Anton, J., (2003), Handball: Offensive group tactic: concept, structure and
methodology, (2nd Ed.).
Analysis of the matches from the Group C of the VELUX EHF CHAMPIONS
LEAGUE 2015-16.
18
THE IMPORTANCE OF THE DEFENSIVE PROCESS IN THE CURRENT GAME MODEL
WHAT IMPACT CAN HAVE THE NEW CHANGES TO THE RULES
João Manuel Eleutério Florêncio
Contents
 Forward (Introduction): “Defending is the key to win a game”

 The role of the coach in the changes and development of the game
“Where there’s a problem there’s a solution”
 New needs in training
“What methodology, what prevalence in the game?”
 The evolution of defence as a factor of game´s development
 The impact of regulations (those that changed the game and those that
will change the game)
 Final note (remark)
1
Forward (Introduction)
“Defending is the key to win a game”
This dissertation is inserted in a context of "reflection" on an approach to the defensive

process, developing a personal thinking based on assumptions and acquired experiences
along four decades of learning and practice applied to coaching and tested in
competition, from initial training to high performance.
The leading concept is that, in an environment of integrated training, the coaching of a

“good defender” is closely connected to the coaching of a “good shooter”; and that a
coach frequently resorts to the above quoted sentence: “defending is the key to win a
game”, either as a motivating element in defensive training or as a way to “galvanise”,
promoting team spirit in order to reach combat objectives against the opponent’s
strategy of winning and keeping the ball.
The evolution of the game has led to a dialectic of systematic search of prevalence,
going from attacking to defending and vice-versa, including ways and strategies found
by the coaches who are innovating and adding different approaches to the game, making
it more spectacular and, above all, more effective by trying to maximise the abilities of
their athletes, taking advantage and adapting the impact caused by the changes of the
regulations and their consequences.
2
The role of the coach in the changes and development of the game
“For the problems we face, we look for solutions”
In the sixties the “wall” defences prevailed, with six players in line and a lot of
interchanging and cooperation, with a great focus on block work. The capabilities of
shooters were developed with a great physical focus (impulsion and striking power).
In the Soviet Union some meetings were held for talent selection for players more than
2 meters high. Sweden, Czechoslovakia and Romania prevailed, above all, because of
the huge shooting power of their forward players while northern countries were
excellent by the effectiveness of their block.
In the seventies a first great change in the defensive model appeared, brought up by the
Yugoslavians, the 3x2x1 system, revolutionizing the existing patterns through a concept
of zonal defence: the forward defender would hold back the shots in the central zone,
the two wing defenders put pressure on the powerful side opponents, floating quickly to
guard the pivots on the opposite side of the ball, with a central defender (middle back)
of great capacity moving towards the side of the ball, creating situations of 2 against 1,
helping the block (if necessary) and guarding or assisting to guard the pivots; in the
same defensive line both wings floated inside making the system more dense and
reinforcing the capacity of cooperation.
In the eighties, the great opponents of the Yugoslavian model (Soviet Union, German
Democratic Republic, Romania, Poland, Hungary) developed new forms of attacking
the 3x2x1 system also adopted by the German Federal Republic (with a Yugoslavian
coach), implementing the penetration from the second to the first line, above all through
the wings, improving the connection with the pivots, a specific position where some
players of high quality began to appear.
The capacity of counter-attacking was widely implemented, some high skilled in

passing GK appeared, making the game much more spectacular.
In the nineties, defensive models were developed in different schools; despite the
disappearing of the Soviet Union, the new countries kept the schools and the roots. We
must emphasize the great effectiveness of the Swedish model with a great school of GK
and a tendency to counter-attacking, with a 6-0 defence of high protection and
extremely elaborated and synchronized outing timings. Sweden and Russia prevail, but
the French are emerging, with innovating defensive movements, reinforcing unusual
capabilities of defensive intuition and creativity, giving freedom to the 5-1 defence
forward defender, improving tactical concepts of defensive compensation to the forward
player.
Organized movements of supported counter-attack begin to appear, conducted by

playmakers with great capacity of decision.
Some forms of defensive catching up, with pressure on strategic spaces, are developed.
Spain begins to take place among the first, being noticed for their huge defensive
capabilities based on unusual fighting strengths (the Spanish fury) using a very
competitive 6-0 defence system, of high cooperation.
3
Croatia was the first Balkan country to undertake the continuity of the Yugoslavian
model.
While keeping the roots of the different schools, the defensive systems mix up and
make it difficult to be defined and classified.
The new century brings continuity in the evolution process, the principles overtake the
systems!
Coaches innovate, in a continuous search of solutions for the problems that the
strategies of the opponents arise.
New game models lead to new training needs.
What methodology?
What prevalence in training?
 The game develops at a high intensity level with minimum recovery times;
 It is necessary to train and prepare players to be quick and swift, acquiring

motional behaviours in a minimum time but with a maximum effectiveness.
It is necessary to train and prepare players…
… improving their capacities to understand the game, acting intentionally!
Tactical intelligence – integrated practice – tactical periodization
Practicing units planned in an integrated context, multilateral, maximising the athlete’s

functional structure, connecting practice with competition situations.
- Establish periods with specific objectives that combine physical needs with the
implementation of the game model, in a growing process.
4
The evolution of defence as a factor of the game development
Concept
Surprising Pressing Anticipating
The training of a good defender (a method, a point of view)
The training evolves putting in first place approaches to the game in which the
coach controls and chooses contexts, using restrictions that force to improve
decision making.
 1x1 – great individual quality is required, availability of the lower part of the
body, always considering the morphology of the athletes (the motion of a bigger
and heavier athlete is different from the one of a small and spry person).
 Switches and cooperation – make decisions about switching opponents and what
to do when one cannot make it, decide the cooperation and its context.
 Counter-blocking – how to avoid it and how to behave when it happens, always

having in mind the body differences.
 Cutting passing lines – how to behave to interrupt or discourage the normal

circulation of the ball, act intentionally to provide situations for one’s partners to
intercept the ball.
 Interceptions – take the risk, knowing how to minimize it and being aware of the
partners’ response in case of failure.
 Compensations – know how to compensate the unsuccessful actions of the team

mates, dissuading and using resort actions.
 Displacements – master the displacements moving quickly and filling the space.
 1x2 or 2x3 situations – dissuade and act when outnumbered.
5
 Action anticipation (game reading) – be aware of what is going to happen and
act intentionally.
 Reducing spaces – develop displacement skills in relation with the direct

opponent, curtailing his initiative and decision ability without opposition and
taking position in line with the partner, preventing spaces between lines.
 Control, dissuade, restrict – know how to behave according to the global

defensive team strategy.
 Resort actions – be prepared in case of being forced to control or tackle in the

limit of game rules or use the block.
Tactical Decision
intelligence making
Anticipate the reading Restrict and force

Find solutions for 1x2
of the opponent’s indecision in the
and 2x3 situations
attack opponent’s offence
Provide clues on
systems or positions
Switch the opponent
Cut passing lines leading to incorrect
and compensate
interpretations of the
attack
Change man-to-man
Define more dense
into zonal defence and Alternate depth
zones and/or risk zones
vice versa
6
Principles take over systems
• With the definition of interception zones and related

compensations
• Indicating systems or defensive positions leading to incorrect
interpretations of the attack
• Alternating depth
• Defining more dense zones or cooperation and/or risk zones
Raise and develop the 1x1 capabilities according to the morphological characteristics of
each athlete (the big one is different from the small one)
Know how to decide in due time to shorten spaces, curtailing the opponent’s space and
initiative, and cooperating with the team mate.
Know how to act in compensations dissuading, restricting or using resort actions.
7
The essential
1x1
Reducing spaces
Compensations
Dissuade
Restrict
Resort actions
8
Examples of space reducing
9
Master the technique, know the defensive systems
Although considering that in high performance the principles take over the systems, it is
crucial that, during their training, the athletes come to know the different defensive
systems and, in each one of them:
 The principles of defensive behaviour

 The specific positions and their peculiarities
They must be put into practice following principles of pedagogical orientation evolving
from the prevalence of essentially individual knowledge to the greater complexity of
zonal concepts.
The upgrading of defensive systems’ learning
 Mainly individual
 3-3; 1-5; M x M
 Mainly zonal
 5-1; 3-2-1; 4-2
 Towards the perfect (???) system (????) – a point of view
 6-0
Which will make it possible to apply the acquired resources with switchovers, providing
athletes with decision-making capacities on the basis of a concept but also on the basis
of a strategy.
The evolution of the game: “the new paradigms”
The game itself has undergone great transformations, becoming more spectacular,
quicker and more intense.
Some rule changes contributed crucially to this outcome.
Systematic attempts to innovate are frequent. New changes are expected in the short
term, although not all of them obtain the consensus about the benefits they could bring
to the game: it is feared that the game might be mischaracterized by withdrawing its
substance and essence.
This is how we describe what has changed and the way the coaches boosted those
changes:
The improvement of defensive capabilities has caused more ball interceptions, a greater
capacity of restricting the attacks and more fouls of the attackers.
10
In addition to the evolutionary changes described in the defensive process the game
is changing mainly by the use of quick replacement, after conceding a goal; great
relevance has been given to the transitions that have been through various stages: the
great question remains the relationship between risk and the safety and the importance
the given to "the control of the game" in their defining moments.
If initially the trends fostered high speed, increasing significantly the intensity and the
number of attacks, there has been progressively a decrease in this trend, favouring
instead safety and the use of error.
Briefly, a greater concern with the “control of the game”.
The use of a vest by the GK is more and more frequent in order to obtain numerical
equality in the attack and even, in some "emergency" situations, the attack with 7
players.
Some teams have developed capabilities of "fast attack" (“extended fast break”) with
movements after transitions, although, also in these cases, the main trend is to opt for
decreased risk and greater safety.
Most of the “Handball Schools” kept their characteristics and their DNA
It is easy to identify the basic characteristics of a series of "Schools". If we focus on the

Balkan countries, they maintain many of the principles of the traditional 3x2x1,
protecting the central zone, through the forward defender (middle back), and the basic
characteristics of a mainly zonal defence; nevertheless we clearly notice the various
adjustments in the defensive depth.
France specialized their base system, from the 6-0, zonal, with very effective principles
of switching and constraining.
Scandinavians and Germans have become more variable and unpredictable though with
prevalence of 6-0.
Spain has changed the most, and varies greatly between principles seemingly more
backwards and zonal but that turn into deep and individualized systems with pressure on
the opponent's central, very demanding the in wide spaces of the side defenders and
zonal and with compensation in the last defensive line.
Asians resort very individualized and deep defences.
The Russians are still in search of physical contact but with a lot of variation in the
defensive positioning.
Keeping the main characteristics of their own "handball school", they all changed and
improved, due to the evolution of the attacking strategies and the high development of
the capabilities of the attackers.
11
The physical skills, the technical resources, the individual tactics are developing
systematically, the collective tactic is much more improved with fixing movements and
the creation of spaces of 1 x 1 and 2 x 2 resolution.
The "defensive process” moves forward and the resources and the "attack model"
respond!
The "attacking process" finds new ways and develops new skills and the "defensive
model” looks for new solutions!
Counter-
Attack
Defensive Rules
Evolution
International
Trends
Ball Supported
Replacement Counter-
Attack
- Attacking Foul
- Passive Game
- Ball Replacement
12
What impact can have the new changes to the rules
The amendments to the rules have been made with several concerns for the benefit of
the
game.
Let me highlight and reflect on those I consider that could be classified of greater
influence on the game (just an opinion).
1º- make the game more spectacular and appealing.
2º- define and clarify the boundaries between "tough game" and violence.
3º- simplify and make less dubious the decisions of referees when the component
"interpretation of the game" is more relevant.
4º- Prevent “taking advantage of anti-sports behaviour”
Attacker’s foul - No change is expected in this rule. However, it is very relevant in

decisions with a high degree of difficulty within the interpretative component of the
game, and brings clear benefits to the spectacle of the game, since it favours the
defensive action, forcing to improve the capabilities and the objectivity of the attackers.
The defenders will continue to seek to improve the speed of space occupation, in
reaction to the movement of the opponent, trying to anticipate and take advantage from
the contact.
If, on the one hand, it forces greater objectivity, on the other hand, the level of
interpretation is quite variable: the effort to standardize interpretations is quite obvious,
since the criterion level will continue to be quite disparate.
Passive game - This rule brought a clear benefit to the obligation of providing
objectivity to the attack; but is also of great difficulty when unification of criteria is
concerned. To define a limit number of passes (6) help to standardize and facilitate the
decision of the referees, especially in the enormously difficult situations when the teams
insist in 1 x 1 situations in search of systematic fouls.
In the perspective of the defenders, situations also become more objective: "just count
to 6”, and reduce space, in 1x1, that will have to be anticipated in the decision of the
attacker.
Ball replacement – There are also no changes. But it is essential to mention it because of
the enormous advantage that it brought to the spectacle of the game. It changed the
game making it fast and intense, changing the type of effort, the recovering times with
clear consequences in deepening and studying the changes introduced.
13
Defensive work of recovery and occupation of space, intervening, deterring trajectories
and trying to intercept.
Last 30 " (red card, blue card and 7 m throw/penalty) - These rules appear clearly to
prevent violent fouls in the final moments. They decrease the “alert” time to the
sanction from 1 m to 30s.
The blue card merely informs the sanctioned athlete that his foul will be included in the
disciplinary report.
The foul causes a 7 m free throw/penalty.
If the first two consequences show clear benefits in time adjustment to moments of
possible more violent incidents and in clarifying and informing about the taken
decision, the third consequence will going to be of enormous difficulty in what concerns
the uniformity of application of the penalty; besides, it will force to a greater care in the
defensive attitude, possibly leading to a downgrade of the intervention level, increasing
the importance of deciding correctly the conditioning of the action and making more
decisive action of the GK.
Mandatory exit of the court of the player needing to receive assistance, unabling his
participation in the game in the 3 following attacks –
This rule aims at alleviating time breaks in the game, deterring the simulation of
injuries.
It will force a tighter criterion in assisting players and promote “forced” substitutions,
thus leading to greater use and rotation of the team.
There may be situations of clear injustice in the application of penalties, and some time
will to be given to look for balance and common sense.
The GK will no longer need to wear an identifying vest when acting as a court player
This rule will certainly generate great controversy, no doubt requiring deeper and more
careful analysis of its consequences.
The tendency for the balance of players in case of disciplinary action (the GK as the 6th
element in the attack) will definitely be increased, and the risk of not being able to
perform defensive replacements decreases significantly.
It is probable that most of the teams, in a logic of risk/benefit, choose to play

continuously with 7 attackers.
New strategies of attack will be implemented.
14
The defence will be systematically outnumbered.
When the ball is recovered, many more situations of attempting to score from one goal
area to the opposite one will arise.
What kind of game are we going to have?
The game will change, certainly. I don't foresee (just an opinion) that this will improve
the spectacle of the game, which will become monotonous and repetitive, played
without major strategies, in a very elementary and monotonous way.
The defence will have to adapt and be prepared to play constantly outnumbered
(1 or 2 players less), will lose creativity and lack solutions to recover the ball and
restrain the attack.
In turn the attackers, even without changing this rule, when outnumbering the defence,
already play almost always in the same way, because they think that they will succeed:
they will specialize more and more in linear actions, focusing on substitution
movements for the coming back of the GK.
The evolution of the game: "The New Paradigms"
A short examination of the developments of the game indicate a trend of decrease in the
intensity of the game, with a progressive lowering of the number of attacks, although
with greater effectiveness.
If you reflect on this trend (in a personal perspective) it is possible to assert that most of
the teams have given up the risk in transitions and fast attack for the benefit of planned
and organized attack.
This trend has been strenghtened by the growing success of the effectiveness of
organized attack.
More safety, more control of the game!
Attack actions present a typology of solutions to open spaces, with movements of

fixation for 1 x 1 or 2 x 2 solutions.
The pivots get a major relevance in this role, being morphologically characterized for
their large physical bearing and developing high technical capabilities of receiving the
ball with only one hand (high and low - bounce pass).
With a free arm to fight for position, playing in strategic areas where the physical
advantage is notorious (between the first and second defender) to win the differences or
15
fix defenders, letting the ball for outside shot and, above all, to clarify, after successive
progression, advantageous 1x1 situations for his team mates.
Playing in most central areas for 2 x 2 situations, or to receive in the 1 x 1 with a clear
advantage in the fight for position.
These attack strategies have provided a more secure and advantageous way for the
attacks!
What defensive strategy to counter this trend?
The most adopted trend has been the training of "fighting for position" and aids with
foul preventing shooting or stopping circulation.
However I think that this "fight" has not been friendly to the defences.
In most cases, the GKs decide with interventions in crucial moments!
I wonder what the attack will be with the application of the new “vest” rule, what the
attack will be with two pivots (two “cabinets”), how defences could solve this
problem…
It won't be easy to find the most adequate "path" to defensive performance.
What do I think and how do I think?
Maybe go back a bit to a strategy next to 3x2x1 with great moving capacity and a strong
sense of interception, guarding the pivots almost without touching them, avoiding fight
and contact (blocking).
Or even to a 6-0 or 5-1 with identical principles in search of intercept situations.
These assumptions do not go over this, "merely hypotheses"; but if you want to succeed
you must, at least, try!
I am sure, and History will confirm it, that for "the problems we are faced with,
‘the COACHES’ will find solutions!”
16
Final Note
This reflection does not intend more than address the defensive process, its importance
in the development of the game, in a very personal perspective, its evolution, the
concepts, in the form and method of training.
Beliefs, doubts and discussed trends were based on what I have been learning
throughout my sporting life as a practitioner and coach from youth beginners’ stages to
high performance.
On training courses, coaching courses (and I did them all! Instructor, former 4 th, 3rd, 2nd
grades), Master Coach, that after being normalized turned into grades 1, 2, 3 and 4.
On retraining, debates, updates, readings, comments ...
And, especially, on REFLECTING, observing and learning from others!
17
THE ASSISTANT COACH
- A PERSONAL POINT OF VIEW –
João António Pereira Rodrigues de Castro
Portugal
Summary
Coaching demands a wide knowledge (technical, tactical, psychological, physical and
theoretical) and the development of a set of pedagogical consequences for the teaching-
learning process.
The High Performance Training requirement needs the creation of multidisciplinary
Technical Sport Teams.
The Assistant Coach has a wide area of intervention, being a crucial element when the
club aspires to sport success.
We reflect about the “Know How”, highlighting some of the functions and areas of
intervention, and about the “Coach`s Behavior”, presenting some personal characteristics
that an assistant coach has to be.
This point of view about the “Know How” and the “Coach`s Behavior”, it was built up
on the author's personal experience, after four sport seasons performing the assistant
coach role, but centered in the season 2015-2016.
Keywords
Handball; Assistant Coach; Training
Introduction
Coaching assumes a process of continuous acquisitions, a permanent improvement of
skills and acquirements (Gladwell, 2007), as well as an exchange of experiences, and
doing different tasks and functions in different contexts (Araújo, 1994; Araújo, 1998;
Ferguson & Moritz, 2015; Lima, 2000).
Technical Sport Teams should have a wide range of elements that allow to develop all
areas of intervention to improve the performance of a team (Araújo, 1994; Ferguson &
Moritz, 2015; Campbell, 2016).
The Assistant Coach is a crucial element in High Performance Training, because he

develops a wide range of functions (Araújo, 1994; Lima, 2000).
His work implies a lot of technical tasks between practices. He should demonstrate a
concern about the idea of a strong Technical Sport Teams, providing key elements for the
work of a professional technical team, specially the connection between the players and
the head coach, towards the athlete’s progression (Araújo, 1994; Lima, 2000).
The Assistant Coach should be someone with a lot of acquired experience, in leading
teams of different ages, and, if possible, in performing the job of assistant coach on
previous occasions (Adelino et al, 2002; Proença et al, 2004).
Methods
We analyze our work as an Assistant Coach, mainly considering the season 2015-2016,
in a Portuguese High Performance Handball Club.
Development
In our point of view, the “Coach`s Behavior” is a core aspect of any Assistant Coach.
After our experiences this couple of years, we can highlight some fundamental
characteristics for the “Coach`s Behavior”.
First of all, an Assistant Coach as to know is place, in other words he has to know and to
respect is position in the hierarchy of a Technical Sports Team, a good emotional
intelligence is the key.
Another major quality on performing is job is to listen. To listen to the players, to the
head coach and to the other members of the Staff, and performing as a bridge linking
everyone. Assistant coaches need to able to show empathy and be good at building
relationships, because in their position the channel of communication with the players is
bigger and easier.
A very important characteristic is to be reliable. He was to be trusty to the head coach,

especially in the presence of the players. They cannot feel that there is a disagreement
between the Technical Staff, which can raise some doubts in some decisions or in the
training process.
But on the other hand, in private talks with the coach, he needs to give is contribute in
opposing to the head coach. To act as a counterpoint in several possible decisions of head
coach, to make him think differently, and afterword’s the final decision is always his.
When the players see the Assistant Coach Behavior they are seeing the Head Coach, so
is a shadow, considering is actuation, but also a mirror, because a Coach is a Coach.
Another important characteristic of an assistant coach as to the will to learn. Coaching is

a forever learning process, and performing as an assistant coach we had the opportunity
to work with several high performance players and coaches that have a lot of knowledge
of the Sport.
In our point of view, the personal skills of the Assistant Coach are very important.
The Assistant Coach should demonstrate a wide technical knowledge of Handball, but
also some human qualities essentials to work in a Technical Sport Team, with the Head
Coach, but also with the other members of the staff. Those human qualities are maybe
more important to do a job well done, than the technical ones.
In our experience this last few years we have worked as an assistant coach in different
contexts. Our first year performing this job, we were the new member of the staff, and
the head coach and the most of the players were on the team in the previous year, so we
had to learn the proceedings of the coach, and the club.
Last year, we had to ensure the transition process between technical teams, helping a fast
integration for the news members (head coach and technical coordinator) in the team and
in the club, because he knew the majority of the players from the previous season. The
new head coach brought huge transformations in the training process, and he tried to give
our contribution and also taking full advantage to our coaching.
Results and Discussion
To make a reflection about the skills of the Assistant Coach – “Know How”, we would
like to explain some of the tasks conducted by us, with the team in the season 2015-2016
(Ortega et al, 2016).
a) Training Sessions and Official Matches
Considering this last season (2015-2016), we participate in three competitions – National

Championship “Andebol 1” (Regular Phase and PlayOff); Portuguese Cup and the
European Competition – Challenge Cup, and won the Cup and the team were finalist in
Championship and European Cup.
We played 33 games in the National Championship (11 in the Playoffs), 5 games in the
Portuguese Cup and 8 European games in the Challenge Cup, in a total of 46 matches.
Taking this season as an example, were held over 200 training sessions, divided in more
than 50 microcycle of different types of mesocycles, depending of the season moment.
Regarding the training sessions it was the head coach that built each session, and
afterword’s in a previous meeting with us explains the exercises and the objectives, and
we suggest some changes, or combined divided tasks.
In every session we take the lead of the team during the warm-up part, both general and
specific component (Goalkeeper warm-up included).
In the main part, during the technical-tactical work (individual and grupal), we choose
one of two strategies: 1- separate the team in two groups, and each coach (head and
assistant) was responsible to conduct the practice; 2- work the whole team as a group, and
each coach as the responsibility to conduct one of the game phases (e.g. defense; fast-
break); 3- work as a player in the defense system to simulate our opponent, allowing that
more players do the systematic offensive actions.
When working the collective systematics, once more we choose one of two strategies, to
work in the other half of the field: 1- the assistant coach conduct specific training for GK;
2- technical exercises for some players. This, while the head coach practice the collective
work in the other half of the field, with the majority of the players.
When collective work was made in the full court, the assistant coach helps as a referee
and/or coaching one of the teams during the drill or both of the teams in a single phase
(e.g. attack).
Regarding the contribution of the assistant coach during the matches, the head coach
delegates some tasks to help him: 1- Collect and transmit the most important statistical
data about our team and about the opponent; 2- review of the scouting document in the
special situations (Power plays; Systematic Attack); 3- Control of attack-defense
substitutions; 4- Feedback to the goalkeeper about is performance and possible
substitutions.
Fig. 1 – Annual, meso and microcycle planning
b) Physical Preparation
This preparation component had the decisive collaboration of the club Physiologist. The
assistant coach carried out with the Physiologist the control of the
volume/intensity/variety of work.
Every player receive a plan to work during transition period with a similar program of
work adaptation, and followed increase, to reach the start of the season in good condition.
During the pre-season, we stipulate a plan of work after doing, in the first couple of days,
a group of tests. The physical component was developed with an increase strength and
fitness program.
In the beginning of the competitive period, we create a group of athletes with special
needs (mainly youngsters), to do a muscle enlargement program. On the second half of
the season, with the large amount of matches, it was hard to do this program continuously.
During the competitive period we create complementary drills of strength (transfer) in the
Handball Hall, with shooting, running and jumping.
The main problem was difficulty in achieving the young players to work autonomic,
regarding the physical aspect. During all the season we had to pressure the youngsters to
work with more volume and intensity, to build their structure was professional handball
players.
In overall, we achieve an improvement with the young players in this physical component.
We improve also the nutritional application to the strength work.
The outcome of all physical preparation was a reduce incidence of injuries (short and long
term) in the team players.
Fig. 2 – Transition period work plan
c) Goalkeeper Specific Training
This was an area of the team preparation conducted by the assistant coach.
In the pre-season the type of work was more dedicated to the physical preparation. The
volume of work in technical-tactical drills was higher to reach a good level.
During the competitive period, we reach our objective to create a permanent work
dynamics between the GK. An amount of standard exercises were performed to develop
the different training components of the goalkeeper.
In several training sessions during the competitive period we developed a lot of exercises
with the cooperation of the field players, as shooters or defense players, to work the
important collaboration GK-Defenders.
Since the beginning of the season, because of the similar quality of the two professional
goalkeepers, the rotation in the games was common.
The game preparation for the goalkeepers was developed in two areas; technical-tactical
preparation; theorical preparation.
In the theorical preparation we send the games of the last three games to the goalkeepers
and as well we send the playlists with the shots of the opponent player. In a previous
phase, each GK analyze at home.
In the preceding day of the game, the goalkeepers participated in a session with the
assistant coach to discuss the strategies for saving shots of the opponent players, viewing
some videos and analyzing the statistics (standard areas of shoot).
In the video of the match day, we show a resume (3/4 shots) of each opponent player,
with their main characteristics.
This theorical preparation was made with the helpful use of the software Videobserver.
The technical-tactical preparation for the game was made mainly in the last 2/3 training
sessions.
For that matter, we like to highlight the drill that we create for GK memory, which we
did in the training session previous of the game.
The specific preparation of the GK that we made this season increase their save
percentage, and they were an important factor of our good performance.
Fig. 3 – Microcycle planning for Goalkeeper Specific Training

d) Video Analysis
The scouting – analyzing our games and the games of our opponents (3 last games for
opponent) was one of assistant coach tasks.
We carried out this task with the helpful use of the software Videobserver.
During the season we increase the quality of the videos presented to the team of our
previous game, to analyze two days after, some tactical details in defense and in the
attack.
The games were analyzed considering the tactical aspects of the different phases of the
opponent’s game (Defense, Fastbreak, Attack, Defense Transition).
We create playlists for each collective action and then highlighted some important aspects
in the video sessions with the team.
Normally, we did 3-4 video sessions of our opponent (1-Defense systems; 2- most
frequent collective actions in attack; 3- Actions in Power play in Defense and Attack).
The video for the match day was normally a resume of the main offensive actions and
also the individual actions of the most important player of our opponent.
In the second leg and particularly in the play-offs it was very important this cumulative
analyses to detect standard action-s.
Fig. 4 – Match day video

e) Statistics
We collected data important for the head coach to use: during the game; in the half time;
in the beginning of the week to analyze the game; on the preparation for the following
games with the same opponent; to analyze the performance of some player in a specific
moment of the season; as well the total data to do in the end of season, balance session
with each player.
During the season, the athletes were interested in knowing their stats, to analyze their
performance and compare with the other players.
We propose the inclusion of other variables in the statistic, which were very useful to
analyze the performance of the team, regarding some aspects, such as: free throws caused
and conceded; time of play.
We use a software – SmartCoach to speed up the registration and the analyses. In the
stands, the Physiologist helped, marking every action for our stats sheet, for after game
analyses.
During the game the Assistant Coach collect the data of each shot, to help the GK of our
team, and to give a characterization of the opposite GK to our team shooters.
Fig. 5 – Statistics sheets after the game

f) Personal Relationships
I. Head Coach
Since the beginning of the season there was a good collaboration and we were in line with
the direction taken by the Head Coach. It was very clear each one`s actuation area of
intervention, which make it easy not only the professional relationship, as well as the
personal relationship.
As an Assistant Coach we seek to be “a voice” of balance in the relationship of the Head

Coach with the Players.
During the season we try to help, warning him when we saw or felt instabilities in the
group.
We try, also, to assume the responsibility to be the “Coach of the Coach”, helping him,
showing some different directions or possible alternatives in the different components of
the preparation.
In the most critical moments of the season, especially in the end of December, we tried
to support the Head Coach, because we felt that the emotional stability of the relationship
Coach-Players will be crucial to achieve good results in the end of the season.
II. Players
This season, our relationship with the players was easy because we knew the main of the
players.
The players that remain from the previous season knew our way of work – professional
in the practice, but open to talk about any problem outside the field.
We tried to influence the behavior of the athletes in understanding some decisions of the
Head Coach, mainly trying to manage their frustration about the playing time.
Other important role of the Assistant Coach this season, was to improve the
communication, because the team had new foreign players that didn’t speak Portuguese.
About the communication we also try to help sometimes the Head Coach, because he also
is foreign.
Conclusions
After analyzing our work as an Assistant Coach, mainly considering the season 2015-
2016, in a Portuguese High Performance Handball Club, he can imply some important
ideas.
To perform as a Coach, he needs technical, tactical, psychological, physical and

theoretical knowledge, as well as a set of pedagogical acquirements to conduct the
teaching-learning process.
Nowadays, with the increase of professionalism in Sports, the High Performance Training
requirement needs the creation of multidisciplinary Technical Sport Teams. The Assistant
Coach should integrate the Technical Sport Teams, because he has a wide area of
intervention.
We resumed some of the functions and areas of intervention of the Assistant Coach -
“Know How”.
In planning of the training sessions, the assistant coach can suggest some changes, or
combined divided tasks with the head coach. Also, in every session, he can take the lead
of some parts of the training session.
Regarding the contribution of the assistant coach during the matches, the most important
tasks are collect and transmit important statistical data and help controlling attack-defense
substitutions.
One of assistant coach tasks for the preparation of the team is the scouting – analyzing
our games and the games of our opponents. Towards the physical preparation, the
assistant coach carry out the control of the volume/intensity/variety of work. Goalkeeper
specific training is another area of the team preparation that can be conducted by the
assistant coach.
As an Assistant Coach he needs to be “a voice” of balance in the relationship of the Head

Coach with the Players, and a good professional and personal relationship with the head
coach to know very clear each one`s actuation area of intervention.
We also present some personal characteristics that an assistant coach has to be, regarding
the “Coach`s Behavior”.
An Assistant Coach needs to act according to the different situations – a good emotional
intelligence. In his actuation, he has to develop good communication skills, specially
listen. Team Work is essential, so one of the most important characteristics of his
personality is the reliability.
A Coach has a pursuit for continuous learning, towards a utopic perfection on performing
is job. As an Assistant Coach, that learning process is facilitate, because he can learn with
the best players, and more experienced coaches.
Finally, an Assistant Coach needs to behave professionally like the head coach, or in other
words, flawless and with integrity.
References
Adelino, J., Vieira, J. & Coelho, O. (1999). Treino de Jovens: o que todos precisam de
saber! Centro de Estudos e Formação Desportiva.
Adelino, J., Vieira, J. & Coelho, O. (eds) (2001). Seminário Internacional Treino de
Jovens – “Pensar no Futuro, Apostar na Qualidade” 2000. Instituto Nacional de Formação
e Estudos no Desporto.
Adelino, J., Vieira, J. & Coelho, O. (eds) (2002). Seminário Internacional Treino de
Jovens – “Melhores Treinadores para uma melhor prática” 2001. Instituto Nacional de
Formação e Estudos no Desporto.
Araújo, J. (1994). Ser Treinador. Caminho (2ª ed).
Araújo, J. (1998). Treinador, Saber Estar, Saber Ser. Caminho.
Campbell, A. (2016). Winners. How they succeed. Arrow Books
Centro de Estudos e Formação Desportiva - CEFD (2000). O melhor da revista treino

desportivo 1987-1992. Centro de Estudos e Formação Desportiva.
Ferguson, A. & Moritz, M. (2015). Leading. Hooder & Stoughton
Gladwell, M. (2007). Blink. Decidir num piscar de olhos. Dom Quixote (3ª ed).
Lima, T. (2000). Saber Treinar, Aprende-se! Centro de Estudos e Formação Desportiva.
Proença, J. et al (2004). Conferência - O Desporto, a Educação e os Valores. Edições

Lusófonas.
Ortega, M & Castro, J. & Oliveira, H. (2016). Dossier de Trabalho da equipa profissional
– Época 2015-2016.
THE OFFENSIVE NUMERICAL
SUPERIORITY
FROM NOVICE TO HIGH PERFORMANCE
João Comédias
Critical analysis of the
offensive game processes
observed at youth level
Characteristics of young
Portuguese players
João Comédias
Critical analysis
1- Offensive game supported by collective

tactical actions (offensive combinations with
participation of the whole team).
2- Group tactical actions (sucessive

penetrations, crosses, blocks, etc.) almost
exclusively used in offensive combinations.
João Comédias
Critical analysis
3- Lack of acumen on individual tactical actions.
4- Early specialization in a specific position.
João Comédias
Critical analysis
Lack of acumen on individual tactical actions
• The direct opponent is not marked (count).
This scenario has some implications:

• In his offensive placement (body orientation and
distance);
• In antecipation;
• In trajectories.
Not only when defending, but also while

attacking, it is necessary to count in order to
mark the direct opponent.
João Comédias
Critical analysis
• Misuse of technical elements:
Pass – fewer solutions.
Shot – only one or two types of shot are

employed. It is difficult “to arm the arm” in
different frame levels.
Feint – the only ones employed are those

which use a frontal attack to the direct
opponent. The “reversed feint” is
predominant. João Comédias
Critical analysis
• Player with the ball attacks the direct opponent,

predominantly in a frontal trajectory, instead of
attacking to his side.
João Comédias
Critical analysis
• 1/3 of the goals are the result of individual

actions.
• 1/3 of the goals are the result of group
actions.
• 1/3 of the goals are the result of collective
actions.
Nonetheless, in every case, all attacks

end with an individual tactical action.
João Comédias
Critical analysis
Early specialization in specific position
• The best players play as back players, because
those are the ones who offer security in the
game.
Being the “soloists”, they are the ones
which benefit the most from this
protagonism.
• However, their actions and even the training

process are focused on the “back game”.
João Comédias
Critical analysis
Early specialization in a specific position
• When those players move into the defense:

• They are badly placed;
• They don’t dominate the block;
• They don’t dominate the fall and dive shots.
• The same can be seen when wing players move into the
defense.
They do not act as true pivots, which is what

they are in those moments.
João Comédias
The numerical superiority
to improve learning
• Of Individual Tactical Actions

• Of Group Tactical actions
João Comédias
The numerical superiority to improve learning
Of Individual Tactical Actions and Group Tactical Actions
• What are the principles of the offensive game in

numerical superiority?
• What is its relation with a game of numerical equality

and the most significant differences?
João Comédias
• In numerical equality, the purpose of the attack is to

create situations with numerical superiority or
positional advantage, in order to score a goal.
When in numerical superiority, it is not necessary to

create it. Since it already exists, it is necessary to
know how to use it.
João Comédias
What to do with the ball:
1st- Receive the ball while running, facilitating the

reception, and attack the space between defenders; or
beeing a wing, attack the space between the last
defender and the outer goal line.
João Comédias
2nd- In positional advantage, shot on goal, considering

individual acumens (shot quality, shot solutions and
shot power) and the distance of the goal.
3rd- If any opponent slides trough, fix to teammate

action, starting sucessive penetrations or playing with
the pivot.
João Comédias
What to do without ball:
• Identify what is the attacking space between

defenders.
• Ball away – watch and prepare strategy.
• Ball near – provide support:
Fix;
Sucessive penetrations;
Blocks.
João Comédias
• Why shouldn’t you use the technical element “feint” as an

individual tactical action?
Because the body feint with ball is used to overcome a

direct opponent, or if failing to do so, should contribute to
fix him.
Since while in superiority there is no such need, the

ball shall be passed in the right timing, relate to a
teammate’s receiving motion and avoide physical
contact.
João Comédias
• Why shouldn’t you use the “cross” group tactical action?
Because “cross”, specially when in reaction to the

defender’s behaviour, which are the ones most
worthwhile to learn in training, serve to create
imbalances or delays in the defense’s responce.
It is unnecessary because this imbalances already exist

motivated by defensive numerical inferiority.
João Comédias
• Why is it necessary to train in all the specific positions?
Because the main options available to a player in

each specific position are different, both in terms of
decision making and in terms of execution.
João Comédias
Different options:
Back players – standing shots, vertical jumping shots, shots after

penetration, passes to other back players, passes to pivot, passes
to the wings, passes “over” specific positions, reverse the
direction of the ball movement.
João Comédias
Different options:
• Wings – open angle shots, passes to back player on your side,

or even to pivot, more rarely passes “over” specific positions.
João Comédias
Different options:
Pivot – fall and dive shots, blocks, possible collaboration with

another player if well defended (pass).
João Comédias
Fractionated Game
Aspects to take into account
• Which is the game space?

It correspondes to a “range” of each
specific position.
Any redution to the game space, either to it’s
width or to the number of players, must take that
into account.
João Comédias
Fractionated Game
• One of the major errors is to reduce the scope of action for

each player, thinking that to increase difficulties causes
improvements.
It originates wrong movements in offensive trajectories of

the players, in their movements on the playing field, and in
their offensive placement (body orientation and distance).
João Comédias
Fractionated Game
• What is the importance of using players as

“footholds”?
Because the ball can be received from both sides.
João Comédias
Fractionated Game
• When to remove some “foothold”?
When you want to counter:
• A ball circulation without inversions;
• A player who only takes initiative when the ball “comes

from one side”.
João Comédias
Major offensive combinations
in numerical superiority (6x5) in
the Portuguese championship
(PO1)
João Comédias
Major combinations (PO1)
Those that use learning principles of numerical

superiority
• with 1 pivot;
• With 2 pivots;
• With a change to 2 pivots from a back player.
João Comédias
Those using crosses between a back player and a pivot

as deterrents.
João Comédias
Those using crosses between the back players to fix

defenders in an area of the playing field.
João Comédias
Major errors and limitations in offensive
numerical superiority (6x5)
Do not use the “6 possibilities”:

• Little offensiveness of the players who start the
combimations;
• Tendency to play only for one area (to one side)
of the playing field;
Not having an alternative towards a strategy for

“dismantling” the plan.
João Comédias
THE OFFENSIVE NUMERICAL
SUPERIORITY
FROM NOVICE TO HIGH PERFORMANCE
João Comédias
STRUCTURAL CONCEPTS of FUTURE ATHLETE FORMATION
Research and reflection work
Jorge Manuel Andrade Costa

Handball Federation of Portugal
Portugal
Abstract
"If you don’t know where you are going, any road can take you there"1. Despite being
defended by experts, the truth is that it is difficult to access, there is an absence of
information about the route that the Handball will follow. Lino Červar2 argues that
shaping the future of the game is the main and the most responsible task that the coach
has, because is from that point that the training process will be programmed. The purpose
of this document was to create general guidelines and ideas on how the work should be
developed along the young handball athletes training process. The starting point is the
characterization of children and society that will reflect them. The selected information,
the time to process it, the enough repetitions are fundamental assumptions to create strong
and positive emotions that will later be reproduced effectively. Cognitive development of
the athlete must follow a model that influences the learning process in order to reach the
creative player, autonomous and responsible for his improvement. See, decide and act
must always be present for the tactical intentionality, which is a concept to build.
KEYWORDS: Handball, Structuring Concepts, Training, Future.
1
Lewis Carroll – “Alice in Wonderland”.
2
Croatian National Chooser - World Champion - Portugal 2003. Winner of the Olympic Games in Athens
2004. Contributor in the book - Učenje Kreativnosti u Sportu (Learning Creativity in Sport).
I - Introduction
In recent decades, literature reflected and pointed out numerous shortcomings to the
traditional method of teaching based on the technique of learning (Diaz-Cueto, M. et al,
2010, p. 378). The reasons presented range from learning achieved out of context, through
little motivating way the exercises are presented to poor promotion of the game of
understanding that this approach provides. However, Costa, I. et al., 2010, p. 50, claim
that the scientific literature related to the methodological processes of child training and
adolescents are difficult to access. This facts, mainly, prevents the systematization and
building standards.
In recent years, coaches have reflected on how is best to teach young athletes to play
Handball effectively. In fact, several aspects have to be taken into account. First, the street
has gone from being the best school to be the most dangerous place in the world. Then
the early age of directed learning altered from 12/13 years for 5/6 years. In addition to
these facts, it is important to characterize the current game and it most significant
tendencies. The constant changes that the rules have suffered in the last 15 years, had a
great influence on the gameplay. This year, during the Olympic Games in Rio de Janeiro,
will be modified again: the level of performance of goalkeeper and passive play.
Since, Bunker & Thorpe3, in the eighties of last century, conceived the way to teach
games and collective sports with a different approach, through a concept, which became
known worldwide as Teaching Games for Understanding (TGfU), the way we look at the
training of athletes and the games of understanding of education have changed. This
tactical approach, which is a cognitive and constructivist perspective, emphasizes
learning the game through tactical awareness to decision making. (Benoit, L. et al., 2009,
p. 54).
However, in these 30 years much has been established, tried and compared with existing
methods. In fact, it seems clear that the way students respond formed according to this
concept, clearly benefits in future terms. Duda et al., in 1992, p. 320, said that children
have a more enthusiastic participation in physical activities when they are pleasant, permit
success and absorb their attention. Their attachment to the sport is more durable.
From the explicit problematic I`m proposing to create a document with basic ideas for the
training of athletes. This document will contain the structural concepts that will be linked
to each other and will respond to a training idea in Handball. The set formation of the
future of the athlete will be in line with current analysis mode, its trends and what today
is called for in terms avant-garde.
The work is structured in introduction, general structuring concepts and specific
structuring concepts: Goalkeepers; defence; Fast break and rapid replacement; numerical
superiority/ inferiority and numerical organized attack. Finally the final thoughts and
bibliography.
3 Referred by Hopper, T. & Kruisselbrink, D., 2002, p. 3.
2
II - General structural concepts
The systematic training of athletes is necessary to create a form of performance based on

knowledge, principles and trends that mode features. But we also know the characteristics
of children that appear to us to train. According to Papic et Papic, 2013, p. 24 when we
are dealing with children, we must always take into account this social framework, and
these three major areas:
A - Technical and tactical creativity
Athletes makers should token into account that isn`t important what the coaches knows,
but instead what athletes know. It is crucial that the athletes in the immediate future and
the medium/ long term observe and execute, instead of thinking and performing. We must
allow time for information to be absorbed. And it basilar repeat times, successfully
enough, to create a connectivity extremely positive emotions associated with the ability
to do well.
We have to have the perfect idea that we remember best events that are more intense and
more emotional. So we must create a strong network of positive emotions and success.
For this we must always be possible inducers task activity, pleasant and intense. We need
to provide that happiness hormones manifest.
So what are the steps to reach the creativity? If we follow the Bloom Taxonomy4, we will
have a more methodical idea of where and how we want to go. We can give the example
of a player who knows how to pass (knowledge) but he doesn`t use it when it should; a
situation (arrives) and he uses the pass (understanding) but then comes a another situation
and it`s no longer applied. Until we reach the latter situation, to be creative.
It is very important to encourage athletes earlier to be creative and independent, instead

of manipulating their actions. In long term we will have players with limited technical
and tactical resources, with a simplistic and automatic game and as a consequence
predictable.
In fact all this must be done with a competent leadership, not avoiding conflict, not
allowing athletes to interfere with the coach/ teacher authority. Have perfect awareness
of what limits, reflect on their practice and reframe what tasks didn´t have the expected
performance.
The most important role of coach is making the future child, with the ability and the desire
to be self-correcting and improving. If so, he will not be afraid to fail, and will be able to
develop in vast and distinct forms, of taking their responsibilities in the game, and shall
become aware that training will permit personal progress and, after the defeat, discussing
4
The purpose is to assist the identification and reporting of objectives linked to cognitive development
that includes the acquisition of knowledge; understanding; application; analysis / synthesis; evaluation
and creativity in order to facilitate the planning of the teaching and learning process.
3
what has happened in the game without considering guiltiness, but looking for solutions
to better face their next challenge.
B - Biomechanics of Movement
We have to understand that although there is a technique, said more efficient, there is
always a deviation, an interpretation that each does what is taught. Dick Fosbury was not
the most gifted athlete when in 1968 in Mexico City Olympic Games, won the gold medal,
in the jumping test in height. However he was able to be more effective at biomechanical
level, using a technique adapted by itself. The main idea is, to analyse the situation and
young people can effectively solve the game situations, we must respect the way they do
it.
However we must influence the games so that they find the best solution. We can give an
example: after explaining that we want tense passes and colleague’s teams must be free
to receive the ball, we can condition the game forbidding passes with curvilinear
trajectory and chopped, and the receiver’s don´t approach their team mate. They within
more or less difficulty, realize that have to go finding reception areas and do not push the
ball.
C - Psychomotor Speed
Ability to solve successfully new game situations. Includes receiving information from
the environment, looking for an efficient solution, and an effective resolution.
So we always have to see, decide and act. The speed with which the athletes will do in
the future will be indicative of the success of your training and, is one of the reasons that
led us to write this document. Synthesizing as Červar says "The formula for winning is
the rapid perception, short preparation and tactical response as quickly as possible."
III - Specific structural concepts
1 - Goalkeeper (GK)
"The keeper shall be equated to other colleagues and can act as the seventh element in the
field."5 With the change, of this rule, the goalkeeper training model justifies a reflection
from us. How can we monetize this rule? What are your main weaknesses? It is
undoubtedly the specific position of greater responsibility in the game (Fernández et al.
2000)6. Since kids come to the club, everyone should go on goal and everyone should
play in attack. Our proposal is that in the reduced game, who scores goal must go into the
5
Rules change ratified by the IHF and entry into force in the next Olympic Games in Rio de Janeiro –
2016.
6
Quoted by Sá, P., 2009, p. 40.
4
net. We favour the responsibilities of all, whenever we want, we can attack in numerical
superiority and use systematically fast break because even goalkeeper did not reach the
goal.
1.1 - Displacements
If there is a general agreement of experts on the goalkeeper displacements training is that

these should be short, quick and explosive - Do not open additional holes. Support in the
anterior third of the foot and thighs slightly flexed - Tension allows a much more rapid
and effective response.
1.2 - Pre-defence
We must take root early pre-defence habit mainly to trim in penetration, wings, fast break
and swivels (Sá, P., 2009, p. 50). Direct frontal offset or ½ moon due to the arm, spin or
pulling jump - Allows condition as much as possible the location of shot. The upper
vertical extension members. The figure, which appears before the kicker, seems to occupy
more space, eliminates the "hole" of the head and the action is in favour of gravity.
1.3 - Defence
Defend or get the ball to the net and put it quickly, and conditions, available to his
teammates must be the subconscious of the goalkeeper. Focus and track the finishing
forearm condition allows, further, the shot, and at the same time anticipate the location of
shots for the recognition of mechanical shooters also associated with previous trajectories
(Sá, P., 2009, p. 217). The finishers least technically evolved (which do not hide the ball
unconsciously) allow more effective monitoring of their shot intentions. This allows the
goalkeeper to succeed from an early age, and create a set of good feelings so important to
the development of the athlete. (Papić M. et Papić, R., 2013, p. 39).
Getting to transmit to GK for different types of shot:
1.3.1 - Attempts after penetration
Perform front displacement race with 2/3 quick steps, intended to condition and delay as
much as possible to intervene. The take-off leg should be the furthest from the ball,
directing and guiding the body for it to be always framing. (Sá, P., 2009, p. 50).
1.3.2 - Attempts of extremes:
Aware that you have to use the whole body to defend not just the hands or legs. Next
when the shot is unopposed, and not so much when it's conditioning. Next step the leg
nearest pole to reduce shot angle. From this position, the maximum wait, then jumps
grazing and laterally form: the side of the take-off leg arm protects the 1st post; the free
5
leg, one or two hands are placed sideways in the direction of the 2nd post, to cover the
maximum area. (Sa, P., 2009, p. 50).
1.3.3 - 1st line shots:
Read the trajectory, the arm and the forearm (Sá, P et al., 2012, p. 2249). Place the whole
body in the path of the ball, moving the centre of gravity laterally. Goalkeeper offers
maximum body surface to the shot. Impulse with the leg furthest from the ball.
Note: Start of coordinated approach with the block from the juvenile level.
1.3.4 - Pivot shots:
If the pivot received the ball back, you should move on it, in order to condition the
maximum the shot arm. If the shot is made with defensive pressure, should not move
much. If the shot is made without opposition, the shot of side arm moves 2 or 3 steps
toward pulling ½ moon, covers the net with the trunk, arms and free leg, and then made
the defence side jump and push a pedal movement (like the tip of the goalkeeper goes
over the angle). Don’t located in the centre of the goal, try to occupy one of the beacon
sides. Do not jump into the pivot but react laterally. (Sá, P., 2009, p. 50)
1.3.5 - Attempts of fast break:
Usual is the GK suffer goal, so to play with this to your advantage and organize his
defence actively trying to put pressure for shirt pulling side - This should be transmitted
to the GK once it has sufficient maturity to understand and explore this situation.
Conscious use of feints (cannot be used because it is good or unbalance the defence action
itself) and precise observation of the shot. Do not jump into the finisher, move laterally
toward one side, from a stable position and wait on the goal line if the kicker is pressed
by a defender or part of a disadvantage. (Sá, P., 2009, p. 17).
1.3.6 - 7 meters throw
Try to looks huge. Mark and put more kick arm side. Not retreat, defend sideways. Play
/ invite / feint the throwers, especially if redial.
2 - Defence - General concepts
The areas of greatest opponent's shot efficacy must be held in prior form. Anticipate,
condition and deter, judiciously in a coordinated and cooperative manner. Do not allow
the opposing team has a lot of time and space to organize, do everything to hinder their
action thus be closer to the defensive success (Gréhaigne, J. F. et al., 2011, p. 761).
6
Defensive coordination should be worked progressively (number of elements to
coordinate) defensive block and coordination with the keeper in the tightest defences 6:0
and 5:1.
2.1 - Defenders
To have a correct base defensive position and orientation as a function (s) of opponent (s)
and the ball for the intervention to be effective. Create lack tactics or tactually control
attackers whenever possible, so is closer to the mark of passive play and wear out
physically and psychologically opponents. Do not let the attackers receive the ball during
the run and in the areas of greatest effectiveness.
Proactive Attitude - It is highly trainable and should always be associated with notions of
condition the areas of greatest risk; steal the ball and cause the attacker's faults. Learn
when and what condition effectively use the lower limbs, upper limbs and feints.
Knowing contact (which technique) when (in which situations). Associate the
development of courage, strength work since in our experience, it contributes decisively
to this aspect, since it improves self-confidence. The defence of the pivot, by its specific
nature, requires that, technically and tactically we engage in it. What are the indications?
The front, back - why? With help, in coordination with the defence of the players of the
1st line and the defender action zone.
3 – Fast Break (FB) and Quick Replacement (QR)
There are larger areas and less accumulation of athletes. You must have this course and
use this situation for the benefit of the team and himself. Fast if there is little
agglomeration, more slowly if there is a lot. If line passes exist, then the pass is required,
pass the notion that we are most useful to give pass line than with the ball in hand, except
when we will be in decision zone (having the ball in our possession, conditions often
more our actions). Read the game after mid field, not continue at full speed if there are
many players. After mid field of the side should attack ½ the defence to have more options
and eventually be able to better decide. The ball only "comes" at the end if there is chance
to materialize is not prohibited. Jump only to shoot or threaten shot with the clear
intention of setting players, but with proper security. Think / see / read the game before
receiving - If you know what to do to the ball before receiving, you are a brilliant player
in attack and FB. Do not let them do lack of itself, unless it is for 7 meters or 2 '. Observe
the diagonals and do not run at the same level as your teammates. Being constantly ready
to provide the pass line. Accelerate to get the ball when they look for you. Do not
overreach protection, unless it brings a clear benefit for themselves and / or the team. Do
not put in the shade of the defender, do so only to take advantage of that (to cut the front)
and never to break the pass line who need / want to watch / pass. Dribbling to receive, try
to win the protection back if you cannot cut the front. Whenever someone cut in front is
required to pass him the ball.
7
3.1 - FB - When do you do?
Ever. The exception is an express order of the coach, which is a strategic issue.
3.2 - How to start?
From an opponent of technical failure (when the FB is more effective)7 or soon to ensure,
with a significant degree of certainty, the ball.
3.3 - Who is involved?
All. By waves and locations. First who should start FB is always who is closer to put the
ball in play or retrieve it.
3.4 - How do you train?
The first idea is to propose to athletes when recovering the ball we have to do something
useful so that we can do fast break. Then there to promote this idea through all the
exercises that we propose in our training plan. Create strong and positive experiences
regarding the use of this means.
3.5 - Quick Replacement
In replacement, the second wing (which does not make the throw-in game) must run for
his corridor and try to gain an advantage. If you cannot cut to the front. This decision
should be made 2/3 meters from the centre line. (It should be exercised to be automatic).
3.6 - What are the priorities?
If QR are combinations of the 2x2 wings. After the middle on the side with ball should
have a central path and decide or go to the end and side entrance if we have a right-handed
side. There is also the possibility of exploring the middle with a pivot and one or two
extremes. So who gets the first pass in the middle has a double advantage: the defenders
must be three meters and cannot be in the central hall (have some time to decide at high
speed). It has two pass lines - Pivot and extreme contrast. If FB supported the same thing
but we can add the "central clearing" and "Crossing Side x Side." Whenever one side
attacks the middle of the FB or the QR extreme opposite should consider its input to the
second pivot, since the visual field is extremely favourable.
7
Data available in many articles and websites on the analysis of the main competitions Handball (example:
Murat, B .: Game Analysis of Olympic, World and European Championships in Men's Handball, 2012)
8
4 - How to approach, create and achieve numerical superiority?
4.1 - Proposal - Through FB
For the FB sensations are good we should provide success in their learning. However,
very important it is to tell the defender who cannot pass one to the back (always control
the attackers) and teach the attackers to pass line and sense line penetration);
a) Require to make the maximum possible speed immediately. Explain the notion that
there is room and not many players of the opposing team must try to implement the most
expeditious manner possible. b) The game must start with attack or shot of the players
who will recover.
4.2 - How to train inferiority and superiority in numbers at the same time? What
should we convey as structuring principles?
4.2.1 - Numerical offensive Inferiority: Don´t let the opponent make fault over you. To
prevent this from happening, do not enter the space (s) defender(s). If you use the dribble,
look for defenders to detect a fault / imbalance or momentary help impossibility. Try to
isolate one of them to be able to play 1x1 with some space, and so increase your chance
of success. Some advocates easier when they are first defenders and attack out there help.
It is a good time to realize from the wings.
4.2.2 - Defensive numerical superiority: Find the attacker with the ball is always in a
1x2 situation. Do not let approaching 6 meters or the central zone. It seems a paradox, but
"out of nothing", then there will be no help if it is exceeded. Far from 6 meters, trying to
steal the ball or cause striker fouls. Next the goal area have a more effective control.
4.2.3 - Defensive numerical Inferiority: Always check the player with the ball and the
nearest opponent. Do not pass the attackers to the blind part. If there is opportunity to
miss tactic not hesitate (although there are some exceptions)8. Try condition the finisher
so that it run in the area of lower efficacy.
4.2.4 - Numerical offensive Superiority: It attacks your door. There are no cross. Do not
let them do miss about you. If you have space - penetrate. If you secure the defender pass
the ball with quality for teammate. If you do not have ball is tuned for receiving the exact
time (position and velocity).
8
Avoid the central zone or if the opposing team has the free 9 meters high efficiency.
9
5 - Attack
5.1 - What are the tactics?
The tactic is an intention. It can also be considered as a sensory / cognitive ability, based
on psychophysiological processes of reception, transmission, information analysis,
preparation of a response to the execution of the motor action, accomplished with the use
of a specific technique, which reflects the action of the player. At that moment, cognitive
and physical factors influence the detection and use of game information necessary for
proper orientation of actions toward a certain goal (Costa, I. et al., 2010, p. 45).
The tactic is the nuclear aspect training. The tactic is the use of available technical
judiciously in order to achieve maximum success in the action performed. Multiple
instances in which there is a clear manifestation of intent (tactical intentionality):
- Lighten an area for team-mate have more space to play 1x1;
- Step up to the defender's back in order to cut the front;
- Position in the blind zone of the defender and learn to take advantage of that.
5.2 - Five principles of the attacker
. Observe the defence before receiving. Let’s be a tenth of a second ahead of your
opponent, which often only looks at us when we have the ball;
. I want the ball in space. Enables shoot or threaten to unbalance the opponent more
effectively;
. Get the ball in the race. The power of impact of a moving body is substantially higher,
however you should always have in mind a resource braking;
. Do not let them do miss about you. Except for a strategic issue. It enables continuity of
actions to find the most effective solution.
. Shooting the most effective areas. If not we will devalue the work of teammates. Let’s
have a greater degree of certainty and confidence because we have a good feeling in the
shots of these areas.
5.3 - Individual Arguments
In fact, before we talk about individual arguments we should take into account some
antagonistic concepts related to the notion of opposition (Gréhaigne, J. F. et al., 2011, p.
748). So the notions are forward / delay; break / continuity; balance / imbalance; risk /
safety and disorder / opposition order. These concepts should be transmitted and acquired
unconscious but safely.
10
Although the coaches consider it decisive, not always work to receive, the player without
the ball is privileged (Clemente, F. M., 2012, p. 324). We should begin by privileging it
in the games of children, but maintain a significant recovery in the advanced game.
Arguments:
- The area of support cycle (receiving moving three steps, dribble, 3 more steps to go
through a large space is critical to a number of actions since then may have depth and
breadth and attack the distant gates of ours.);
- Dribbling without looking at the ball. Allows be aware of the defensive play of the
opponents and to work without the ball teammates. On the other hand, if you do not can
condition of committal way subsequent actions. It also serves to unbalance the direct
opponents;
- Body feints with and without the ball. For the feints are more effective on the opponent's
imbalance the body of work has focused;
- Accelerations / braking / steering changes / support crossings / crossing arms / rotations

- The work of support, the wealth of the variability of the ground work, allows greater
autonomy and creativity in the future;
- Shot and pass simulations - They help a lot in setting the direct defence. Its use to get
the correct timing of implementation should be encouraged.
- Attempts - All and all variations imaginable associations
- Attack the area at par and unique, and know why?
- Association of one or more items described above, following the principle from the
simplest to the most complex. Fundamental learn in a pleasant way, motivating and
providing strong feelings of success in children initiating steps.
5.4 - Arguments small group (2 to 3 elements)
All of the above;
circulation cuts; clearance; crossing, intersection and gain position on 6 meters, crossing
with folded pass; crossing simulation; input to the second line, transfer, blocking, and
combination of more than one of the aforementioned means.
5.5 - Large group / team arguments
All of the foregoing. It is at the discretion of the coach. Wealth and variability. Mental
occupation. Game little standardized. In training we argue that the game is as little as
possible predictable, the senior also.
11
5.6 - Clearing, what is it?
Previous ball for a player with the intention of letting free your area (Fig. 1)
Jorge Costa - MCLP
Clarified
zone
Fig. 1 - Clearing
How do you do?
With prior feint asking the ball (simulating cutting the front) or moving to a distant part
of the ball without any feint (should always be looking at the ball) or asking for the ball
and getting to the second line of attack.
When you do?
a) When there is space to receive the ball on the doors; or from a combined position; can
join in this action 2, 3 or even 4 players.
Example (description): Right back with ball; clearance with the play maker inlet to the
second line; screen with the play maker and the pivot; the right back pass to the left back
side to get the ball running in central area and boasts of pre-designed screen.
b) When you want space to shoot or play 1x1.
What is?
To create a free space (clearing) intentionally.
How do you teach?
From the 2x2 FB or Quick Replenishment (QR).
. FB with ball to the back of the opponent followed by cutting the front (if necessary);
12
. In QR, after reset the ball in play, clearing the central zone to the other end to pass the
site.
5.7 Crossing is made why?
As a teammate broke into one of my attack doors, and I have no room to ask for the ball
in space the other end is left me. So I will attack the other door of my teammate (Fig. 2).
Jorge Costa - MCLP
Fig. 2 – Crossing - Gateway or space between defenders.
When you do?
When you meet a set of reading from an attack by a teammate or there is a combination
of attack. However you should always follow the principle enunciated. When there is no
longer room for the continued attack action.
What is?
To create extra imbalances in defence. So that attackers can obtain a more favourable
position in relation to where the ball is or is to be handled.
How do you teach?
In situations of 2x0 and 2x2 as soon as possible with opposition increasingly closer to the
game situation. Then we can work out 3x3 or 4x4 or even the entire team.
First, athletes must master the support cycle (three steps, dribble and three steps). Second,
we must give the notion of not being at the same level in the field. Third, the player with
the ball has to step up and attack even the "door" (it should do so after break your right
defender). Who will receive the intersection first attack without the ball in the same
direction as the fellow with the ball, only then can change direction and speed read
because it no longer had a door on that side.
13
5.8 - Because it is a permutation?
Because we want to confuse defenders and somehow find a win-win situation in

positional terms for the player, group or team (Fig. 3).
Jorge Costa - MCLP
Fig. 3 - Permutation
How do you do?
Pass and request the ball with his hands, with the offset to that side. It can be started in
the same way that makes a clearance, but instead of entering the second change of
direction and we exchanged with fellow of the opposite side of the ball.
When you do?
When we want the player to get the ball to do in the race and a blind zone of defenders.
What is?
To unbalance defenders. To get the ball in accelerated motion. To merge with other
tactical actions (crossings), in order to enrich the vocabulary of group actions and at the
same time the variability and complexity of decision-making.
How do you teach?
In situations of 3x0 (information / knowledge); 3x3 less aggressive opposition

(application / decision making); 3x3 active opposition (analysis, evaluation and possibly
creativity) and 4x4 introducing and linking the action of the pivot.
14
IV - Final Thoughts
The work presented attempts to illustrate approaches to the Handball education. The aim
is to assume the athlete's future. For this to happen we made a literature research, the most
recent as possible, and put the experience of the author over 20 years of coaching. The
idea that we have to, first, predict from the characteristics of today's children and
knowledge available is clear. Červar illustrates this idea by saying that it is the main
function of the coach.
So, in general we can say that, when we know where we want to go, we have to select the
information. Without it, there is nothing to add to the neural network of young people.
This is a plasticity phase and as a result of a great predisposition to absorb the information
quickly and effectively. However it is necessary to consider the time to process
information and without it the statement is misplaced on the network. Possessing the
perfect idea that enough repetitions are essential, with success and failure to create
strong connections in different centres in the brain. Finally the emotions, as stronger and
positive as they can be, the better and faster they will be remembered and reproduced.
It was, somehow, stated in the document that we will not have creative players in the
future, simply because Handball learning is in a creative environment. However, if we
can identify the objectives linked to cognitive development that includes the acquisition
of knowledge; understanding; application; analysis / synthesis; evaluation and creativity
in order to facilitate the planning of the teaching and learning process, will be nearer to
have creative, autonomous and responsible players.
It is therefore important to reflect on the whole process and create exercises where seeing,
deciding and acting are required. Exercises that take into account the constructive
process of the game according to the maximum stated by Bunker & Thorpe tactical game
learning. Play to learn, rather than learn to play (this part is the athlete's responsibility that
it felt the need to improve their performance in the game).
Finally the author tried to give his perspective structuring concepts on more specific areas
of the sport, with the support of some bibliography also present: Goalkeeper; defence;
fast break and quick replacement; superiority and numerical inferiority and organized
attack. On the horizon is now missing the junction of the two principal structuring
concepts, general and specific, and accomplish with concrete exercises what has been
exposed.
15
V - Bibliography:
Benoît Lenzen, B., Theunissen, C. & Cloes, M.: Situated Analysis of Team Handball
Players’ Decisions: An Exploratory Study. Journal of Teaching in Physical Education,
28, 54-74, 2009.
Carroll, L.: As aventuras de Alice no País das Maravilhas. Bertrand Editora, 1999.
Clemente F. M.: Princípios Pedagógicos dos Teaching Games for Understanding e da

Pedagogia Não-Linear no Ensino da Educação Física. Revista Movimento – Porto Alegre,
18, 02, 315-335, 2012.
Costa, I., Greco, P., Garganta, J., Costa, V & Mesquita, I.: Ensino-Aprendizagem e
treinamento dos comportamentos tático-técnicos no Futebol. Revista Mackenzie de
Educação Física e Esporte, 9, 2, 2010.
Díaz-Cueto, M., J L Hernández-Álvarez, J. L. & Castejón, F. J.: Journal of Teaching in

Physical Education, 29, 378-398, 2010.
Duda, J. L., Fox, K. R., Biddle, S. J. H. & Armstrong, N.: Children’s Achievement Goal
and Beliefs about Success in Sport. British Journal of Educational Psychology, 62,
313323, 1992.
Ferraz, A. P. & Belhot, R. V.: Taxonomia de Bloom: revisão teórica e apresentação das
adequações do instrumento para definição de objetivos instrucionais. Gestão de Produtos,
São Carlos,17, 2, 421-431, 2010.
Fernández, J., Viaño, J., Cerdeira, J., & Cancela, J.: Enseñanza de los Juegos Deportivos
Colectivos a través del Balonmano. Intenciones técnico-tácticas individuales. Madrid:
Editorial Gymnos, 2000.
Gréhaigne, J. F., Godbout, P. & Zerai, Z.: How the “rapport de forces” evolves in a soccer
match: the dynamics of collective decisions in a complex system. Revista de Psicología
del Deporte. 20, 2, 747-765, 2011.
Hopper, T. & Kruisselbrink, D.: Teaching Games for Understanding: What does it look
like and how does it influence student skill learning and game performance? AVANTE,
1-29, 2002.
Murat, B.: Game Analysis of Olympic, World and European Championships in Men’s
Handball. Journal of Human Kinetics, volume 35, 109-118. Section III – Sports Training,
2012.
Papić, M. & Papić, R.: Učenje Kreativnosti u Sportu. National and University in Zagrev.
ISBN: 978-953-57229-2-2, 2013.
16
Sá, P.: Antecipação e tomada de decisão no guarda-redes de Andebol: Contributos para
atingir a excelência. Tese Doutural. Universidade da Coruña - Departamento de
Educación Física e Desportiva, 2009.
Sá, P., Fernández, J. J., Gomes, A. R., Saavedra, M. & Rodrigues, P.: Estudo da
Antecipação do Guarda-redes de Andebol a Remates de 1.ª Linha com Oposição. Revista
Mineira de Educação Física, Viçosa, Edição Especial, 1, 2240-2250, 2012.
Sá, P.: O treino do guarda-redes. In Andebol: Um caminho para o alto rendimento, ed.
Arraya & P. Sequeira, 143 - 167. ISBN: 978-972-99989-9-7. Lisboa: Visão e Contextos,
2012.
17
COLLECTIVE OFFENSIVE GAME
USE OF CIRCULATION, GO ON THE

LINE AS A SECOND LINE PLAYER AND
PLAY WITH TWO PIVOTS.
JORGE DUEÑAS DE GALARZA

1
INDEX
1.-Introduction……………………………………………………………………………………………..2
2. General objectives of the circulating game .............................................................3
3. General considerations ................................................................................................. 6
4. Specific objectives .................................................................. .........................................7
5. Possibilities of circulation or go on the line as a second line player ...........10
6. System offensive game 2: 4 .........................................................................................12
7. Advantages of attacking superiority in 2: 4 ....................................................... ..15
8. Bibliography……………………………………………………………………………………………17
1. INTRODUCTION
Nowdays you can see the circulation of players in all the games. The player is not only
locked into a position but varies its position. Variants of this these actions have
increased resources collective tactical offensive teams. Their training and adapt it to
the characteristics of our players is key to getting a good offensively.
The movement of players may have different names: Circulation, go on the line as a
second line player,unfold or transition of offensive system.
It is named the movement of players out and to another specific position in order to
attack elsewhere.
Juego Colectivo Ofensivo - Circulación

de jugadores - Prof. Luis Carlos 4
Torrescusa
2
Torrescusa
2. OBJECTIVES OF CIRCULATING PLAY
• Create new offensive possibilities.

Example: After attacking in 3: 3 unsuccessful vary 2: 4 with different
distribution of responsibilities defenders
3
• Provoking mistakes or situations of disadvantage for the defense.
Example: Defenders at different lines have doubts of exchange of opponent
• Breaking the numerical equality and the sharing of responsibilities in defense.
4
• Creating change of the defensive system.
Example: Zone defense 5: 1 that becomes 5: 1 mixed to go on to the line player the
center.
• Supply and leverage the power of the players in other spaces.

Example: Wing circulating with shot capability ,takes adavantage to shoot by
distance and lack of defensive depth
5
• Use of other spaces and exploiting weaknesses of the defense.
Example: Pairing outside player with the pivot
3. GENERAL CONSIDERATIONS:
• Form of attack used primarily against opened defenses.

• It can also be very useful against density defenses or more closed defenses,
if properly combined with the movement of the ball.
• The simultaneity of several movements creates great uncertainty in the
defense
• This is a feature of modern handball
• It requires players:
 High levels of coordination.
 Knowledge of the Tactical Movements
 Setting time and spatial adjustment actions
6
4. SPECIFIC OBJECTIVES:
4.1.- Take a temporary advantage as a result of the surprise movement.

• Taking advantage of the blind visual zone of opponents
• Using rhythm changes.
4.2.-Ahead occupation of spaces created by others

• weaker areas of the defense system
7
4.3.- Separate the defense in parts.
• Breaking the cohesion of the system.

• Breaking the division of responsibilities
• By going against the movement of the ball.
• By "moving defenders" sideways
• Provoking mistakes in the execution of defensive tactical media.
4.4 .- "Sinking" the defense

• Hindering the depth of defense
• Facilitating remote gambling.
• Provide spaces to shoot.
• Causing doubts and delay the ball carrier
8
4.5.- Effective support for the ball carriers.
• When harassment and pressure from defenders.
• As a result of inefficient paths ball carrier to secure possession and
continuity.
• By coordination and chainig other tactical systems.
4.6.-Provoking the transformation of the defense system

Torrescusa
9
4.7.-Chaining a total attack.
Simultaneous movement of several players.

Coordination of movement of players, the circulation of the ball and chain of
several tactical media.
5. POSSIBILITIES OF MOVEMENT OR UNFOLD OF PLAYERS
5.1.- Depending on the positions:

• Transformation of the center back
• Transformation of the back players.
• Circulation of wings
• If circulates who is a wing, the back player that occupies the space
left side for better use of space.
• You can always go on as a second player with the same player, or change
the protagonist of circulation in each attack.
• It is also possible to change the space or area to where it circulates.
• Once circulation is done the game can continue in 2: 4, or again back to 3: 3.
F D F D
E E
A C A C
B B
D D
F F
E E
A C A C
B B
10
5.2.- Transformation Variables:
a / They can be made with the ball or without the ball.
- If no ball, when?
- When the ball is in the other area.
- After passing it, immediately transformation
- With ball. Perhaps less effective for the most attention from defenders and
possible loss of continuity
b / - Areas splittings
• Depending on where the pin is located
• To the opposite side
• By the same side and pivot zone change
• By the same side and change of area which splits.
***Regardless of the account to the pivot, and it is this that has to adapt
5.3.- Operating Requirements
- Take over the tactical technical capabilities and high efficiency of players in different
positions. It unfolds player must have control of rhythm and timing of intervention.
Knowledge to play as a pivot and between the lines
- Variety of types and forms of unfolding.
- Attempted use of immediate action:
- The player himself circulating
- Of the players in the area where the unfold occurs.
- Training and have provided the possibilities of continuity, after transformation:

• Take advantage to use in other areas.
• Continuity 2: 4
• Objectives of each of the players
• Tactical to use
• Prioritizing end zones
• Ability to return to 3: 3
- Maintaining the balance between width and depth, ensuring the support and
movement of the ball
- If the back goes on as a second line player, central situation vary and
another back
- If unfolds central, the backs aproach
- If the wing circulates, the center and the backs vary the situation
- Variety in the position of the pivots.

- Possible continuity with coordination of the pivots.
- High dynamic players in the different triangles formed and connection between
them (trajectories, recoveries, etc.)
- Set deep with the pivots.
- Set between the lines of the pivots ensuring support to the first and second line
(especially to changes in the system)
- Increasing the role play wings
11
6. ATTACK SYSTEM 2: 4
• Two back players and four second line players (two wings and two pivots)
• Try to separate the defense. Hinder cooperation between the two centers in
defense
F C
E D
A B
It is increasingly used since starting situation.

Take advantage of the game with pivots. We often have two pivots that do not play
simultaneously. We can have different characteristics pivots and hinder the defensive
work.
Great demand for the front lines. Must take into account the physical tiredness that
may suffer the backs that attack.
Importance of spatial equilibrium trajectories and responses.
6.1.- Basic possibilities of action:
1. Regarding the placement of the pivots and possible variations
1.1 With the pivots in the area of the seconds in defense

- Game 2: 2 ,back and pivot
- Game 1: 1 wing . Fixing in a small space
1.2 With the pivots in the zone1-2 of defense
- Game 2: 2 ,wing and pivot
- Collaboration between the backs
1.3 With 1 pivot in the zone 2-3 in defense and another pivot in the zone 1-2
- Game one wing with a pivot
- Game 1: 1 at the other wing
12
- Game 3: 3 of the two backs with the other pivot. 2: 2 + 1: 1
General operation
Pivots are key. Activity and actions are based:
- Use of blocks (diagonally behind the defender)
- Occupation of free spaces behind the defense to receive the ball
- Possible support ahead of defense
13
- Carrying out front blocks and screens to shoot of the center and the backs
- Provide shares 2X2
2. Possible paths used by the first lines and their most common roles, coordinated
with the possible tactical means to run
Center and backs
Beneficial with shooters
Other options:
- A right-handed back and another lefty
- A shooter back and another playmaker
- Two penetrator backs
- Two right-handed players
14
3. Location more or less opened of the wings
Wings more opened:
Enlarge intervallic spaces of defense
Relationship between wings and backs is reduced
It means having backs easily to penetrate (between 1 and 2)
Defensive balance slows
Wings more closed:

It facilitates communication and relationship between players
Improves the fall back in defense
The spaces between the defense are reduced but greater possibilities of movement of
the back players
*** Intermediate situation
Game pairs between baks and pivots is essential

In general the wings do not circulate. Punctually with ball to shoot. Without ball
taking advantage the blocks
Crossings are avoided. Crossings can be effective if performed surprisingly and
connecting blocks and pivot space occupations
Using support and coordination between pivot away and any back player
7. ADVANTAGES OF ATTACKING SUPERIORITY IN 2: 4
It is becoming more common is to see the numerical superiority offensive attack

game with two pivots. The most common options are the undfolding of a back player
or place two pivots directly.
I understand that the choice of this systematic game is reasoned for several reasons:
- Limits the defensive flotation. By placing more players in 2nd offensive line,
defenders have greater difficulty leaving in depth.
- Increased visual field in depth. The back player who choose has more players in his
visual field.
- Decide a player with greater tactical or physical ability. Normally the player who
takes responsibility is that with greater tactical resources or with plenty of shot.
- Easy action. It is not an action that has a very complex process . The positions and
trajectories of the players are clear and their interpretation is relatively simple
(* knowledge the difficulty that an interaction with defenders and attackers).
15
I present two examples with different resolutions:
Example 1: Fixation in depth on the left side, to get advantage opposite side.
Example 2: The center back goes on as a second line player. The defenders stay
behind, near of the pivots, allowing a clear shot.
16
8.- BIBLIOGRAPHY
J.L. ANTÓN (Madrid 1990) : “Balonmano:Fundamentos y etapas del aprendizaje”.

Editorial Gymnos.
J.L. ANTÓN (Madrid 1998): “ Balonmano: Táctica grupal ofensiva”. Editorial Gymnos
Zoltan Marczinka (Budapest 1993): “Playing handball. A comprensive study of the

game”
Gabriel Torres Tobio/ Ruben Crespo Sanchez (2010): “Balonmano”
Xesco Espar (Barcelona 2001). “Balonmano. Deporte y Rendimiento”. Ediciones

Martínez Roca
Apuntes del Curso Nacional de Entrenadores de la RFEBM.
17
ANALYSIS OF OFFENSIVE TEAM PLAY
IN NUMERICAL INFERIORITY
5x6 and 6x6 WITH
GOALKEEPER-PLAYER
JORGE FERNANDEZ CARRERA

Spanish Handball Federation
Spain
2016
JORGE FERNÁNDEZ CARRERA 1

Index
1. Keywords…………………………………………....……………………………….3
2. Introduction……………………………………….………………………………….3
3. Development…………………………………….……………………………………4
3.1. Aim of the study...………………………………………………………………….4
3.2. Contextualisation of the study....…......…………………………………………….4
3.3. Preliminary statements about the goalkeeper-player………..………………………5
3.4. Planning the game with goalkeeper-player........................…………………………7
3.5. Procedures used in asymmetrical situations.................……………………………..8
3.6. Application and opponents reactions ………...………………………………… .10
4. Methods to obtain data................……………………………………………………11
4.1. Number of 2 minute-suspensions per match and distribution of seconds
in asymmetrical situations……………………………………………………...….11
4.2. Partial scorings, attacks received and special situations…………………………..12
4.3. Total partial scoring, with and without goalkeeper-player…………………..……13
5. Results and data discussion.............…………………………………………………14
6. Conclusions……………………..…………………………………………………...18
7. References and bibliography................……………………………………………...19

1. Keywords.
Goalkeeper-player, inferiority, exclusion, central player, asymmetrical situation.
2. Introduction.
A great number of research works have been done analysing numerical
inferiority and superiority, and they have proved that managing these situations has
great influence on both the development and the result of matches.
Preparing models and/or team play systems to face these situations is indeed
necessary. Handball evolution has forced trainers and coaches to foreseeing alternatives
which could improve the performance of their situations in numerical inferiority. The
option of playing with a goalkeeper-player, which used to be something common in
limit situation when defending a scoring in the final seconds, arose as a new possibility.
During the last decade, this has been seeing more and more in no limit situation along
the matches.
There has been a huge debate about advantages and disadvantages of using this
game alternative, but the increasing number of teams using it nowadays it is a prove that
advantages must be bigger than inconvenient to the collective game. In the most recent
Final 4 of the Champions League 2015/16, all the teams have used this game alternative
in its version of goalkeeper-player acting as left or right wing, depending of the
situation of the changing area.
With this present study, I will try to compile enough data to sustain which game
factor get increased or reduced according to the use or not of the goalkeeper-player as
an offensive collective game alternative in situations of numerical inequality; so that we
could prove that there are beneficial facts in its use.

3. Development.
3.1. Aim of the study.

Analysing situations of number inequality of MAGOPE Seis do Nadal-COIA
team along the 2014/2015 season in the group A of the First National League, so that to
observer significant differences between attacking with or without a goalkeeper-player.
To do so, I will gather facts of partial results got during numerical inferiority and also
the number of attacks received against.
3.2. Contextualisation of the study.

Handball rules admit the possibility of punishing players and officials with a
two-minute suspension or even a disqualification (rule 16), if this is the case a
numerical inferiority takes place and so does a new game situation with asymmetrical
conditions (López-León 1999).
The most common asymmetrical situations that we can come across, and that we
will face either with goalkeeper-player or without it, are as follows:
Attack 5 against 6 (5x6) => (6x6) with goalkeeper-player

3.3. Preliminary statements about the goalkeeper-player.
Juan Antón (2010) shows a number of conditions that we should bear in mind
before using a goalkeeper-player, as well as discussing a series of pros and cons about
using them:
- Who should be the goalkeeper-player? It should be the field player who is the
closest to the substitutes’ bench and it should be an experienced and good player so that
can secure the ball possession and generate a real danger for the opponent defence.
- Mission of the goalkeeper-player. The main mission of this player is to accurately
fixed defence players, more than one if possible.
- What should not do? Firstly, he should not try to shoot (unless the defence leaves a
very clear way in); secondly, he should never take a risk in fixing the defenders
position, avoiding provoking attacking fouls, and finally, he should not hold his way
back to the substitutes bench for longer than making sure that the ball will not return to
his zone.
- How long should he remain in the court before changing again? Taking as a
reference one of the objective stated by Landuré y Horvath in 1989 (Antón, 2010) “One
of the basic objectives is to keep the ball for at least 30 seconds”, the goalkeeper-player
should remain between 20-25 seconds in the court. This time should not be exceeded as
the risk of losing the ball will increase.
- What should the rest of the players do? Initially they should remain in their specific
positions and, once there is a chance to fix the positions of the defenders, then the
attacking players can try one of the tactical procedures as in an equal situation.
- Tactics to be used. Apart from the above mentioned, it is advisable to avoid those
tactics which may add a risk of committing a foul, as in wings circulations or a pivot
2x2. Another option would be to use the goalkeeper-player to fix the position of the
defenders and to create 2x2 or 3x3 situations on the opposite side.
- What should not the other players do? Apart from the recently mentioned about
attack fouls and wings circulations near the line of the goal area, they should keep a
distance with the opponents as there is a high risk of losing a ball when a pass is done
very close to the defence.
In favour:
- The team faces the situation of numerical inferiority in equal conditions, allowing in
theory more assistance to the consecutive ball holder.
- Also in theory, this circumstance allows to develop the usual game and tactic
attacking procedures, so that the main ideas remain unaltered.
- If the player acting as false goalkeeper manages to play efficiently fixing the defender
to their exterior side, he manages to call the defence attention to the sides, so that in
theory the number of free spaces can increase in the other side and so play a 2x2 or even
a 3x3 in that opposite side.
- If we have got a great player who catches a lot the attention of the defender and who is
safe and experienced, that may be another reason to use it.

- In any case, it cannot be said that in any case they will catch the other team unaware or
act with a real advantage, with the exception of using it in a 7x6 situation or even a 7x5,
although the number of defender is 6, and the interval spaces are the same.
Against:
- The first problem obviously is that you leave your goal empty and with no protection,
therefore, any minimal technical mistake can end in losing the ball and get a direct
throw from a long distance with many chances to end receiving a goal. This latter will
never take place when you use any other of the above mentioned numerical inferiority
concepts.
- Frequently, that “sixth attacking player” is more apparent than real as he does not
position himself in a dangerous place for the defenders, he does not attack the goal, he
does not fix the position of any of the defenders, he usually takes all the responsibility –
especially if he loses the ball and the opponents manage to score a goal, then everybody
turns to him, making him feel “guilty”- and he quickly returns to the bench, acting as
what we previously called “landmark player”. Many teams tend to forget him, as if he
did not exist. I have to add that I have not even seen once a goalkeeper-player who
threw to the goal, so the defenders, if anything, position themselves in the thrown line
of an hypothetical advance towards the goal.
- The rest of the players tend to remain static as if they were waiting for the ball, and
that is with no doubt due to fact that this situation inhibit their initiative and actions and
they do not show dangerous intentions due to fear of losing the ball, so that the theory
of having more support falls apart, as not all of these supports are potentially possible or
dangerous, as they can be easily defended by their pair opponent.
- Due to the especial circumstances of this contribution, the time of possession of the
attacking team tend to reduce, because it begins in a very passive way, and to avoid a
passive warning given by the referee, players tend to immediately speed the play up,
and therefore, they do not choose correctly their options.
- In general, the team is in an uncomfortable attitude, and if the scoring is against and
the game is coming close to the end, mistakes can be decisive and determined, and this
ways precipitation increases.
- Nevertheless, we can admit that it can be a strategy which can catch by surprise in
special situations and near the limit, and that is why the time of the match and the
scoring situation can be a variable of study, but never in a systematic way.
- In the odd case of scoring a goal in these conditions, it is quite possible that the team
get a goal scored immediately after, thanks to a quick throw-off from the centre (“contra
goal”), because there are more and more teams specialized in this.
The author Juan Antón in his article “Uso del portero falso en inferioridad numérica
atacante, una nueva aportación táctico-estratégica” concludes it by admitting that for
him this situation keeps on being to use just in very specific situation, which are called
limit situations.

3.4. Planning the game with goalkeeper-player.
From a strategic point of view, by using a goalkeeper-player in the centre back
position, I try to achieve that my team can keep the ball possession for as long as
possible as well as minimise the disadvantage in number and also reduce the percentage
of lost inferiorities.
Obviously, losing the ball is a risk that allows a turnover to the opponent team.
The average rate of saves in the goal in ASOBAL 2015/16 has been 16’8% meanwhile
the effectiveness of turnovers was 78’6% (4’6% were shots hitting he goal posts or
directly outside). I am not trying to look down on the fact of having the goal completely
unprotected, but to concentrate in trying to achieve that this aspect does not affect he
motivation of my team.
To act as goalkeeper-player I used during 2014/2015 season one player in a un
91% of the occasions, Guillermo Rial Barreiro. He is player specialized in attack and
who plays as centre backcourt, he does not take place in the defensive game of the team
which facilitates for him to be ready when a suspension takes place. The other centre
backcourt played this role in 5% of the times, Antón Giráldez Alonso, who was in his
first season in the club and he got injured in the 15 th match of it. Diego Fernández
Loureiro, centre backcourt of our associated team, also acted as goalkeeper-player in
just one of the matches.
They are meant to act as follows:
1.- Leave the court immediately after a passive warning is given.
2.- Try to stretch the ball circulation before initiating the procedures planned for the
attacking team play with goalkeeper-player accordingly to the opponent defence.
3.- Never to look for a 2x2 with pivot, avoid passing to the pivot except in clear
circumstances.
4.- In the case of losing the ball and not being able to change in a secure way, he must
act as a goalkeeper in the goal area.
5.- Every now and then, he could look for 1x1 situations trying to achieve a 7-metre
throw and/or a 2-minute suspension, score a goal is always a higher objective than any
other, no matter the circumstances.
Behaviour of the other players:
1.- Modify his specific position accordingly to the goalkeeper-player position (centre or
left or right backcourt , always the closer to the changing area).
2.- Do not try either a 1x1 nor a shot while the goalkeeper-player is still in the court.
3.- Do not circulate on the goal area line.
4.- After getting a goal scored, the goalkeeper will wait to change with the goalkeeper-
player after the throw off is done.
5.- Every player will respond to their team mates long trajectories by changing
positions, with defensive passes and trying to be as vertical to the goal as possible.
6.- Keep the ball movement so avoid a passive warning.

3.5. Procedures used in asymmetrical situations.
From a tactical point of view, it is important that the whole team understand
clearly the operation way before numerical inferiorities as well as each own active role
within the procedures. I briefly describe below the most common team actions both
with and without a goalkeeper-player.
It would be too broad to go into detail about how each one of these procedures,
their modifications and alternatives develop.
Game without goalkeeper-player
Wings crossing (HORNS)
A wing circulates with the ball and crosses with
the opposite wing who does the same without a
ball.
The former wing recovers its position while the
latter occupies the position of a pivot.
Once a first line player receives the ball, we start
one the three procedures we have previously
prepare to face a 6:0 defence.
1 CLOSE
2 CLOSE
LONG
Centre passes wing (EIGHT)
The centre backcourt passes to the wing who is
circulating and plays with the backcourt player
of his side and goes back to his position.
The backcourt player initiates a long crossing
and passes to the wing of the opposite side who
is circulation and who moves into pivot position
after playing with the backcourt player of his
side.
Continue with the possibility to match with any
of the 3 procedures we have previously prepare
to face a 6:0 defence.
1 CLOSE; 2 CLOSE; LONG
Both procedures will be used mainly against teams that do not vary their
defensive system in situations of numerical superiority.
They are simple to do before 6:0 defensive systems, although in some cases they
will be used before a 5:1 defence just modifying the distance of the attacking actions.

Play with goalkeeper-player
2 CLOSE
Double crossing of the backcourt players, the goalkeeper-player returns to the changing
area as soon as he initiates the first crossing.
2 OPEN
Double crossing
The backcourt player closer to the changing area
begins a crossing with the goalkeeper-player.
The latter runs towards the changing area after the
second crossing.
Centre backcourt player passes to the pivot

(HEAD)
The goalkeeper-player passes to the pivot and
exchanges positions with the backcourt player
closer to the changing area.
The wing closer to the changing area moves
towards the backcourt position.

3.6. Application and opponents reactions
My team has been using the goalkeeper-player option since the 2010/2011
season as a common thing, alternating since then between playing in numerical
inferiority 5x6 and 6x6 with goalkeeper-player. From 2010 we have increased the use of
goalkeeper-player over the 5x6 play, so that at this moment it is our main offensive
strategy in numerical inferiority situations.
During the first seasons of using it, the opponent teams used alternative defences
very different, using a goalkeeper-player was a novelty and perhaps the surprise o lack
of preparation creating the need for investigation on how to face playing 6x6 looking
for advantage. Some of these defences were: individual defence to a backcourt player,
individual defence to both backcourt player, individual defence to the goalkeeper-
player, etc.
Now, other opponent teams are much more conservative and their proposed
defence are the usual with some extra guide on dissuasion or intercepting passes on the
specific position of wing or backcourt player.

4. Methods to obtain data
Obtaining data is done since 2011/2012 season in a match statistics grid by the
team official Justo García Ramos, who has been playing that role from 2008 to the
present day.
To analyse data of the 2014/2015 season, it was registered in the match statistics
grid and supported by the close examination of the video recording of the 30 matches
(we lack of 2 matches video recordings and other 2 are not in full).
This data turning is worked from an Excel grid, where we consider the following
parameters:
- Number of 2-minute suspension per match.
- Actual suspension seconds, in some cases this suspension take place during the last
two minutes of the match, so they do not last for 120 seconds.
- Suspension seconds in numerical inferiority by one player (5x6)
- Suspension seconds in double numerical inferiority (4x6)
- Suspension seconds with both teams being with one player less (5x5)
- Number of full suspension, that is, those in which the inferiority is constant and it lasts
for 120 seconds without other punishments.
- Partial scoring in each of the asymmetrical situations we are studying.
- Attacks received in each of the asymmetrical situations.
- Total partial scoring, resulting of adding all the partial scoring got during each of the
asymmetrical situations we are studying.
- Noting in each of the in each of the asymmetrical situations we are studying, if we
played with or without goalkeeper-player.
- Noting in each of the in each of the asymmetrical situations we are studying, whether
they were full suspensions or not.
- Goals received in an empty goal.
- Goals scored by the goalkeeper-player.
4.1. Number of 2-minute suspensions per match and distribution of seconds in

asymmetrical situations.
In matches during season 2014-2015, we had between1 to 8 penalties which
meant for a player to leave the field, due to a 2-minute suspension or a disqualification
of a player or an official.
It totals 110 with an average of 3.67 per match, a very similar figure to the
average obtained from the analysis of other leagues like ASOBAL. From the study by
José A. Figueroa (2014) “Análisis de las situaciones de desigualdad numérica y su
relación con la clasificación” you can see that the average figure in this league during
season 2012-2013 was 3.5 per match with a typical deviation of 0.377.

Chart 1.
The data of sharing the seconds in the asymmetrical situations we are analysing
helps me to identify and make distinction between full suspension and those with a
different unbalance than 5x6.
4.2. Partial scorings, attacks received and special situations.

During the first match of the season Ibéricos Carballal – MAGOPE Seis do
Nadal-COIA, we did not fill in the match statistics grid, so data was only obtained from
the video recording of the match, which does not cover the whole of the match.
Chart 2.
In this chart we can clearly see the outcome of one of the situation, if they were
played with goalkeeper-player (yellow) or without him (white) and which ones were

suspensions for the whole of the 2 minutes and which ones were not. Besides, other
special circumstances that could be significant are also reflected.
4.3. Total partial scoring, with and without goalkeeper-player.

Chart 3.
Data shown in this chart is of the addition of all the scoring got during
asymmetrical situations in each match, ending up in 3 types of outcomes: total scores,
total scores in asymmetrical situations with goalkeeper-player and total scores in
asymmetrical situations without goalkeeper-player.

5. Results and data discussion.
The first factor is of the partial scorings of each match which facts are obtained
from table 2 & 3.
Chart 4. Without goalkeeper-player Chart 5.
With goalkeeper-player
Season 2011-12
Season 2012-13
Season 2013-14
Total
Won 6 5 7 Won 3 5 6
Draw 3 6 6 Draw 2 6 6
Lost 10 14 17 Lost 21 15 14
Differences are not significant.

Percentages of lost situations are just above 50% in both alternatives.
If we compare it with the results of previous seasons, we can notice that there
had been a significant improvement after season 2011/2012 (80%), but figures of the
last 3 seasons are pretty similar (57’7%, 53’8% and 56’7% respectively).
We must highlight that planning these situations has been changing. During
season 2011/2012 I was just coach assistant while from season 2012/2013 I have
become the main coach of the team.
Next factor is the one of the partial scorings in each of the asymmetrical
situation emerged during the matches. In his article “Análisis de las situaciones de
desigualdad numérica y su relación con la clasificación” (2014), José Á. Figueroa, after
analysing more that 1200 situations, shows a global comparison in the following chart:
WITHOUT GOALKEEPER-PLAYER WITH GOALKEEPER-PLAYER
Variable Result Variable Result
Average advantage -0.57 Average advantage -0.6
Attack efficiency 35.92% Attack efficiency 36.84%
Percentage of inferiorities 14.12% Percentage of inferiorities 14.4%
Won Won
Draw Draw
Lost Lost
Throws per inferiority 1.26 Throws per inferiority 1.13
Table 43: Comparison of different variables with and without goalkeeper-player
The result of my analysis is as follows:

Chart 6.
COMPARISON WITHOUT GOALKEEPER-PLAYER AND WITH GOALKEEPER-PLAYER
Without goalkeeper-player With goalkeeper-player
Number of situations analysed 34 Number of situations analysed 74
Percentage of the total 31% Percentage of the total 69 %
Rate goals scored/received -0.2 Rate goals scored/received -0.19
Goals received 30 (0.88) Goals received 56 (0.76)
Efficiency percentage Efficiency percentage
TOTAL WONS 8 (23.59%) TOTAL WONS 19 (25.68%)
Won by 1 goal 7 (20.59%) Won by 1 goal 17 (22.97%)
Won by more than 1 goal 1 (2.94%) Won by more than 1 goal 2 (2.70%)
TOTAL DRAWS 12 (35.29%) TOTAL DRAWS 28 (37.84%)
TOTAL LOST 14 (41.18%) TOTAL LOST 27 (36.49%)
Lost by 1 goal 11 (32.35%) Lost by 1 goal 21 (28.38%)
Lost by 2 goals 3 (8.82%) Lost by 2 goals 6 (8.11%)
Lost by more than 2 goals 0 Lost by more than 2 goals 0
Studying the results, I can observe that percentages are similar in the total to other
studies; however, there is an interesting distribution between losing and winning
situations by 1 or more goals. In my study, a very small percentage of the asymmetrical
situations that end with more than 1 goal, both in favour or against, and the lack of
situations that end woth more than 2 goals against. More examples can be seen in José
A. Figueroa 2014, “Análisis de las situaciones de desigualdad numérica y su relación
con la clasificación”:
COMPARISON WITHOUT GOALKEEPER-PLAYER AND WITH COMPARISON WITHOUT GOALKEEPER-PLAYER AND WITH
GOALKEEPER-PLAYER GOALKEEPER-PLAYER
Without goalkeeper-player With goalkeeper-player Without goalkeeper-player With goalkeeper-player
Number of 18 Number of 23 Number of 13 Number of 30
situations of the
Percentage 44% situations of the
Percentage 56.10 % situations analysed
Percentage of the 30% situations analysed
Percentage of the 69.80 %
total
analysed
Medium -0.5 total
analysed
Medium -0.48 total total
Medium advantage -0.61 Medium advantage -0.47
advantage
Attack efficiency advantage
32.20% Attack efficiency 41%
Attack efficiency 38.70% Attack efficiency 42.20%
TOTAL WONS 5.50% TOTAL WONS 17.40%
TOTAL WONS 15.40% TOTAL WONS 20%
Won by 1 goal 5.50% Won by 1 goal 8.70%
Won by 1 goal 15.40% Won by 1 goal 16.60%
Won by more 0% Won by more than 8.70%
than 1 goal 1 goal Won by more than 0% Won by more than 1 3.30%
TOTAL DRAWS 44.40% TOTAL DRAWS 26% 1 goal goal
TOTAL DRAWS 38.50% TOTAL DRAWS 33.30%
TOTAL LOST 50% TOTAL LOST 56.50%
TOTAL LOST 23.10% TOTAL LOST 46.70%
Lost by 1 goal 44.40% Lost by 1 goal 39.10%
Lost by 2 goals 5.50% Lost by 2 goals 17.40% Lost by 1 goal 44.40% Lost by 1 goal 30%
Lost by more Lost by more than Lost by 2 goals 15.40% Lost by 2 goals 10%
0% 0%
than 2 goals 2 goals Lost by more than 7.70% Lost by more than 2 6.70%
2 goals goals
Anaitasuna 12/13 Guadalajara 12/13
In my opinion, the most interesting fact that can be seen in table 6 is the number of
goals against, which it is reduced by more than 10% when using goalkeeper-player
compared to the amount of them when not using him.

I also ought to highlight that although the partial scoring in asymmetrical
situations during matches has got more than a 50% of lost situations, when we analyse
one by one, the percentage of draws and loses tend to equalise considerably.
Finally, we count the number of attacks received against during each inferiority
in table 2, distinguishing attacks with and without goalkeeper-player. I also add the
total facts and those corresponding to situations of exclusion.
Chart 7
No doubt here we can see the most

enlightening data which gives sense to the
lowering of the percentages in chart 6 about
goals received. As we can see in chart 7,
there is a great difference between the
attacks received when we play with or
without goalkeeper-player.
It seems we achieve the aim of
keeping the ball for as long as possible,
decreasing by 19% the chances the
opponent teams has to attack in numerical
superiority.
Special situations.
Other data accounted are the goals received in an empty goal, which we only
received 4 throws ending only 2 of them in a goal. In previous seasons, that number
was higher (7 in season 2011-12, 5 in season 2012-13 and 6 in season 2013-14, scoring
just 1, 1 and 3 goals respectively).
Chart 8.
This figure is one of the coaches’

worries when deciding to take the risk and play
with a goalkeeper-player. In my experience
over the past years, I believe it is a rather
unimportant data, and I will explain the reason
why.
In chart 8 we can see the effectiveness
statistics of ASOBAL teams during season
2015-16 in counterattack throws and the
percentage of saves (up to the 29th match).
Effectiveness in throws to an empty goal is
probably too high. The same data for season
2014-2015 is too reduced to be a reliable study
fact. As we can see, effectiveness in the
counterattack overtakes in most of the cases

80%, so if we lose the ball we would be assuming a certain risk we cannot quantify with
data as it depends in each case of the game situation, but we can infer that the risk is a
matter of the number of times we lose the ball rather than the fact of not having a
goalkeeper in the goal area.
Although it cannot be considered as added data, our goalkeeper-player scored 4
goals during season 2014-15, failing none of his throws. Despite we have not got
sufficiently reliable data of the effectiveness of throws-off to goal in a real match
situation, on the emotional side, receiving a goal after scoring with goalkeeper-player
can be assumed by the team, meanwhile if the opponent team makes a mistake on an
empty goal it is something this team is not prepared for.

6. Conclusions and final considerations
From this study we can conclude that using a goalkeeper-player did not offer
either more or less chances to achieve efficiency in the attacks during numerical
inferiorities. This factor is determined by the quality of the opponent team and the
ability of its players.
It seems that there is a considerable improvement in time-controlling of the
game, that there is a considerable reduction in the number of attacks against, as well as
in the scoring of goals against during those inferiority situations. A lesser difference of
goals and the increase of asymmetrical game situations than end up in draw seem to
show that the use of goalkeeper-player is important to reduce the influence of numerical
inferiorities in the scoring and, besides, it is a factor that depends upon the offensive
collective game, the considerations and the game planning above individual quality of
the players.
The risk of playing with an empty goal will depend on how the ball possession is
managed: getting used to it will make that the team will not be emotionally affected and
that it could assume that receive a goal under those circumstances is just another part of
the game.
Using a goalkeeper-player seems to be a more common strategy and nearly all
teams taking part in the VELUX EHF Champions League 2015/16 have adapted their
way of playing to use it. It has been used both in central back and pivot positions, but
above all in the wing position. Analysing the results in this competition without
knowing what were the coach instructions and the individual objectives of each team
would be more complicated, but it would contribute with more date to a more and more
common game situation in high competition handball.
It exists a future modification in the game rules that will allow the use of 7
players without a need for one of them playing the goalkeeper function. The
controversy with this and other new rules is provoking that several federations are
considering to apply them according to the category (blog.mundohandbal.com,
sport.tv2.dk). There is also an internet platform trying to boycott this new rule. Its
application would give a complete turning to the game contribution of a goalkeeper-
player.

7. References and bibliography
 López, R. (1999). Funcionamiento ofensivo en situaciones asimétricas en Egipto

1999. Comunicaciones técnicas de la RFEBM, comunicación Nº 189.
 Antón, J. L. (2010). Uso del portero falso en inferioridad numérica atacante
¿nueva aportación táctico-estratégica? E-balonmano.com: Revista de ciencias
del deporte, 6 (1), 3-27.
 Figueroa, J. Á. (2014). Análisis de las situaciones de desigualdad numérica y su
relación con la clasificación. Liga ASOBAL 2012/13. Comité Olímpico
Español.
 Videos: www.ehftv.com
 Images: www.decargil.com
www.facebook.com
www.seisdonadal.com
 Information: IHF (2005). Rules of the game. International Handball Federation.

asobal.es
blog.mundohandball.com
sport.tv2.dk

Analysis of the Attack in Numerical Inferiority
in the Semi-finals (1st/ 4th) of the Portuguese Senior National
Championship Play-offs - Women's 1st Division 2015/2016
José Carlos Ribas da Silva Amaral
June 2016
EHF Pro Master Coach & Licensing Coach Course
I
Summary
The goal of this study was to analyse the attack in numerical inferiority (NI) in the
semi-finals of the Play-Off (1st/4th) of the senior national championship of the Portuguese
women's 1st division, in the current season (2015/2016).The four games of this phase were
analysed and the number (no.) of exclusions by team; the no. of attacks in NI situation; the
attacking time in NI; the goals/results obtained by in NI; the tactics used in NI. The teams
which were analysed were Alavarium, Colégio de Gaia, Colégio João de Barros and
Madeira SAD.
It was not possible to claim, in this study, whether the higher or lower number of
exclusions determined the final winner/loser, although there was a direct relation, meaning
the teams with highest number of exclusions won.
The offensive tactics which were observed the most in NI were crossing; cutting of
wing players into the area of the second pivot and 2x2 situations left back or right back
with the line player (pivot)
Keywords: Women's Handball; Exclusions; Numerical Inferiorities (NI); Attack;

Tactical Situations.
II
Contents
Page
Summary...................................................................................................... II
1. Introduction.................................................................................................. 5
2. Methodology................................................................................................ 7
3. Main Body
3.1. Results and Discussion............................................................................. 8
3.1.1. Teams/observed games/results.............................................................. 8
3.1.2. Exclusions with consequences of numerical inequalities...................... 9
3.1.3. Attacks in numerical inferiority (NI)..................................................... 9
3.1.4. Attacking time in numerical inferiority (NI).......................................... 10
3.1.5. Goals scored in numerical inferiority (NI)............................................. 11
3.1.6. Efficiency of the attack when in numerical inferiority (NI).................. 12
3.1.7. Analysis of the outcome of the attacks in numerical inferiority (NI) ... 12
3.1.8. Main offensive tactics observed in numerical inferiority (NI).............. 13
3.1.9. Attacks in numerical inferiority (NI) – attacking time/offensive system/
final score/place where the action was finalized............................................. 14
4. Conclusions................................................................................................. 16
5. Reference List.............................................................................................. 17
III
Contents - Tables
Page
Table no. 1 – Play-offs 1st/4th .................................................................................................. 8
Table no. 2 – Exclusions per team/game ................................................................................ 8
Table no. 3 – Exclusions per team/game................................................................................... 8
Table no. 4 – Total number of exclusions per team................................................................... 9
Table no. 5 – Attacks in numerical inferiority per team/game.................................................. 9
Table no. 6 – Total number of attacks per team in numerical inferiority.. ............................... 9
Table no. 7 – Attacking time in numerical inferiority per team/game...................................... 10
Table no. 8 – Attacking time in numerical inferiority per team................................................ 10
Table no. 9 – Average time of the attack in numerical inferiority per team/game..... ............. 11
Table no. 10 – Average time of the attack in numerical inferiority per team........................... 11
Table no. 11 – Goals scored in numerical inferiority per team/game....................................... 11
Table no. 12 – Total number of goals scored in numerical inferiority per team...................... 11
Table no. 13 – Efficiency of the attack in numerical inferiority per team/game....................... 12
Table no. 14 – Efficiency of the attack in numerical inferiority per team................................. 12
Table no. 15 – Result of the attacks in numerical inferiority per team/games.......................... 12
Table no. 16 – Global result, in percentage, of the attacks in numerical inferiority................ 13
Table no. 17 – Percentage of goals in NI by team/game........................................................... 13
Table no. 18 – Time summary of the attacks in numerical inferiority per team....................... 14
Contents - Graphs
Page
Graph no.1 – Total no. of exclusion/ no. of attacks in numerical inferiority............................ 9
Graph no.2 – Attacking time in numerical superiority per game/team...................................... 10
IV
1- Introduction
Since the origins of handball, the Regulation provides for the possibility of
penalizing excessively violent or repeated attitudes (concept of progressive
punishment) excluding (or in the second case with disqualification) a player or
players who engage in these behaviours. Similarly, historically and to this day, said
punishment lasts for two minutes (Espina et al. 2012)
A specific handball feature that has been widely studied is the symmetry and
numerical asymmetry between attacking players and defenders because of the
possibility of its regulations allowing temporary exclusions, usually two minutes
(Ferreira, D., 2006; Ferreira, N., 2006; Gutiérrez, 1998; Gutiérrez, Fernández, &
Borrás, 2010; López-León, 1999; Maia, 2009; Silva, J., 2008, cited by Jarque, 2014).
According to Maia (2009), attacking in numerical inferiority happens in a
handball game, when temporarily or permanently, there is a smaller number of
attacking players, given the number of defenders, a situation caused by the application
of the exclusion rule to the players.
Sequeira (1994) (cited by Maia, 2009), conducted a study on the number of
disciplinary punishments imposed in the National Championship of 1st Division
93/94. The mean of yellow cards per team was 2,39; of temporary exclusions was
3,876 and 0.13 disqualifications per game.
In a similar study, Roman Dios (1998) (cited by Maia, 2009), after observing
the statistical data collected from the Men's Junior World Championship, held in
Turkey in 1997, identified a total of 363 exclusions in 81 games, giving an average of
4.5 exclusions per team, per game. The number of exclusions per team caused a total
of 18 minutes of playing in numerical inequality.
In another study conducted by Roman Dios (1998) (cited by Maia, 2009), it
was found that the average time of exclusions per team kept increasing until present
competitions. In the 1988 Seoul Olympics the average time of exclusions per team
and per game was 4,6 minutes, in the 1990 World Championship in Czechoslovakia it
was 4,8 minutes, in the 1992 Barcelona Olympics it was 4,3 minutes, in the 1993
World Championship in Sweden it was 4,9 minutes, in the 1995 World Championship
in Iceland it was 5,8 minutes and in the 1996 Olympics in Atlanta it was 6,2 minutes.
When it comes to the quality of the attack, Gutiérrez et al. (2010) conducted a
study about the efficiency in numerical inequality situation concluding that, in
numerical inferiority situations, both the coefficients of offensive efficiency as well as
the defensive efficiency are predictors of victory.
Jarque (2014), who conducted a study in elite male teams, verified that
offensive situations with a higher level of difficulty (numerical inferiority and
equality) stimulate behaviour patterns with shots from the 9 meter line, due to
defensive success.
Czerwinski (1993, cited by Maia, 2009) notes that, relatively to the team
which plays in numerical inferiority, there exists an increase in mobility, either in
attack or defender, in order to try to replace the absent teammate during that period.
Gutiérrez et al. (2010) concluded, in the study conducted in 20 high level

games of the European Championships in Sweden (2002) and Slovenia (2004) and the
World Championship in Portugal (2003), that the winning teams presented a higher
efficiency in offensive inferiority than the defeated ones. In offensive numerical
5
inferiority situations, the efficiency rates presented superior values in the winners,
which might be the predictors of the winner or loser condition.
In a study conducted by Sierra - Guzmán et al. (2015), the conclusions were

that in the European Championship of 2012 there were 7 different tactical situations
that were used and 8 in 2014, with 85% and 88% of efficiency, respectively. The most
frequent tactics were fixation of the defences by the back players in combination with
the pivots movement to get away from their defender and the wing players crossing,
beginning at the left side and crossing between the right back and the right wing.
Barbosa (1999, cited by Prudente 2006) states that, in a study, performed with
high level teams, the individual tactic which was used the most was the 1x1 and the
group tactic was left/right wing movement to the second line to stay as second pivot
and successive penetrations.
Mesquita (2205) conducted a study related to the attack in numerical

inferiority (NI) in the 2004/2005 championship of the Portuguese league, concluding
the following: team used in majority the 6m zone as a preferential zone to shoot in the
offensive actions in NI. Teams obtained a higher percentage when it came to
offensive actions that ended with success in organized attack (80%), comparing to the
offensive actions that ended with success in fast attack (7%) and fast break (13%). In
NI organised attack actions the average attacking time was of 27,63 seconds.
According to Czerwinski (1993, cited by Maia 2009), the swap between

players and the movement of the ball by the players, are of major importance so they
can combat the numerical inferiority. It is clear that usually teams in numerical
inferiority create many obstacles for the opponent team, because, in those situations in
order to make up for the missing player, teams increase their concentration and
attention levels, intensifying efforts to overcome that situation.
Due to the fact that this study was conducted already in a advanced phase of
the National Championship of Women's 1st division 2015/2016, we searched for the
average number of exclusions in the first phase of this competition, played in 22
rounds, with 12 teams competing, having it been recorded an average of 8 exclusion
per game, being 10 the maximum of exclusions verified only in one team, in one
game.
It was our intention to verify the behaviour of the 4 best ranked teams in the
1st phase of the championship mentioned in a numerical inferiority situation,
analysing them in the semi-final games of the Play-off (1st/4th), because the teams
are the same ones who obtained the top four places of the 1st phase.
Thus, we seek to increase the knowledge about the offensive processes in
numerical superiority situations in the Women's Portuguese Championship 1st
division, in a phase which determined the 2 finalist of the most important senior
female Portuguese championship, through the analysis of the behaviour of the above
mentioned teams.
6
2 – Methodology
It was defined that the 4 games of the semi-finals of the Women's Portuguese
National Championship 1st Division Play-off (1st/4th), of the current season would be
observed. Games from which the two finalist of this competition were found. The
observation and analysis of the videos were performed by two observers, both
coaches and former players of the sport, one master in Sports Science and the other
graduate in Sports Management. Both are attending the Course “Master Coach &
Licensing Coach”, having one chosen to develop his work on numerical superiority
and the other on numerical inferiority, using the same groundwork.
An indirect observational methodology was used, using the videos placed by

the teams in competition in the platform “Videobserver” which is the responsibility of
the Portuguese Handball Federation and through cuts made with the tool “VO
Amateur (Vo Editor + Smartcoach)”.
An observation grid structured with the following parameters was elaborated:
a. Number of exclusion per team.
b. Number of attacks in numerical inferiority situation.
c. Attacking time in numerical inferiority.
d. Goals scored in numerical inferiority/efficiency.
e. Outcome of the attacks in numerical inferiority.
f. Tactical situations executed in numerical inferiority.
The statistical procedures used were the average and the percentage.
7
3. Main Body
3.1. Presentation of the results/discussion
3.1.1. Teams/games observed/results
Game no. teams dates local result
2500 Alavarium x Colégio de Gaia 30/04/16 Aveiro 29-25
2502 Colégio de Gaia x Alavarium 07/05/16 Gaia 23-30
2501 Colégio João de Barros x Madeira 30/04/16 Meirinhas 27-28
SAD
2503 Madeira SAD x Colégio João de 07/05/16 Funchal 24-18
Barros
Table no. 1 – Play-offs 1st/4th – semi-finals, best out of 3 games
After the analysis of table no.1, we verified that Alavarium and Madeira Sad
were the teams who won both games played in this phase, thus qualifying for the final
phase of the Women's National Championship 1st Division 2015/2016. In this study,
the 4 presented games were observed.
3.1.2. Exclusions with the consequence of numerical inequalities
Game no.2500
no. of exclusions for Alavarium 6
no. of exclusions for Colégio de Gaia 2
Game no.2502
total round
Table no. 2 – Exclusions per team/game
Game no.2501
no. of exclusions for Colégio João de Barros 0 (1)
no. of exclusions for Madeira SAD 3 (4)
game no.2503
no. of exclusions for Madeira SAD 2
no. of exclusions for Colégio João de Barros 3
total round
In the previous tables, we verified that the winning teams obtained, in total,
more exclusions than the teams who lost, counting 10 exclusion for Alavarium and 5
for Madeira Sad, and the defeated teams only 3, each.
8
We emphasize that, relative to the game no 2501, by the analysis of the score
sheet, we found one exclusion for each of the teams which are not visible in the
analysed video. Therefore, they were not considered in this study.
In table no.4, we observed the total number of exclusion per team in this
study. In this Play-off, the average of exclusions per game was 5,3 (not considering
the 2 exclusions not observed in the video of game no.2501 and which are present in
the official score sheet). This average is lower than the one verified in all games of the
1st phase of the same championship, which was 8.
Position team Exclusions

1st Alavarium 10
2nd Madeira SAD 5 (1)
3rd Colégio de Gaia 3
3rd Colégio João Barros 3 (1)
total no. of exclusions 21 (2)
Table no. 4 – Total number of exclusions per team
3.1.3. Attacks in numerical inferiority (NI)

Game no. team Attacks
2500 Alavarium 16
2502 Alavarium 11
2500 Colégio de Gaia 5
2501 Madeira SAD 5
2503 Madeira SAD 5
2503 Colégio João de Barros 5
Total no. of attacks in NI 50
Table no. 5 – Attacks in numerical inferiority per team/game
positions team attacks
1st Alavarium 27
2nd Madeira SAD 10
4th Colégio João de Barros 5
Total no. of attacks in NI 50
Table no. 6 – Total number of attacks per team in numerical inferiority
30
25
20 Colégio de Gaia
15 Madeira Sad
Alavarium
10
Colégio João de barros
5
0
total no. of exclusions no. Of attacks in NI
Graph no.1 – Total no. of exclusion/ no. of attacks in numerical inferiority

9
Analysing the previous graphs and table, we verified that Alavarium was the
team with the highest number of attacks in numerical inferiority and also the team
with the highest number of exclusions. The opposite happened for Colégio João de
Barros which, having the lowest number of exclusions (together with Colégio de
Gaia), recorded the lowest number of attacks in numerical inferiority.
3.1.4. Attacking time in numerical inferiority (NI)

Analysing the following tables and graph, we verified that the Alvarium
was the team with the highest success number of attacks in numerical inferiority
and the one who attacked more time in that situation (11 minutes and 29
seconds). However, the average time per attack in NI was superior for Colégio de
Gaia (38,2 seconds) and for Madeira SAD (36,8 seconds), teams that played
against each other for a place in the final. Analysing game by game, we verified
that Madeira SAD with 41 seconds of average time of attack in NI is the holder of
the highest value in a game disputed in his opponent's field. On the other hand,
Colégia de Gaia presents at his field and average of 11,3 seconds of attacking
time in NI.
Game no. team seconds min. and sec.
2500 Alavarium 403 6 min. 8 sec.
2502 Alavarium 286 4 min., 46 sec.
2501 Madeira SAD 205 3 min., 25 sec.
2503 Colégio João de Barros 191 3 min., 11 sec.
2500 Colégio de Gaia 147 2 min., 27 sec.
Total time in NI 1429 23 min., 49 sec.
Table no. 7 – Attacking time in numerical inferiority per team/game
position team seconds Min., sec.

1st Alavarium 689 11 min., 29 sec.
2nd Madeira SAD 368 6 min., 8 sec.
3rd Colégio João de Barros 191 3 min., 11 sec.
4th Colégio de Gaia 181 3 min., 1 sec.
Tempo total em IN 1429 23 min., 49 sec.
Table no. 8 – Attacking time in numerical inferiority per team
Attacking time in numerical inferiority per game/team (sec.)
Colégio de Gaia
Madeira SAD
Alavarium
Colégio João de Barros
Graph no.2 – Attacking time in numerical inferiority per game/team
10
Game team seconds position team seconds
no. 1st Colégio João de 38,2
2500 Alavarium 25,2 Barros
2500 Colégio de Gaia 29,4 2nd Madeira SAD 36,8
2502 Colégio de Gaia 11,3 3rd Alavarium 25,5
2502 Alavarium 26,0 4th Colégio de Gaia 22,6
2501 Madeira SAD 41,0 Global average 28,6
2503 Madeira SAD 32,6
2503 Colégio João de 38,2 Table no. 10 – Average time of the attack in numerical
Barros superiority per team
Global average 28,6 (ratio between the total time in NI per team and the total
no. of attacks in NI per team)
Table no. 9 – Average time of the attack in numerical inferiority per
team/game (ratio between the time in NI per team/game and the no.
of attacks in NI per game/team)
3.1.5. Goals scored in numerical inferiority (NI)

Game no. team goals
2500 Alavarium 6
2502 Alavarium 3
2501 Madeira SAD 1
2503 Madeira SAD 2
total no. of goals in NI 14
Table no. 11 – Goals scored in NI per team/game
position team goals

1st Alavarium 9
2nd Madeira SAD 3
3rd Colégio João de Barros 1
4th Colégio de Gaia 1
total 14
Table no. 12 – Total number of goals scored in numerical inferiority per team
Analysing the previous tables, we verified that Alavarium scored the most
goals in NI (we previously saw it was also the team that stayed the longest in
numerical inferiority). Colégio de Gaia and Colégio João de Barros obtained the
lowest number of goals, 1 each (we previously saw they were also the teams that
stayed less time in numerical inferiority). The 4 teams mentioned were direct
opponents in this Play-off, existing a direct relation between the highest number of
goals scored in numerical inferiority and the situation of winner of the round, because
Alavarium and Madeira SAD both won the games and were qualified for the final.
We also verified that Madeira SAD had, relatively to his direct opponent
(Colégio João de Barros), more exclusion, highest attacking time in numerical
inferiority and scored more goals in NI, being only inferior in the average attacking
time in NI when both games disputed between these games are added up.
11
3.1.6. Efficiency of the attack in numerical inferiority (NI)
Game team No. No.of efficiency position team No. No. of efficiency
no. goals attacks goals attacks
2500 Alavarium 6 16 38% 1º Alavarium 9 27 33%
2500 Colégio de Gaia 0 5 0% 2º Madeira SAD 3 10 30%
2502 Colégio de Gaia 1 3 33% 3º Colégio João 1 5 20%
2502 Alavarium 3 11 27% de Barros
2501 Madeira SAD 1 5 20% 4º Colégio de 1 8 13%
2503 Madeira SAD 2 5 40% Gaia
2503 Colégio João de 1 5 20% total 14 50 28%
Barros Table no. 14 – Efficiency of attack in NI per team
total 14 50 28%
Table no. 13 – Efficiency of attack in NI per team/game
In table no.13, we don't show the effectiveness of Madeira Sad in game no.
2501, because, observing the video, we didn't register any situation of this team in
numerical inferiority (circumstance already mentioned previously).
Analysing table no.14 we verified that the teams which obtained the highest
efficiencies of attack in numerical inferiority situation were qualified for the final
(Alavarium and Madeira SAD). This situation might have determined the condition
winner/loser, as it was already stated in other studies performed previously (Gutiérrez
et al. 2010), and it seems to meet what this author refers.
3.1.7. Analysis of the outcome of the attacks in numerical inferiority

(NI)
game team No. goals % Shots % Technical % End of %

no. attacks missed fouls inequality
2500 Alavarium 16 6 38% 3 19% 6 38% 1 6%
2502 Alavarium 11 3 27% 4 36% 3 27% 1 9%
total 27 9 33% 7 26% 9 33% 2 7%
2500 Colégio de Gaia 5 0 0% 1 20% 3 60% 1 20%
2502 Colégio de Gaia 3 1 33% 0 0% 1 33% 1 33%
total 8 1 13% 1 13% 4 50% 2 25%
2501 Madeira SAD 5 1 20% 0 0% 2 40% 2 40%
2503 Madeira SAD 5 2 40% 0 0% 2 40% 1 20%
total 10 3 30% 0 0% 4 40% 3 30%
2503 Colégio João de 5 1 20% 2 40% 1 20% 1 20%
Barros
total 5 1 20% 2 40% 1 20% 1 20%
total global 50 14 28% 10 20% 18 36% 8 16%
Table no.15 – outcome of the attacks in NI per game/team
12
Teams No. goals Shots Technical end of
attacks missed fouls inequality
winners
Madeira SAD 10 30% 0% 40% 30%
Alavarium 27 33% 26% 33% 7%
defeated
Colégio João de 5 20% 40% 20% 20%
Barros
Colégio de Gaia 8 13% 13% 50% 25%
Table no. 16 – Global result, in percentage, of the attacks in NI
Tables no.15, 16 and 17 show us the outcome of the attacks in NI of the

observed teams and the percentage of goals scored in NI relatively to the total goals of
each team. Alavarium was the team which had more success, because in 27 attacks in
NI they scored 9 goals (33%), representing 15% of the total goals scored (59).
Madeira SAD scored in 30% of their attacks in NI, Colégio João de Barros 20% and
Colégio de Gaia 13%. When it comes to the total number of goals scored by each
team, Colégio de Gaia score 2% of them in NI, Colégio João de Barros 6%, Madeira
SAD 7% and as we saw previously, Alavarium 15%.
The winning teams obtained the best results in this analysis and the defeated
teams the worse. We verified that the percentage of goals scored in numerical
inferiority, relatively to the total number of attacks (50) in this situation was 28%. In
total for the 4 teams, the percentage of goals obtained in numerical inferiority
relatively to the total of goals (176) in the 4 games, stood at 8%.
Game no. team Goals NI Total goals % goals NI

2500 Alavarium 6 29 21%
2502 Alavarium 3 30 10%
total 9 59 15%
2500 Colégio de Gaia 0 25 0%
total 1 48 2%
2501 Madeira SAD 1 28 4%
total 3 45 7%
2503 Colégio João de Barros 1 18 6%
total 1 18 6%
Total global 14 176 8%
Table no.17- percentage of goals in NI by team/game
3.1.8. Main offensive tactics observed in numerical inferiority (NI)

The tactics used the most by Alavarium were cutting of one of the wing
players into the area of the second pivot and crossing, although 2x2 actions left or
right back/pivot and exchanging positions were also present.
When it comes to Colégio de Gaia, the tactics used the most were cutting of
one of the wing players into the area of the second pivot and crossing.
Colégio João de Barros used, in majority, in their offensive actions crossing
and 2x2 actions left or right back/pivot and assists to the pivot.
13
Lastly, Madeira SAD used most frequently situations of crossing, movement
of the wing players, exchange in positions.
3.1.9. Attacks in numerical inferiority (NI) – attacking time/offensive system/

final score/place where the action was finalized
Table no. 18 – Time summary of the attacks in numerical inferiority per team
Attack in No. Offensive system Defensive system Attack Local local
NI (time) attacks outcome goal missed shot
Alavarium
1 to 10 sec. 2 n.a. n.a. MS;TF 6m
11 to 15 0
sec.
16 to 20 5 4(3x2) 4x2;4+2;2(5+1); G;MS;2TF; 9m 6m
sec. MxM EI
21 to 30 14 7(3x2);5(2x2x1); 6x0;5x1;4x2; 5G;4MS;5T 3(6m);2( 3(6m);9m
sec. 2x3; 1x2x2 3(5+1);7(4+2);3+3 F 9m)
31 to 60 6 4(3x2);1x3x1; 4x2;2(5+1);3(4+2) 3G;MS;TF; 6m;2(9m 9m
sec. 2x2x1 EI )
+ 60 sec. 0
total 27 15(3x2);6(2x2x1); 12(4+2);7(5+1);3(4x2); 9G;7MS;9T 4(6m);5( 5(6m);2(9m
2x3;1x2x2;1x3x1 6x0;5x1;3x3;MxM F;2EI 9m) )
Madeira
SAD
1 a 10 seg. 0
11 a 15 seg. 0
16 a 20 seg. 0
21 a 30 seg. 4 3(3x2);2x3 6x0;4x2;2(4+2) 2G;TF;EI 2(6m)
31 a 60 seg. 6 3x1;3(3x2);1x2x2; 3(6x0);MxM;2(5x1) G;3TF;2EI 9m
1x3x1
mais de 60 0
seg.
total 10 6(3x2);3x1;1x2x2; 4(6x0);2(5x1);2(4+2); 3G;4FT;3E 2(6m);9
1x3x1;2x3 4x2;MxM I m
Colégio de
Gaia
1 a 10 seg. 3 n.a. n.a. TF;2EI
11 a 15 seg. 0
16 a 20 seg. 0
21 a 30 seg. 2 2(3x2) 5x1;6X0 G;TF 9m
31 a 60 seg. 3 3(3x2);2x3 5x1;2(6x0);3x2x1 MS;2TF 9m
mais de 60 0
seg.
total 8 5(3x2);2x3 3(6x0);2(5x1);3x2x1 G;MS;4TF; 9m 9m
2EI
Colégio
João
Barros
1 a 10 seg. 0
11 a 15 seg. 0
16 a 20 seg. 0
21 a 30 seg. 3 1x2x2;1x3x1; 2(5+1);4+2 G;MS;EI 9m 9m
2x3
31 a 60 seg. 1 2x3 4x1+1 TF
mais de 60 1 1x3x1 5+1 MS 9m
seg.
total 5 2(2x3);2(1x3x1); 3(5+1);4+2;4x1+1 G;2MS;TF; 9m 2(9m)
1x2x2 EI
total 50 26(3x2);6(2x2x1); 14(4+2);10(5+1);8(6x0); 14G;10MS; 6(6m);8( 5(6m);5(9m
5(2x3);4(1x2x2); 5(5x1);4(4x2);2(MxM); 18TF;8EI 9m) )
4(1x3x1);3x1 3x3;3x2x1;4x1+1
Legend: n.a. - not applicable; MS – missed shot; TF – Technical Foul; EI - End of numerical
Inequality; G –Goal
14
Analysing table no.18, we verified that, in majority, the offensive system used
in great part by the teams in NI was 3x2, followed by 2x3. However, when a player
was individually marked, these systems, repeatedly, were transformed fundamentally
in 1x3x1, 1x2x2 and 2x2x1. The shots which were converted in goals in NI were
mainly performed from the 9m (8 goals) and the remaining from the 6m (6 goals).
There were 10 missed shots, 5 from the 6 meters and 5 from the 9 meters.
In Alavarium's team, 14 of the 27 attacks (52%) in NI took place in the time
interval between 21 and 30 seconds of attack in NI, pointing up that 5 of the 9 goals
scored in NI were in this period of time. In the time interval from 31 to 60 seconds of
attack, the same team had 3 goals in 6 attacks (50%) in NI.
Of the 3 goals scored by Madeira SAD in NI, 2 were achieved after attacks
between 21 and 30 seconds, in 4 attacks of this length (50%).
The goals scored by Colégio João de Barros and Colégio de Gaia happened in
the time period between 21 to 30 seconds of attack in numerical inferiority.
15
4. Conclusions
- The teams with more exclusion were the winners and, consequently, the ones who
qualified for the final phase of Women's the National Championship 1st Division
2015/2016, Alavarium and Madeira SAD.
- The teams with the highest number of attacks in numerical inferiority were the ones
who won this Play-off round, Alavarium and Madeira SAD.
-The highest attacking time in numerical superiority was also registered by Alavarium
which was also the team that scored more goals in NI, although the one that also
missed more shots, but not the one with the highest percentage of shots missed
(Colégio João de Barros).
- The average attacking time in NI was superior for Colégio João de Barros and
Madeira SAD, teams who played against each other.
- The teams with the highest efficiency in NI were Alavarium (33%) and Madeira
SAD (30%), the two winners of the rounds.
- In the observed games, the number of goals scored in NI, relatively to the total
number of goals scored by each team in the round was, 15% for Alavarium, 7% for
Madeira SAD, 6% for Colégio João de Barros, 2% for Colégio de Gaia.
- The number of exclusions per team, in this study, looks like it determined the
condition of winner/loser. At least, there's a direct relation.
- In total, we observed 50 attacks in NI (in 21 exclusions), having 28% been
converted into a goal, 28% no converted into a goal, 20% with missed shots, 36%
with technical fouls and 16% were not concluded since the numerical inequality
ended with the entrance of the excluded player.
- In Alvarium's team, 52% of the attack in NI were located in the time period between
21 and 30 seconds of length, scoring 5 of the 9 goals obtained in NI; Madeira Sad had
60% of their attack in NI with a length superior to 30 seconds and none below 21
seconds; Colégio de Gaia had 37,5% of their attacks in NI with a length between 1
and 10 seconds and no goal scored and 37,5% above 10 seconds, also with no goal
scored; Colégio João de Barros had 60% of their attacks in NI in a time period
between 21 and 30 seconds, where they scored one goal. It was the only team able to
accomplish an attack in NI above 60 seconds of length, although without scoring a
goal.
- The main offensive tactics used when attacking in numerical inferiority by the teams
were crossing; cutting of wing players into the area of the second pivot and 2x2
situations left back or right back with the line player (pivot); movement of players and
assists to the pivot.
16
5. Reference list
Espina, J.J., Pérez, J.A., Cejuela, R. (2012). Evolución histórica y táctica de los
sistemas de juego defensivos en balonmano en situaciones de desigualdad numérica.
Revista de Ciencias del Deporte, 8 (2), 93-104. (2012). ISSN 1885 – 7019
Gutiérrez, O., Fernández, J.J., Borrás, F. (2010). Uso de la eficacia de las

situaciones de juego en desigualdad numérica en balonmano como valor predictivo
del resultado final del partido. Revista de Ciencias del Deporte, 6 (2), 67-77. (2010).
ISSN 1885 – 7019.
Jarque, D. (2014). Análisis del comportamiento táctico ofensivo en alto rendimineto

en balonmano – Tesis doctoral. Instituto Nacional de Educación Física de Cataluña-
Lleida.
Maia, B. F. (2009). Análise do ataque em sistema em inferioridade numérica 6vs7 -

Um estudo com equipas de Andebol de alto nível. Monografia realizada no âmbito da
disciplina de Seminário do 5.º ano da licenciatura em Desporto e Educação Física, na
área de Alto Rendimento Desportivo de Andebol, da Faculdade de Desporto da
Universidade do Porto.
Mesquita, P. (2005). Ataque em Inferioridade Numérica - Estudo comparativo das

ações ofensivas em Inferioridade Numérica entre Equipas Seniores Masculinas.
Trabalho monográfico realizado no âmbito da disciplina de seminário, ministrada no
5.º ano da Licenciatura em Desporto e Educação Física. Universidade do Porto.
Sierra-Guzmán, R.; Sierra–Guzmán, S.; Sánchez Sánchez, F.; Sánchez Sánchez,

M. (2015). Análisis de las Situaciones Tácticas de la Selección Española Masculina
de Balonmano en Desigualdad Numérica en los Campeonatos de Europa de Serbia
2012 Y Dinamarca 2014. Journal of Sport Science/ ISSN: 1885 – 7019, 2015/ vol: 11.
17
“Analysis of critical moments in the high performance Handball. A study
performed with the games of the European Senior Men’s Championship 2014”
José António Soares David Paiva da Silva
Abstract
The purpose of the present work was to describe and analyse the behavior of the
participating teams in the European Senior Men’s Championship 2014, in situations in
which there is a tie or an advantage of one or two goals for the winning side. Our
specific aim was to search for indicators that best explain the differences between
victorious and defeated teams.
All of the sequences offensives that occurred in the 44 games of the championship were
considerer. It were only utilized the offensive sequences that occurred when the game
was tied or an advantage of one or two goals for the winning team.
For the analysis of the data we calculated relative frequencies, percentages and rates of
effectiveness.
From the results obtained, it was possible to identify the effectiveness of shooting and
the effectiveness of the goalkeeper as indicators common to all the situations of relation
numerically considered. Additionally to these conclusions, it’s possible to highlight the
differences that existed in the analysis of the end zones in three situations of numerical
relationship considered.
Keywords
Handball, Victory, defeat, indicators, partial result
1 Introduction
The analysis of major competitions is always a source of knowledge for researchers and
coaches. In fact, the study of the behavior of the teams provides evidences for a better
understanding of the evolution of the sport, as well as the factors that lead to success.
The analysis of critical moments of the game, characterized as segments of the game in
which the different behaviors of the teams assumes a crucial importance to the end
result, has assumed relevance in the recent literature.
Thus the purpose of this study was to describe and analyze the behavior of the teams
participating in the European Senior Men’s Championship 2014, in situations in which
there is a tie or an advantage of one or two goals on the part of the winning team. From
our point of view it is possible to identify the behaviors that lead to the conquest and
enlargement of an advantage on the scorer in decisive moments for the definition of the
winner (Volossovitch, 2003; Volossovitch, 2007; Silva, 1998; Silva, 2005; Silva, 2008).
This approach results by the suggestion made in some studies, in particular by
Volossovitch (2003), Ferreira (2006) and Silva (2008), in which the authors supported
the analysis of specific periods of the game, rather than the analysis of the global data of
one game. In fact, it’s consensual that the actions of the teams are conditioned by the
result in that moment, with changes in the strategy and in the constitution of the teams.
Thus it is important to study the situations in which the differences may increase.
Furthermore, the results obtained by Silva (2008) and Silva (2005) suggest that we can
verified the major differences between the teams and in particularly their attack
efficiency in the moments that the result is very close.
As a consequence of the above stated, the analysis of the situations in which there is a
tie or an advantage of one or two goals for the winning team can provide important
evidences about the processes that the teams adopt to consolidate and enhance this
advantage. It is therefore our aim to contribute to the understanding of the reasons that
lead to different levels of performance, translated in this case in the obtaining of victory.
2 Methods
2.1 Sample
The sample of the present study was constituted by the games of the European Senior
Men’s Championship 2014, which ended with victory/defeat. Thus, of the forty-seven
(47) games that occurred in the competition, only three were not considered because
they ended in a tied (Macedonia - Czech Republic, Hungary-Island, and Hungary-
Norway).
2.2 Indicators
Play time, defines the moment at which each situation occurs, and the game is divided
into periods of 5 minutes (T1, T2, T3, T4, T5, T6, T7, T8, T9, T10, T11, T12).
2.2.1 Contextual Dimension
To characterize the context, in which the various actions occurred, the following
categories were considered:
− Occasional difference in marker, which defines the difference that exists on the
marker, at the time when the sequence of events registered;
− Absolute numerical relation, which characterizes the number of players in the
field, at the time when the sequence of events was recorded (7X7, D6, V6, D5,
V5, 6X6, 6X5).
2.2.2 Conductual Dimension
To characterize this dimension were recorded all the next events:

− System to be offensive or phase of the attack;
− Defensive system or phase of defence;
− End of the sequence offensive;
− End of the attack.
In view of a full clarification concerning the criteria for the definition of the observed
events, will be presented a listing in annex (Annex I).
2.3 Methodology
− Descriptive analysis by means of frequency of occurrence of the various events;

− Comparative analysis with the result of the calculation of percentages of
occurrence and effectiveness values obtained.
3 Presentation and discussion of results
In the following paragraphs will be presented the main results obtained which will be
followed by the discussion for each of the topics.
3.1 Offensive sequences and attacks of the victorious and defeated teams,
according to the numeric relation.
3.1.1 Results obtained

Figure 1 shows the values (%) of the sequences that occurred in different situations of
the considered numerical relation.
100,00%
90,00%
76,16%
80,00%
70,00%
60,00%
50,00%
40,00%
30,00%
20,00% 11,46% 10,98%
10,00% 0,99% 0,19% 0,13% 0,00% 0,10%
0,00%
7X7 D6 V6 6X6 D5 V5 5X5 5x6
Figure 1 Offensive sequences when the game is a tie or if the wining team as an advantage of one or two goals, according the
number of players in the field.
As observed of the 3133 sequences of the game that occur with the game tied, or with
an advantage of one or two goals for the victorious teams, the greater part of them
(76.16%) occurs in situations of 7X7. Of these sequences 1598 are related to the
victorious teams and 1535 the defeated teams. The sequences that occur with one less
player for the victorious team (V6) constitute 10.98% of the total, while those that occur
with one less player to the defeated team (D6) are 11.46%.
The sequences that occur with other situations of numerical relationship have a residual
value (1.40%).
The data presented in Figure 2 are the percentage of the attacks concluded that occur in
different situations of the considered numeric relation.
100,00%
90,00%
76,88%
80,00%
70,00%
60,00%
50,00%
40,00%
30,00%
20,00% 11,20% 10,76%
10,00%
0,66% 0,28% 0,17% 0,00% 0,06%
0,00%
7X7 D6 V6 6X6 D5 V5 5X5 5x6
Figure 2 Attacks finalized when the game is a draw or with an advantaged of one or two goal for the victorious team, according
according the number of players in the field.
It is possible to conclude by the analysis to Figure 2, that the attacks in situations of

7X7 have a higher percentage of occurrence (76.88%), and then are the situations of
"defeated with 6" (11.20%) and "victorious with 6" (10.76%). The total number of
attacks considered for the study was 1812, wherein 916 were related to the victorious
teams and 896 to the defeated teams.
3.1.2 Discussion of the results
The results are in agreement with those obtained from the research carried out about the
performance of teams of handball. In fact, although most of these studies use the global
game statistics and this sample is restricted to the sequences and attacks in situations
where the game is tied up, or with an advantage for the victorious team by one and two
goals, and we confirmed that the majority of the actions occur when there is a situation
of equal numeric relation - 7X7.
When comparing the absolute values of sequences and attacks, it emerges a substantial
decrease either in the winning teams (1598 to 916) or in the defeated teams (1535 to
896). This reduction is due to the fact that when we consider the sequences we also use
the sequences the end with (i) fault, (ii) shots failed followed by offensive rebound, (iii)
the imminence of forewarning marking and other situations that allow the realization of
a new offensive sequence by the team that has the ball. On the contrary, when we
account the attacks we only consider the game actions that end with lost ball (eg goal,
technical fault, missed shot, etc.), it is therefore normal that there is a significant
reduction.
However, when we consider the percentage of this reduction there are no marked
differences between the two groups of analysed teams. In fact, it appears that the
winning teams finalize their attacks in 57.32% of their offensive sequences, while the
defeated teams in 58.37% of cases. The difference amounts to about 1%, so no
significant difference was found in the behavior of the teams.
3.2 Comparative analysis of successful and defeated teams according according
the number of players in the field.
At this point we analyse the several indicators that help to explain the different levels of
performance of the teams. The results will be presented to the victorious and defeated
teams, depending on the absolute numerical relation. Depending on the obtained results
in 3.1, the analysis will focus on the sequences and attacks that occurred in the
situations of 7X7, "Defeated with 6" (D6) and "Victorious with 6" (V6), which
constitute 98.6% and 98.8% of all observed behavior.
3.2.1 7X7 situations
3.2.1.1. Results
As stated above, we will present several indicators related to game situations where
teams are in an equal numeric relation 7X7 situation.
Table 1 shows the percentages of attack effectiveness, resulting in the analyses of 699
attacks conducted by the victorious teams and 694 by the defeated teams.
Table 1 Attack efficiency achieved by the victorious teams and defeated in situations of 7X7, when the game is tied or lead the
winning team by one or two goals.
Attack efficiency
Winning teams Defeated team
55,36% 43,52%
As it turns out, the winning teams get a substantial advantage, of about 12% more for
this indicator.
Figure 3 shows the attack percentages finalized by phase and offensive method.
100,00%
90,00%
80,00% 72,51% 69,55%
70,00%
60,00%
50,00%
40,00%
30,00%
20,00%
10,73% 7,76% 9,06% 10,54% 7,47%
10,00% 4,68% 2,72% 1,46%
3,22% 0,30%
0,00%
CD CA AR CG AS L9
Figure 3 Attacks finalized by the winning teams (blue) and defeated teams (orange) in situations 7X7, when the game is tied or with
an edge for the winning team by one or two goals depending on the phase and offensive game method. CD: direct counter-attack;
CA: sustain counter-attack; AR: fast attack; CG: fast throw after goal; AS: system attack; L9: 9 meters throw.
The defeated team finalize greater proportion of attacks on various methods of attacking
game, which characterize by fast transition attack-defense (28.99%) compared to the
percentage obtained by winning teams (24, 77%). However when analyzed with more
detail, the direct counter-attack is more used by the winning teams (about 3%). The in
system is the phase of the game more used to end the attacks, both in the case of the
victorious teams (72.51%) and in the case of the defeated teams (69.55%).
The next table (Table 2) present the percentage of the actions with which attack is
finalized, ie situations involving the change of ball possession for the opponent.
Table 2 Attack completion (%) of the victorious and defeated teams in situations of 7X7 when the game is tie or with an advantage
of one or two goals for the winning team.
Attack completion
Defensive Others without
Shot Technical foul Total
action shot
Winning teams 81,55% 11,87% 6,15% 0,43% 100%
Defeated team 79,97% 12,83% 6,48% 0,72% 100%
As shown, there is a great similarity in the obtained values for the two groups of teams
studied. Plus the winning teams finalize more attacks with shot (about 1.5%) and
commit fewer technical faults (about 1%).
In Table 3 we observe the percentages of the shot efficacy.

Table 3 Shot efficacies achieved by the victorious and defeated teams in situations of 7X7, when the game is tied or with the
winning team leading by one or two goals.
Shot efficiency
67,89% 54,41%
The shot efficacy of the winning teams is 13.48% higher than the defeated team.
The next table (Table 4) contains the percentages of shot made in attack completion
according to each area concerned.
Table 4 End zones for the attack with shot (%) of the winning and defeated teams in situations of 7X7, when the game is tied or
with the winning team leading by one or two goals.
End zones for the attack with shot
1st-line Breaktrough Pivot Wing 7 meters Fly Total
Winning teams 35,62% 18,45% 10,44% 9,01% 7,87% 0,14% 100%

Defeated team 40,49% 13,98% 8,36% 8,93% 8,07% 0,14% 100%
It appears that the winning teams finalize with higher percentage of shots in penetration,
in the 2nd line (+ 4.47%) and pivot (+ 2.08%) when compared to defeated teams.
Moreover of particular importance is that the defeated team perform a higher percentage
of 1st-line shots (+ 4.87%).
The following table (Table 5) shows the percentages of the goalkeeper efficacy, in
situations involving the change of ball.
Table 5 Goalkeeper effectiveness of victorious and defeated teams in situations of 7X7, when the game is tied or with the winning
team leading by one or two goals, in the opposing of the shots that allow to win the ball.
Goalkeeper efficiency
36,95% 23,82%
As noted, the difference that exists in the goalkeeper efficacy is significant (13.13%) so
we can assume it is a decisive factor to explain the difference between winning and
defeated teams. Thus it was also calculated de global goalkeeper efficacy. For this
calculation we considered all the defences made by the goalkeeper, including those that
enable a ball possession for the opponent. The values obtained were 41.13% for the
victorious teams and 28.47% for the defeated teams.

3.2.1.2 Discussion

With regard to game situations that occur when there is a equal numeric relation 7X7,
there are several indicators that may help to clarify the differences between victorious
and defeated teams.
The first of these indicators is the efficacy of the attack. In fact, when we calculate the
ratio between achieved goals and completed attacks, there is a clear superiority of the
winning team. These teams score goal in 55.36% of the attacks, while the defeated
teams have a clearly lower value (43.52%).
This difference of about 12% in efficiency certainly contributes so that the victorious
teams consolidate their advantage in the game. Silva (2008) found no differences with
statistical significance in partials that are now under study (when the game is tied or
with the winning team leading by one or two goals), whereby the game actions that
occur with these momentary results seem to assume a great importance for the final
result of the game.
It is important to understand then which are the factors that contribute to the
achievement of these efficiency values. Regarding the phases of the game used to
finalize, we verify that the defeated team concretized more attacks through the
various methods of transition defence-attack, than the winning teams, 28.99% and
24.77% respectively.
Despite this evidence, there is also the victorious teams use more direct counterattack
than defeated, and they may gain an advantage, since in these situations the
probability of getting goal is higher than that found in supported counterattack in the
attack and "counter-goal" .
An important value is the percentage of attacks completed by the defeated teams by
the "counter-goal", or rapid replacement of the ball after goal. In the winning teams,
its use is residual in this situation (0.30%), but relatively to defeated team, the attacks
completed in this situation corresponds to 7.47% of the total.
Also in this regard, it is important to note that the winning teams finalize more attacks
through direct counterattack and supported counter-attack situations, where the
defensive recovery is more difficult, increasing the chances of success. Contrasting the
defeated teams finalize more attacks through "counter-goal," fast attack and offensive
play methods associated with a more effective defensive recovery that often ends with
the establishment of a temporary defensive zone.
With regard to how the attack ends there are no differences in the behavior of teams.
In fact, both group of teams finish most of their attacks with shot, 81.55% for the
victorious and 79.97% for the defeated. The difference in this index (about 1.5%)
seems to be responsible for the distinct of each of groups of teams studied.
Unlike the previous question, the shot efficacy can be a factor to take into account in
explaining the values of the attack efficacy. The efficacy of shot is 13.48% higher for
the winning teams.
The shooting percentages according to the areas from which they are made, can also
provide clues to understanding the best efficacy of shot obtained by the victorious
teams. When we look at Table 4 we see we see a higher percentage of shots made in
areas near the goal (penetration into the 2nd line, pivot and extreme), areas from
which the probability of getting goal is high.
In this case it is even more important that we found a a difference of almost 5% of
shots made in penetration in the 2nd line for the winning teams. Instead, the defeated
team end with 1st line of shots greater proportion compared with the winning teams.
Obviously the probability of getting goal in this type of shot is inferior, so by shooting
most from this area, the defeated teams can see its shot efficacy impaired.
The results indicate that the victorious teams achieve a better balance in areas from
which they carry out the finish, accomplishing shots from situations where is more
easily to score goal.
Confirming this evidence are also the indicators of the efficacy of the goalkeeper, in
which the values of the individuals of the victorious teams are clearly superior to those
of the defeated teams, 36.95% and 23.82% respectively.
In summary, the results indicate that there are some differences in the way (phase /
method of play and shooting end zones) that determine the effecacy of shooting, in
addition to the goalkeeper performance.

3.2.2 Player majority in the attack (+1)

3.2.2.1 Results achieved
At this point we present the indicators relating to game situations where teams are in
a numerical superiority situation with another player.

Table 6 shows the percentages of the efficacy of the attack, resulting from the analysis
of 120 attacks that were carried out by the victorious teams and 110 by the defeated
teams.
Table 6. Efficacy of the attack achieved by the victorious and defeated teams in the situations with player majority in the attack
(+1), when the game is tied or lead by the winning team by one or two goals.
Attack efficiency
61,67% 47,27%
From the obtained data it appears that the winning teams have 14.4% greater efficacy
when compared to the defeated teams.
Figure 4 shows the attack percentages finalized by phase and offensive method, the
numerical superiority of situations with another player
100,00%
90,00%
80,00% 78,15% 80,73%
70,00%
60,00%
50,00%
40,00%
30,00%
20,00%
11,01%
5,04% 7,56% 5,04%
10,00% 4,20% 2,75% 2,75%
2,75% 0,00% 0,00%
0,00%
CD CA AR CG AS L9
Figure 4. Attacks finalized by the winning teams (blue) and defeated teams (orange) in the situations with player majority in the
attack (+1), when the game is tied or with an edge for the winning team by one or two goals depending on the phase and offensive
game method. CD: direct counter-attack; CA: sustain counter-attack; AR: fast attack; CG: fast throw after goal; AS: system attack;
L9: 9 meters throw.

It is important to note that the winning teams finalize more attacks on various
methods of offensive game featuring rapid transition defense-attack (21.85%) when
compared to the percentage obtained by the defeated teams (16.51% ). The attack in
system is the game phase more used to end the attacks, both in the case of the
victorious teams (78.15%) and in the defeated teams (80.73%).
The next table (Table 7) shows the percentage of the actions used to finalize the
attacks.
Table 7. Attack completion (%) of the victorious and defeated teams in situations with player majority in the attack (+1), when the
game is tie or with an advantage of one or two goals for the winning team.
Attack completion

action shot
Winning teams 85,83% 7,5% 5% 1,67% 100%
Defeated team 81,82% 12,73% 5,45% 0% 100%
As shown, the winning teams finalize more attacks with shot (about 4%) and make
fewer technical faults (about 5%).

In Table 8 you can see the values of the effectiveness of shot obtained.
Table 8. Shot efficacies achieved by the victorious and defeated teams in situations with player majority in the attack (+1), when the
game is tied or with the winning team leading by one or two goals.
Shot efficiency
72,84% 57,78%
In Table 8, it is seen that the winning teams have a higher efficacy of shoots in relation
to 15.06% obtained by defeated teams.
The next table (Table 9) contains the percentages of shot made in attack completion
Table 9. End zones for the attack with shot (%) of the winning and defeated teams in situations with player majority in the attack
(+1), when the game is tied or with the winning team leading by one or two goals.
Winning teams 40,78% 18,45% 6,80% 26,20% 7,77% 0,00% 100%

Defeated team 36,67% 18,89% 10,00% 25,55% 8,89% 0,00% 100%
It appears that the defeated teams finalize a higher percentage of their shots through
the players who are in the pivot position (+ 3.20%) compared to those conducted by
the winning teams. The winning teams, on the other hand, carry a higher percentage
of shots from the 1st line (+ 4,11%) compared to the percentage of shot obtained by
the defeated teams.
The following table (Table 10) shows the percentage of the goalkeeper efficacy, in
situations involving the change of ball possession.
Table 10. Goalkeeper effectiveness of victorious and defeated teams in situations with player majority in the attack (+1),when the
game is tied or with the winning team leading by one or two goals, in the opposing of the shots that allow to win the ball.
41,18% 32,00%

As noted the difference that exists in the performance of the goalkeeper is significant
(9.18%) so it can be assume as a decisive factor to explain the difference between
winning and defeated teams. Apart from this indicator the global efficacy of the
goalkeeper was also considered. When considering all the defences made by the
goalkeeper, the values obtained were 47.37% for the victorious teams and 39.29% for
the defeated teams.
3.2.2.2 Discussion
At this point of the work it will be discussed the indicators obtained from the
sequences and the attacks obtained with numerical superiority of one player. Similarly
to what happens in the situations of 7X7, in the case of the attack in numerical
superiority (one player) the winning teams get a larger attack efficiency (61.67%) than
the defeated (47, 27%). This 14.4% difference is of great importance as the
effectiveness of this parameter is regarded as crucial to the success of the teams
(Garcia, 1998).
Both groups favour completion through the attack in system, and there is no
substantial difference in the percentage of completion in this phase of the game.
However, the fact that the defeated teams use the free nine meters to finish may
indicate some difficulties on the offensive organization. In fact, most teams only uses
the free nine meters in difficult situations, it is not a widely used strategy, and it’s a
more relevant fact because it is the numerical superiority in attack.
Note that the victorious teams do not use this strategy. Also in this regard, it should be
highlighted the fact that the winning team finalize more attacks in transition situations
where the defensive recovery is not complete (DC and AC), unlike the defeated teams
do before the defence zone is already organized. As in the situations of 7X7, in this
case that the attack is finished by the winning teams allows, in theory, greater efficacy
of shot.
Regarding the completion of the attack, there are two relevant indicators that can
contribute to enhancing the effectiveness of the victorious teams. When comparing
the percentage of attacks that are finalized with shot, it appears that the winning
teams finalize a higher percentage than the defeated teams, which in turn commit
more technical faults (+ 5.23%).
This value contributes to explain the differences between the two groups of teams,
because when they have more attacks ending with shot, the victorious teams are more
likely to get goal. Apart from this fact, also the difference observed in the shot
efficiency is a fact to consider. As seen in Table 8, the winning teams get a 72.84% in
shot efficiency, about 15% above the value obtained by the defeated teams.
With regard to the areas from which the shots are made, there are very substantial
differences between the two groups of teams when we consider the shots in the 2nd
line penetration, extreme and 7 meters. The differences arise with regard to the 1st
row of shot (plus 4.11% for the winning team) and pivot (plus 3.20% for the defeated
team).
Interestingly, the winning teams player pivot finish a lower percentage of shots
compared with the percentage of completion of the players in this area of the
defeated teams. This evidence associated with the fact that there is a higher
percentage of shots finished from the 1st line, may indicate that the pivot in the
victorious teams, focuses on securing the defense at the expense of completion.

3.2.3 Player minority in the attack (-1)

3.2.3.1 Results achieved
The following indicators relate to game situations where teams are in outnumbered
situation with one man less.

Table 11 shows the values of the efficacy of attack, resulting from the analysis of 189
sequences of the winning teams and the 185 sequences, which result in 85 attacks
completed by the victorious teams and 83 by the defeated teams.
Tabela 11. Efficacy of the attack achieved by the victorious and defeated teams in the situations with player minority in the attack
(-1), when the game is tied or lead by the winning team by one or two goals.
Attack efficiency
40% 36,14%
As regards the attack efficacy in outnumbered situations under a player, it is noted

again that the winning teams gain a higher value by about 4% compared to that
achieved by defeated team.

Figure 5 presents the attack percentages finalized by phase and offensive method, in
numerical inferiority situations with one player less.
100,00%
87,80%
90,00%
80,00% 74,68%
70,00%
60,00%
50,00%
40,00%
30,00%
20,00%
10,13%
4,88% 8,86% 4,88%
10,00% 3,80% 2,44% 1,27%
0,00% 0,00% 1,27%
0,00%
CD CA AR CG AS L9
Figura 5. Attacks finalized by the winning teams (blue) and defeated teams (orange) in the situations with player minority in the
attack (-1), when the game is tied or with an edge for the winning team by one or two goals depending on the phase and offensive
game method. CD: direct counter-attack; CA: sustain counter-attack; AR: fast attack; CG: fast throw after goal; AS: system attack; L9:
9 meters throw.

The attack in system is the game phase more used to end the attacks, both in the case
of the victorious teams (87.80%) and in the defeated teams (74.68%). In this situation
there is still a significant use of free 9 meters in finalizing the attacks, with the highest
percentage of use by the defeated teams (10.13%) compared to the percentage of
winning teams (4.88%). It should also be noted that the teams defeated finalize more
attacks on various methods of attacking game featuring fast transition attack defence
(15.19%) compared to the percentage obtained by winning teams (7.32%).
In the next table (Table 12) are the percentages of the actions with which the attacks
are finalized.
Table 12. Attack completion (%) of the victorious and defeated teams in situations with player minority in the attack (-1), when the
game is tie or with an advantage of one or two goals for the winning team.
Attack completion

action shot
Winning teams 70,59% 18,82% 8,24% 2,35% 100%
Defeated team 74,71% 13,25% 8,43% 3,61% 100%
From the analysis of the table above should be performed because of the teams
defeated finalize more attacks shot (about 4%) and commit fewer technical faults
(about 5%).

In table 13 it can be observe the values of the shot efficacy.

Table 13. Shot efficacies achieved by the victorious and defeated teams in situations with player minority in the attack (-1), when
the game is tied or with the winning team leading by one or two goals.
Shot efficiency
56,67% 48,39%
Regarding to the shot efficacy we observe that the winning teams gain a greater
efficacy in 8.28 % compared with the defeated team.

Table 14 contains the percentages of shot made in attack completion
Table 14. End zones for the attack with shot (%) of the winning and defeated teams in situations with player minority in the attack
(-1), when the game is tied or with the winning team leading by one or two goals.
Winning teams 51,67% 20,00% 15,00% 9,01% 11,67% 0,00% 100%

Defeated team 58,06% 27,42% 0,00% 1,67% 9,68% 0,00% 100%
Following the analysis of the above table, there is a very interesting fact: the defeated
teams don’t finalize any shot in the pivot zone, while the victorious finalize 15% of
their shots in this situation. Also with regard to the percentage of shot from the
extreme, the winning teams completed more attacks, compared with the defeated
team (+ 7.34%). Beyond these facts, it is important to note that the defeated teams
perform higher percentage of 1st line trim (+ 6.39%) and penetration on the 2nd line (+
7.42%) than the victorious teams.
The following table (Table 15) shows the effective values of the goalkeeper, in
situations involving the change of ball possession.
Table 15. Goalkeeper effectiveness of victorious and defeated teams in situations with player minority in the attack (-1), when the
game is tied or with the winning team leading by one or two goals, in the opposing of the shots that allow to win the ball.
33,33% 21,28%
From the analysis of Table 15 it appears that the difference that exists in the
performance of the goalkeeper is significant (12.05%) so it can be a decisive factor to
explain the difference between winning and defeated teams. As for the previous
situations the global eficaccy of the goalkeeper was calculated. The values obtained
were 35.00% for the victorious teams and 24.47% for the defeated teams.
3.2.3.2 Discussion
The first point that interests to highlight is that the strategy used by the teams in these
situations is very similar. In fact, only the winning teams finalize their attacks in
44.97% of the sequences that occur outnumbered by less one player. The defeated teams
on the other hand also finalize their attacks in 44.86% of the sequences in this numerical
inferiority situation. These figures show that the fundamental concern of the teams in
this situation is to keep the ball, prolonging the attack.
At this point of the work will be discussed the indicators obtained from the sequences
and attacks obtained from the attack in numerical inferiority of a player. In the image
succeeding of the foregoing situations, also in this case the winning teams gain a
higher attack efficacy (40.00%) than in beaten (36.27%). This 3.73% difference is the
smallest of which have been presented so far. This is most likely related to the intent
of ensuring possession and prolong the attack at the expense of achieving goals.
Another fact that proves this situation is the fact that the percentage of use of the
various methods that are characteristic of the defense-attack transition is reduced. As
a result, the attack in system and nine meters throws are the forms of completion
more used by thewinning teams (92.68%) and the beaten (86.81%).
With regard to the actions that end the attack, it appears that the defeated teams use
a greater percentage of the shot (74.71%) when compared to the percentage used by
the victorious teams (70.59%). If this data is associated the values obtained in the shot
efficacy (56.67% to 48.39% of the victorious and defeated), it can be inferred that
despite prodding least, the group of successful teams is more judicious in choosing the
times when it does, or does finishers best quality. These facts certainly contribute to
the supremacy of the winning teams have with regard to the attack of efficacy in these
situations.
The distribution of shots made by the various areas considered, raises very interesting
interpretations, providing clues to explain how teams approach the attack scenarios
me outnumbered. When comparing the percentages by shooting zone of the two
groups of teams in the study, one of the aspects that deserve highlight is the big
difference in shots made from the pivot and end position: total 24.01% of the winning
teams and only 1.67% of the defeated teams. This number is already representative of
the differences in performance between teams, assuming however particular highlight
the fact that the winning teams make 15% of their shots from the pivot position.

4. Conclusions

At this point of the work will be presented the main findings of the study:
- The victorious teams have for all numerical relationship situations considered more
efficacy of attack, better shot efficacy and better goalkeeper efficiency.
- Both for the winning and defeated team the system in system is the attack phase
more used both in the offensive sequences and the completion of the attacks, in all
situations numerical relations considered.
- The victorious and defeated teams have different ways of acting according to the
numerical relationship that is observed at each moment in in the game.
- The winning teams demonstrate a better balance in the distribution of the areas
where shots are made.
- The winning teams finalize more attacks during the phase of defensive recovery of
the opponent than the defeated teams.
- In the case of the victorious teams players in the pivot specific post, seem to assume
different functions depending on whether the attack in numerical equality 7X7 in
numerical superiority of a player or with a less one player.

5. References
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EUROPEAN HANDBALL FEDERATION
MASTER COACH.
SPAIN- PORTUGAL. 2015-2016.
MASTER COACH THESIS
Dr. José Julio Espina Agulló.

SPANISH ROYAL FEDERATION OF HANDBALL
SPAIN
ANALYSIS OF THE INCIDENCE OF THE GOALKEEPER´S GAME IN THE

FINAL MATCHES OF HANDBALL IN HIGH PERFORMANCE.
July 2016
1
Key words: Goalkeeper, Handball, Performance, Shoots.
Abstract:
The objective of this study is to establish guidelines connection between
goalkeepers statistics (the number of stops/goals) in finals of European Championships,
World Championships and Olympic Games male, with the results obtained by their teams
in these finals. Until that point, ultimately, is relevant to the goalkeeper action regarding the
success/failure in those finals.
The results provide data applicable to high performance, since matches analysed
(32 in total), represent a qualitative and quantitative enough sample to those with very high
absolute reliability.
2
INTRODUCTION
It is well know the axiom that establishes the importance of the goalkeeper´s game
and his performance related to the results of his team, not only in handball, but in any team
sport in which this figure exists.
In the case of this sport, the performance of the goalkeeper and his impact on the
game becomes especially relevant, given the large number of interventions in each match.
To the extent that I analyze high level matches, the results have a special significance
because they are European, World or Olympic titles at stake.
Now I am going to detail with statistical data, the quantification of this importance
by all recognized. And even more so, if there is a direct relationship between the success of
the goalkeeper and his team's victory.
In order to do this and having the footage of all the male finals of the Olympic
Games since 1984 (that is, 8 matches), World Championships since 1982 (that is, 14
matches), Championships of Europe since 1994, (that is, 10 matches), it seems clear that we
have an objective database more than sufficient to say, with absolute modesty, that the
conclusions obtained will have some very solid foundations.
It seemed to me important to give numerical support to a reality that had already

been studied in some leagues or championships , as the study conducted by Pascual X. on
the influence of the effectiveness of the goalkeeper in the performance between the seasons
2001-2002 and 2006-2007 for the ASOBAL League. This research demonstrated that "the
greater is the efficiency of a team goalkeepers, the better is the classification of the whole
team at the end of the season", and that "the effectiveness of the goalkeepers of the best
classified teams in the ASOBAL League is greater than that of the rest of the competition
teams". It was also proved that "the better is the effectiveness of a goalkeeper and the
throw, the greater are the chances of winning against losing or ending in a draw".
The objective richness of the sample of this study allows us to provide enough data
to draw very overwhelming conclusions since we have footage of all the finals of the
Olympic Games since 1984 (n = 8), the World Championships since 1982 (n = 14) and of
all the European Championships from 1994 until 2013 (n = 10).
All of this, obviously, does not imply in itself any added worth, but endorses the
results both for the long period analyzed (31 years), as by the amount of accumulated
matches, 32. There is no further comment needed about the level of these games. They are
simply the most important ones held in the World in that period within the scope of the
male handball.
The reasons that led me to deal with the present study should be sought in the
concern to demonstrate empirical and statistically the enormous importance of the
effectiveness of the handball goalkeeper in the final result of his team in a given match,
3
which is becoming more and more important in the current handball, and everything seems
to indicate that it will continue in that line in the future. (Späte, 2005).
As an option and objective for the future, it is clear that the importance of the
performance of the goalkeeper does not satisfy in all the cases the individualized attention,
training and search of the specificity by the Coaches. It is us who corresponds to provide
means, time and attention (physical, technical and psychological) to our goalkeepers.
It is a huge contradiction not to devote time to this specific position during the
weekly work, and then demanding a performance that will have an impact ( as the
conclusions of this work establish ) on the final result of the matches in a very relevant
way.
It is clear that this dynamic has been improving over the years, so we can say that
increasingly more attention is paid to goalkeepers, but we are still far from the desirable
exercises between the time that we devote to them and what we demand from them. The
countries of Northern Europe (Denmark, Sweden and Norway), as well as South Korea are
now pioneers in this new line of work, which should serve as a mirror for others.
Slowly but steady today we can say, without risk of being mistaken, that the world
is aware of the enormous importance of the goalkeeper in Handball. I would almost say that
it was always this way. The problem lies in adapting this reflection with the time, the
importance, the means and the dedication provided to them during the different phases of
the Periodization of Training in each case and in each team.
OBJECTIVE
The objective of this study is to demonstrate and quantify in the most accurate way
the special relevance of the performance of the goalkeeper in Handball and his impact on
the game, and thus the final result of the matches.
Being this relationship applied to High Performance Tournaments, it is clear that the
correlation is applicable to other competitions and matches. Obviously, as any other study
focused on a sporting activity, it cannot provide results mathematically exact, since by the
own idiosyncrasies of the activity concerned (in this case handball), there will always be
other elements (endogenous and exogenous to the athlete or the team) that also have
relevance in the result/performance of the athlete/team.
4
MATERIAL AND METHODOLOGY
The sample of the study includes 32 male handball finals spread over the first 10
finals of the Championship of Europe ( Editions from 1994 until 2012), 14 finals
corresponding to the World Championship ( Editions from 1982 to 2013 ) and 8 Olympic
finals ( Editions from Los Angeles 1984 until London 2012).
Therefore in this sample are collected 10 finals of Championships of Europe (from

12 held to date), 14 finals of the Championship of the World (from 23 held to date) and 8
Olympic finals (from 11 held to date).
The footage on which the analysis is carried out was obtained from the broadcast of
the matches through the television channels TV1, TV2, Teledeporte and Eurosport.
In order to carry out the notational analysis, SportCode Pro v.8.5.2 software has been
used. In total, 38 hours, 49 minutes and 16 seconds of video have been analyzed with this
software as well as 3,810 actions of attack in which the goalkeeper stops were selected.
Display and analysis of the videotape recordings was carried out by 2 experienced
observers. For the realization of the reliability of the observation during the study, 2 inter-
operator displays were conducted.
Reliability on inter-observers analysis obtained less than 5% error margin.
The analysis of the matches was focused on the handball goalkeeper, classifying the
stops according to the attack area. In order to do so, it was carried out the establishment of
the variables of observation for the notational analysis of the actions developed, so as to
help us to determine the influence of the goalkeeper in the development of the matches.
Four areas of attack were determined, that is, throws from 6 metres (6M), 9 metres
(9M), 7 metres (7M) y counterattack (CA).
Taking into account the throwing areas, it is stablished a strict protocol of

observation. (Table 1).
Table 1
Throwing areas analysis matrix
Operation Definition
Throws from 6 metres Throws made from the area between the line of 6 metres
one of 9 metres, that is, the free-throw area. In the throws where
the player is in the air, the place from where he conducted jump
before the flight will be taken as the throwing area.
5
Throws from 9 metres Throws made from behind the line of 9 metres bounded on playing
field. In the throws where the player is in the air, the place from
where he conducted the jump bejore the flight will be taken as the
throwing area.
Throws from 7 metres It is taken as a throw of 7 metres all those that are made from d
distance as a result of a penalty whistled in favour of the attacking
team.
Counterattack Throws made in situation of counterattack, that in wich an attacker

is located alone in front of the golakeeper by having overtaken in
speed the defenders during the withdrawal of the defense
In addition to the throwing areas, set out in the above matrix, it was included the
players´ throw- in place, determining if the final action was carried out from the center
(LC) or side (LL), regardless of the area of attack (Figure 1).
Figure 1
Throw-in places
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From the establishment of the throw-in place we can carry out the description of the
matrix analysis for the types of throw (table 2).
Table 2
Matrix of Analysis of throw-in places
Side metres Those throws performed in the curved zone of the areas of 6 and
9 metres. This zone corresponds to the left and right zones of the
field.
Center metres Those throws performed in the straight zone of the areas of 6 and 9
metres (3M).
Finally, we settled the variables corresponding to the result of that throw, being goal
(GOL), no goal (NGOL), as well as the participation of the goalkeeper in the result of the
throw, conducting a direct intervention (IDP) on the throw with result of stop (PARA) or an
indirect intervention (PII) about the failure of the throw (FUERA).
In the same way, we established a matrix of observation for the analysis of the result
of the throw, as well as the intervention of the goalkeeper (table 3).
Table 3
Matrix of Analysis of throw-in places

Side metres Those throws performed in the curved zone of the areas of 6 and
9 metres. This zone corresponds to the left and right zones of the
field.
Center metres Those throws performed in the straight zone of the areas of 6 and 9
metres (3M).
Goal Those throws in which the goalkeeper does not stop the ball and it
gets into the goal
7
No goal Those throws in which due to the direct (IDP) or indirect intervention
(IIP) of the goalkeeper, the ball does not go into the goal. Actions
in wich the goalkeeper intercepted the trajectory of the ball avoiding
a goal. Therefore, carrying out a direct intervention of the goalkkeper
(IDP)
Out Actions in which the goalkeeper does not have any contact with the
vall, and even so, it does not fall under the goal because of its curved
trajectory. Therefore, a direct intervention of the goalkeeper
(IIP)
Therefore, in order to perform the analysis of the matches, the following sequence
was established:
- Recording and digitalization of the images.

- Creation of code matrixes with elements to analyse for each analysis.
- Codification of images with each one of the codes created.
- Combination of codes getting a quantification of the actions analyzed.
Statistical analysis.
Data were analyzed with the statistical program SPSS v.19 in order to carry out
descriptive statistics. In the same way, in order to establish the significance in the analysis
of the effectiveness of the goalkeeper, it was applied the CHI-Cuadrado statistical. In
addition, to establish the significance between the stops for throw areas made by the
goalkeeper who wins the match and that who loses it, ANOVA was applied.
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RESULTS
From the total games analyzed (n = 32), we found that 81% of matches in which the
goalkeeper presented greater effectiveness than his opponent, he eventually won, while
19% of matches, where the goalkeeper had greater effectiveness at the stop than his
opponent, he ended up losing. (Figure 2).
. Won
. Lost
Figure 2
9
In terms of the effectiveness of the goalkeepers who end up winning the match, we
found an average of stops of 46.97% +- 5.77, being the recorded minimum of efficiency of
35.89% and the maximum of 60.87%. On the other hand, those goalkeepers who even
stopping more than their opponents lost, showed an average of 44.20% +- 7.42, being the
recorded minimum of efficiency of 32.69% and the maximum of 51.11%.
From the play areas established for the relation of the analysis, we found that the
goalkeepers who won the match with greatest effectiveness of total stop, from the 6 metres
area they showed an average efficiency of 45.86% +- 8.39, where the lowest effectiveness
was of 30.77% and the maximum of 68.42%. In the throw of 9 metres, the effectiveness of
goalkeepers had an average of 57.51% +- 17.73, being the lowest effectiveness recorded of
0.0% and the maximum of 93.33%. In the throw of7 metres, the average effectiveness was
of 27.78% +- 27.98, where there were matches in which goalkeepers did not stop any throw
of 7 metres as there were games where the goalkeeper stopped them all. Something similar
happens in the actions of counterattack, in which goalkeepers had an average of
effectiveness of stop of 35.97% +- 23.96. In the case of throw of 7 metres, there were
matches in which goalkeepers did not stop any ball derived from the counterattack action,
or just the opposite, coming to stop them all.
In terms of the effectiveness of the stop in goalkeepers, who despite having a greater
effectiveness than the opposite goalkeeper, lost the match, we find that in the area of 6
metres they presented an average efficiency of 41.43% +- 9.32, where the lowest
effectiveness was of the 33.33%, and the maximum of 58.62%. In throws of 9 metres, the
effectiveness of goalkeepers had an average of 50.92% +- 4.74, being the lowest registered
effectiveness of 42.86% and the maximum of 57.14% . In actions of 7 metres, the average
effectiveness was of 27.97% +- 39.40, where there were matches in which goalkeepers did
not stop any throw of 7 metres, as well as there were registered matches where the
goalkeeper stopped them all. In actions of counterattack, the effectiveness of stop was of
45.15% +- 29.52, being the lowest registered effectiveness of 0.00% and the maximum of
the 83.33%. (Figure 3).
10
% of effectiveness/ Efficiency of 6 metres/ Efficiency of 9 metres/ Efficiency of 7 metres/
Efficiency in counterattack/ Throw-in area/ Wins/ Lose
. Won
. Lost
Figure 3.
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Finally, analyzing the effectiveness of the stop depending on the verticality of the
throw, we find that goalkeepers who presented a greater total effectiveness of stops to their
opposite goalkeepers and ended up winning the match, had an average effectiveness from 6
metres-center of 70.47% +- 16.87, where the lowest registered effectiveness was of 42.86%
and the greatest of 100%. In the throws of 6 metres-side, the average effectiveness was of
63.33% +- 12.91, where the lowest registered effectiveness was of 35.29% and the greatest
of 90%. From 9 metres-centre, the average effectiveness was of 58.45% +- 22.09, with a
minimum of 25% and a maximum of 100%. Lastly, the average effectiveness for the 9
metres-side zone was 43.08% +- 28.49, with a minimum of effectiveness of 0.00% and a
maximum of 100%.
In terms of the effectiveness of the stop depending on the verticality of the throw,
those goalkeepers who showed greater effectiveness in total stops than their opponent
goalkeepers, ended up losing the match, and had an average effectiveness from 6 metres-
centre of 71.66% +- 9.64,
where the lowest registered effectiveness was of 60% and the greatest of 87.50%. In 6
metres-lateral, the average effectiveness was of 54.31% +- 18.94, where the lowest
registered effectiveness was of 22.22% and the greatest of 76.47%. From 9 metres-centre,
the average effectiveness was of 49.30% +- 25.85, with a minimum of 16.67% and a
maximum of 80%. Finally, the average effectiveness for the 9 metres-side area was of
56.94% +- 46.07, with a minimum of effectiveness of 0.0% and a maximum of 100%.
(Figure 4).
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. Won
. Lost
Figure 4
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DISCUSSION
It is confirmed, with the data obtained, the direct relationship between the
effectiveness of the goalkeeper in a match of handball with its final result. In the present
study, focused on high performance, the figure of 81% (p <05) of the occasions, in which
greater goalkeeping performance ends up winning the match, highlights the extraordinary
direct relationship between both data. The same applies to the investigation of Pascual X.et
al. (2010) with the Asobal League (between 2001 / 2002 and 2006 / 2007).
Both Magalhaes (1999) and Silva (2000) showed the influence of the effectiveness
of the goalkeeper in the final classification of the above-mentioned competitions. On the
other hand, both Volossovicthet al. (2002) and Pascual X. et al. (2010), demonstrated, not
only the correlation between the effectiveness of the goalkeeper and the final classification
but also the correlation between effectiveness and the final result of the matches, as in the
present study.
CONCLUSIONS
The first relevant fact ,and almost able to summarize the contents of the present
study, is that in 81% of cases, the final result of the match (in this case the victory),
coincided with the highest performance (in the form of percentages of stop/goal) of the
goalkeepers of the team which obtained the victory. Compared to 19% of cases in
which, despite the better performance of the goalkeepers in a team, this was defeated by its
rival, being their percentage of effectiveness worse. In other words, eight times out of ten,
the team whose goalkeepers have a better performance wins.
The almost continued presence of Russian teams (sometimes and at that time also
called Soviet Union or ISC, coinciding chronologically with the process of disintegration
and the emergence of new States) and of Sweden in the finals of the Championships of
Europe, World Championships and Olympic Games during the decade of the 1990s, allows
us to provide data to highlight. Indeed, in both teams and during the designated time period,
goalkeepers were the same, Tomas Svensson and Mats Olsson for Sweden and Andrey
Lavrov and Pavel Sukosian for Russia. In the seven occasions in which both teams faced in
a final, just in one not the best goalkeeping performance matched the final result of the
match. In all the others, both parameters were coincidental. Therefore, we conclude that
even among the same people, depending on the performance of different days, the
final result is also different.
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With regard to the areas of effectiveness, the data obtained are very logical,
resulting in the most efficient area for goalkeepers that one where the throws are from 9 m
(free-throw line), and least effective in throws of 7 m (penalty). Occupying a halfway point
we find throws from 6 m and counterattack, although with highly qualified figures for
goalkeepers, bearing in mind that in both cases the throw occurs almost with no defensive
opposition.
The data collected in the verticality of the throw are equally logical. So then, the
goalkeeper is more efficient in the sides, and less efficient in the central area of the goal. In
this sense, we must bear in mind that it is on the bisector of the angle formed with the
vertex at the thrower´s ball and sides on the imaginary line from the ball to the goal posts.
Therefore ,the more focused the throw angle, the bigger is the angle and the lower are the
chances of stopping it.
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Master Coach "Lisboa 2016". Analysis Of Handball Shot in The Counterattack Phase.
Author: José Luis Herrera Cuadrado
OBSERVATIONAL ANALYSIS OF
HANDBALL SHOT IN THE
COUNTERATTACK PHASE OF THE
NATIONAL TEAMS FINALISTS IN 2015
QATAR WORLD HANDBALL CUP
Master Coach "Lisboa 2016"
1
TITLE
OBSERVATIONAL ANALYSIS OF HANDBALL SHOT IN THE

COUNTERATTACK PHASE OF THE NATIONAL TEAMS FINALISTS IN 2015
QATAR WORLD HANDBALL CUP
SUMMARY
This study aims to analyze the effectiveness of handball shots in counterattack phase
on high performance teams. For this, 10 matches played by the two World Cup
finalists in 2015 Qatar (Qatar and France) were analyzed. The analysis was performed
using an observational methodology, where different parameters related to the shot in
handball were evaluated: Shot Model (type), distance, position / angle and phase
within the counterattack (cycle match). The descriptive analysis of the results shows
that there is a high effectiveness of shots carried out in the counterattack phase.
Teams tend to make a greater number of shots during the counterattacks of the first
part of the game. As for the characteristics of the shot during this phase, we must
notice that takes place in the 1st wave, suspension shot, within short distance of the
goal and especially from central areas of the field. These results have been discussed
with similar studies.
Keywords: HANDBALL, SHOT, COUNTERATTACK, NATIONAL TEAMS.
2
INTRODUCTION
Performance analysis in team sports is a complex and subject to many variables task.
According to Silva Sanchez, Garganta and Anguera (2005) the method most
commonly used to study the actual game action is direct observation. The use of
systematic observation by coaches with an official or particular record will improve
team performance (Garcia Ibañez, Feu, Cañadas and Parejo, 2008), helping
technicians to make corrections and predict trends in game actions of teams
(Krusinskiene and Skarbalius, 2002).
In the evolution of the game in high level competitions in handball, it´s found a
progressive increase in the frequency of use of the counterattack and the percentage of
goals from counterattack from the decade of the nineties (Roman, 1999, 2007a and
2007b). The importance of this phase of the game has been increasing over the years
in international competitions (Gonzalez, 2012), becoming the most effective way of
attacking as it facilitates finish off with a shot on goal and the rate of effectiveness is
greater (Hernandez et al., 2010).
From a thorough review of the concept of counterattack of different authors, Gonzalez
(2012) defines it as that phase of the attack that develops with high speed and speed of
execution, anticipating the defensive organization of the opposing team, whose main
objective is to obtain goal and ending with the loss of the ball (shooting, attacking
failure or defensive success) or with the transition to organized attack. Remember that
in the cycle of playing the attack is divided into four phases: direct counterattack (first
wave), extended counterattack (second wave), organization of the attack (third wave
or maintained/sustained counterattack) and organized attack (Anton, 1990 , 2000).
According to Gonzalez and Martinez (2009), three waves or phases of counterattack
can be considered: first wave, characterized by being a very rapid transition that runs
through a clear pass to an advance player or by progressing in dribling after an
interception (usually one or two players specialists participating); second wave, which
is produced by the incorporation of a greater number of players and third wave, which
is assumed equal numbers trying to exploit the defensive disorganization as a result of
the rapid withdrawal of the opposing team's defense.
Authors like Krusinskiene and Skarbalius (2002) argue that the effectiveness of a
3
team is determined by the counterattack efficiency, efficiency in defense and in the

number of attacks. Studies confirm the tendency to use the counterattack as a
fundamental tool to achieve good results (Torres and Crespo, 2010). The
counterattack has a key for an effective game value (Anton, 1990; Krusinskiene and
Skarbalius, 2002; Rogulj, Srhoj and Srhoj, 2004). It has been shown that the best
teams use more and better counterattack than the worst, because the best develops
much more aggressive defenses that end up forcing turnovers and uncomfortable
shots, which facilitates counterattacks (Rogulj, Srhoj and Srhoj, 2004 ; Gruic, Vuleta
and Milanovic, 2006).
This phase of the game has been specially analyzed from the perspective of the
effectiveness of the shooting (Gonzalez, 2012). The shot in handball, has been the
subject of observation and analysis from different perspectives (Avila, 2001). This
technical gesture has a number of variables that influence the performance of this
action game (Blasco, 2012). Comparison of game situations and the results of the
shots allows to analyze the performance of a team in a more optimal and complete
way (White, 2012). So studies show that winning teams have higher efficacy values
in counterattack shots and from 6 meters than losers (Garcia et al, 2008;. Saez,
Roldan and Feu, 2009). High levels of efficiency to counterattack represent the good
performance of a team (Blasco, 2012; Krusinskiene and Skarbalius, 2002). The data
indicate that there is a slight tendency that relates the victory with most goals of
counterattack (Hernández et al., 2010).
From everything mentioned so far, the study objectives were, on one hand, determine
the effectiveness in handball during the counterattack phase that had players of the
finalists Teams in World Cup Qatar 2015 and, on the other hand, finding the shot
properties in order to consider them later in practice and improve the game in official
competitions.
4
MATERIAL AND METHOD
We used a descriptive methodology based on observation when analyzing the

behavior of shooting in handball. It has been quantified information under a process
of analysis and evaluation by viewing the prerecorded handball matches. It has carried
out registration of data following the guidelines established by Anguera & Hernández
(2013) and Anguera & Hernández-Mendo (2014). To this objective, it has been
developed an observation form, a valid and reliable system, which has allowed the
study to collect data on the model used by Avila (2001) and Blanco (2012). This
model is based on the establishment of a series of patterns to analyze the different
characteristics of handball shooting regarding effectiveness, where each parameter
evaluates some conditions of the sport. The categorization of the parameters that have
been discussed with the visualitation of handball matches, aims to represent the most
reliable in collection of data.
Participants
The sample was composed by the total number of shots seen in 10 games (11
analyzes) who played two World Cup finalists in Qatar 2015 (France and Qatar). The
matches and their results are shown in Table 1. We analyzed 8 of the 9 games played
by the selection of Qatar and 3 of the 9 who played France. The other matches that are
not analyzed was because they were not televised. The World Handball Cup was held
in Qatar between January 15 and February 1, 2015.
Analyzed Match Result Phase Analayzed

Qatar vs Brazil 28 - 23 1st phase
Qatar vs Slovenia 31 - 29 1st phase
Qatar vs Spain 25 - 28 1st phase
Qatar vs Belarus 26 - 22 1st phase
France vs Sweden 27 - 25 1st phase
Qatar vs Austria 29 - 27 Round of 1/8 Final
Qatar vs Germany 26 - 24 Quarterfinals
Qatar vs Poland 31 - 29 Semifinals
France vs Spain 26 - 22 Semifinals
Qatar vs France 22 - 25 Final
Table 1. ANALYZED MATCHES AND RESULTS
5
Instruments
Analyzed variables:
The system of categories of the study includes four dimensions of the shooting
situation:
- Model or shooting type: feet on the ground or suspended, feet in the air.
- Position / angle from which it is shot: central area of the court or wide angle, lateral
area or reduced angle, or exterior area or a minimum angle.
- Distance to target from which is shot: within the area, between 6-9 meters and more
than 9 meters.
- Phases analyzed of counterattacks: 1st wave or direct counterattack, or 2nd wave or
extended counerattack.
Process:
Both matches of the early stages and the end of the world cup were used. A random
sample selection was not performed since all matches are not retransmitted, there has
been analyzed more matches of the selection of Qatar than France. The 10 games
were downloaded and viewed from the web http://www.hand-ball.org/?lang=es. The
observation was made using video recorded matches. The computer used for
visualization of the matches is a Toshiba Satellite Skullcandy, and the program that
has been used: Windows Media Player. The process of methodological analysis has
been made by viewing matches by the observer and simultaneously filled in the form
of observation. All matches have been observed twice, on different days, with the aim
of obtaining the correct data. Also, following previous works/studies, the observer
could stop the video image of the game at any time and repeats that it seems
necessary. Only one team was analyzed in each of the matches and an observation
was conducted daily. In addition, the observer provided a five-minute break for every
fifteen working, in order to thus avoid bias tiredness and fatigue.
The collection of data was performed using a form of observation consists of three
sections: first, a header for general data such as the date of the observation phase of
the competition, teams, results and observed team, on the other, including the
different categories defined above, and finally another section devoted to relevant
issues that may affect the observation.
Analysis of data The data obtained through the observation sheet/form were
subsequently incorporated into a spreadsheet.
6
RESULTS
In the ten matches analyzed 38 shots were recorded during the counterattack, of which
84.21% were successfully completed, showing high effectiveness. There is noted that
during the early parts of the matches shots have been almost twice that in the second
period (Table 2).
Goal Failures N
Total N
N-% Goalkeeper Out Total N-%
1st period 21 84 3 1 4 16 25
2nd period 11 84,62 2 0 2 15,38 13
Extra time 0 0 0 0 0
Total (N) 32 84,21 5 1 6 15,79 38
Table 2. Frecuency distribution of shots in games. Shot Effectiveness.
Table 3 shows the results of analysis of different categories of the study. It is

seen as almost all the shots in the phase of the counterattack are made in 1st wave,
jump shot, within a few distance of the goal and more than half of them are shooting
from the central area of the field (Figure 1 ).
Goal (N) Goal (%) Error (N) Error (%) Total (N)
Type
Jump Shot 30 83,33 6 16,67 36
No jump shot 2 100 0 0 2
Distance
Area 24 80 6 20 30
6-9 meters 8 100 0 0 8
> 9 meters 0 0 0 0 0
Ángle
Central 19 90,48 2 9,52 21
Lateral 11 73,33 4 26,67 15
Exterior 2 100 0 0 2
Phases
1st wave 31 83,78 6 16,22 37
2nd wave 1 100 0 0 1
Table 3. Frecuency and distribution of the shots in matches by type,
distance, angle and phases of the counterattack. Shot effectiveness.
7
Figure 1. Sum of goals from counterattack down the field areas.
DISCUSSION
Regarding to the first objective of the study, the results show that there is a high
effectiveness in shootings during the counterattack, coinciding with other studies such
as that conducted by Hernandez et al. (2010) in which 181 counterattack shots
analyzed of which 120 finished with a goal.
The results indicate that the average number of shots per game in counterattack is
nearly 4 and 3 goals per game average, which amounts to be the half of what was
found by Hernandez et al. (2010) when analyzing 11 of the 12 matches of a team of
Women's Honor Division during the 2008/2009 season.
As for the different categories analyzed, and before we begin discussing the results, it
should be noted that studies conducted by Avila (2001) and Blanco (2012) aimed
observational analysis shoot in handball, so differ from this study in the cycle phase
game analyzed.
The results show that almost all of the shots are carried out in suspension (jump
shots), which coincides with the statement made by White (2012) in the study
conducted with the Spanish category promises in the European Youth Olympic
Festival, held in 2009 . Emphasize that this execution form has favored a higher rate
of effectiveness, the result of the advantage is achieved with the jump.
Regarding to the position, the results show that most shots are made from the central
area of the court followed by the sides since the shooting from outside areas are
almost nonexistent. These results coincide with those found by Avila (2001) and
contradict those found by White (2012) as most releases occur from side positions on
the field. Even should be noted that the lowest level of effectiveness (49.29%) was
8
found in the shooting from the central area.

On the other hand, with respect to the distance from which the shot occurs on the
counterattack, the results show that most of them are made on the same area with less
than 6 meters from the goal, thereby fulfilling the principle of seeking maximum
depth for launch. These data also contradict those reported by Blanco (2012) and
Avila (2001), which show that the vast majority of the shots are between 6 and 9
meters (60.71% and 50% respectively). Also it should be noted in the study that the
most effective is in the shots that are between 6-9 meters.
As for the phase of the counterattack, noting that almost all of the shots are made after
performing a first wave involving two to three players max (Torres and Crespo,
2010).
Highlight the existence of categories with minimal appearance: no jump shots, after a
second wave, from exterior areas and more than 9 meters from the goal.
Finally, commenting that studies by Avila (2001) and White (2012) showed a high
positive correlation between the final assessment of the shots and the opposition and
distance to goal. This comes to mean that these variables influence the effectiveness
of the shooting, so that training of these parameters should be considered in the game.
CONCLUSIONS
The conclusions that are drawn by interpreting the results obtained in this study allow
us to establish the following statements about the research:
1. There is a high effectiveness in performing counterattack shots by players of the
both finalists.
2. Almost all shots are produced in suspension.
3. From the middle of the court 6m area the largest number of shots is done, although
we found the most effective from the outside areas.
4. Most of the shots are made from a distance of less than 6 meters.
5. Almost all counterattack shots took place after a 1st wave.
From these results and conclusions, it can be established practical application to shots
in handball.
9
BIBLIOGRAPHY
Anguera, M.T., & Hernández, A. (2013). La metodología observacional en el ámbito

del deporte. E-Balonmano: Revista de Ciencias del Deporte, 9(3), 135-160.
Anguera, M.T., & Hernández-Mendo, A. (2014). Metodología observacional y

psicología del deporte: estado de la cuestión. Revista de Psicología del
Deporte, 23, 103-109.
Antón, J. L. (1990). Balonmano. Fundamentos y etapas de aprendizaje. Madrid:

Gymnos.
Antón, J. L. (2000). Balonmano: perfeccionamiento e investigación. Zaragoza: Inde.
Ávila, F.M. (2001). Aplicación de un sistema observacional para el análisis del

lanzamiento en balonmano en el Mundial de Francia 2001. Apunts: Educación
Física y Deportes, 71, 100-108.
Blanco, P. (2012). El análisis observacional del rendimiento en el lanzamiento de

balonmano de la selección española promesas. E-Balonmano: Revista de
Ciencias del Deporte, 8(2), 83-92.
García, J., Ibáñez, S., Feu, S., Cañadas, M., & Parejo, I. (2008). Estudio de las
diferencias en el juego entre equipos ganadores y perdedores en etapas de
formación en balonmano. Cultura, Ciencia y Deporte, 9(3), 195-200.
González, A. (2004). Estudio comparativo de la eficacia e influencia en el resultado

del contraataque en balonmano en diferentes etapas. Programa de doctorado
en Ciencias de la Actividad Física y el Deporte. León: Universidad de León.
González, A., & Martínez, I. (2009). Análisis de la eficacia del contraataque en el

Campeonato Panamericano 2008 Adulto Masculino. Revista Universitaria de
la Educación Física y el Deporte, 2, 4-12.
10
Gruic, I., Vuleta, D., & Milanovic, D. (2006). Performance indicators of teams at the
2003 Men`s World Handball Championship in Portugal. Kinesiology, 38(2),
164-175.
Hernández, J. M., Rodríguez, A. J., Hernández, J., Álvarez, P. A., Jiménez, F.,
Hernández, I. M. (2010). Análisis del juego de ataque en balonmano
femenino. Ágora para la Educación Física y el Deporte, 12(3), 257-272.
Krusinskiene, R., & Skarbalius, A. (2002). Handball match analysis: computerized

notation system. Ugdymas, kuno cultura, sportas, 3(44), 23-33.
Rogulj, N., Srhoj, V., & Srhoj, L. (2004). The contribution of collective attack tactics
in differentiating handball score efficiency. Collegium Antropologicum, 28(2),
739-746.
Román, J. D. (1999). Hacia una concepción moderna del contraataque. Evolución del
contraataque y perspectiva de futuro. Comunicaciones Técnicas de la RFEBM,
157.
Román, J. D. (2007a). La evolución del juego de ataque en balonmano. Revisión

histórica: el siglo XX. E-Balonmano: Revista de Ciencias del Deporte, 3(4),
47-78.
Román, J. D. (2007b). La evolución del juego de ataque en balonmano. Revisión

histórica: los inicios del siglo XXI. E-Balonmano: Revista de Ciencias del
Deporte, 3(4), 79-99.
Sáez, F. J., Roldán, A., & Feu, S. (2009). Diferencias en las estadísticas de juego entre
los equipos ganadores y perdedores de la Copa del Rey 2008 de balonmano
masculino. E-balonmano: Revista de Ciencias del Deporte, 5(3), 107-114.
11
Silva, A., Sánchez, F., Garganta, J., & Anguera, M. T. (2005). Patrones de juego en el
fútbol de alto rendimiento. Análisis secuencial del proceso ofensivo en el
Campeonato del Mundo Corea-Japón 2002. Cultura, Ciencia y Deporte, 1(2),
65-72.
Torres, G., & Crespo, R. (2010). Balonmano. Contraataque: Guía práctica de

ejercicios para el juego de transición. A Coruña: Sadega.
12
MASTER COACH. LISBOA 2016
The relationshinp between the beguinning of the

counter-attack and the efficacy of finalization
Josep Espar Moya

INDEX OF CONTENTS.
WHY AND WHAT DO I CHOOSE TO DO THIS STUDY ABOUT THE COUNTER-

ATTACK? page 3
WHAT WE CALL COUNTERATTACK? Page 4
WHY TO DO QUICKLY TRANSITIONS DEFENSE-ATTACK ? page 5
HOW A TEAM BECOMES THE BALL HOLDER TO MAKE THE COUNTERATTACK?

page 6
FROM WHERE AND HOW TO START THE COUNTERATTACK? page 8
HOW TO RUN THE COUNTER-ATTACK? page 10
WHAT IS TO FINSIH SUCCESSFULLY THE COUNTERATTACK? Page 11
IS THERE RELATIONSHIP BETWEEN THE BEGINNING OF THE COUNTERATTACK

AND FINALIZATION ? page 12
FINAL CONCLUSION Page 13
GENERAL TABLE Page 14
CATEGORIES OBSERVED Page 17
REFERENCES AND BIBLIOGRAPHY Page 19

WHY AND WHAT DO I CHOOSE TO DO THIS STUDY ABOUT THE COUNTER-
ATTACK?
The motivation for this document is the subjective perception after the last Final 4 of 2016 of
the importance of counter-attack against in the high-level handball. I found it interesting to have
references for the future and become aware of the aspects observed to have a more detailed
description of what happens in a high level game of handball.
I choose the final and the 3rd and 4th place of the Champions League 15/16 to try to see in the
high level matches, what happens, and instead I know that 2 matches are not too much, I think
that are uniques and a very important matches.
Obviously, there are many elements to observe and to note. I should only focus on some of the
possible items.
Once the work is finished, I hope you can change or reinforce the way:
 Direct matches
 Prepare a strategy for competitions,
 Prepare training preparation competition
 Prepare training to improve collective aspects
 Prepare training with individual goals at all levels of preparedness and capacity of the
player.
It is curious that the coaches, at the moment we are thinking about the counter-attack, we are
also thinking about the consequences that will have for us in other phases of game, both when
we have the ball, as we do not. The results of this document invite me to think abaout how to do
a better balance, how to structure some things of the defense or how to attack more efficiently.
The intent of what from now expound, has been made from a perspective as neutral as possible,
reflecting the observed reality. During the next pages, I want to let opened which conclusions
every coach can extract.
The categorization of the elements to observe have emerged of the observation of the game, and
has been one of the most complicated aspects to perform. Instead of trying to anticipate what
can happen and register this, I preferred to go riding categories as they appeared, and to write
the behaviors and actions of the game for a posterirori they could be grouped and compared
with other studies and the potential limitations on my knowledge of handball has seemed to
contribute.
WHAT WE CALL COUNTERATTACK?
Gonzalez , A ( 2012) in his doctoral thesis defines the counterattack as : "The stage of the game
where the team entering tries possession rapid progress towards the opponents' goal in order to
get a goal " Ohnjec , K. et al. also define it as " A fast -break phase in which the dealer to the
ball, reentered in the possession of the defending team in the shortest way ( goalkeeper - player
or goalkeeper - intermediary - player) , is opponent finalized and the players don 't have
sufficient time to position themselves in an organized system of defense . " ( Bilge, 2012) .
In this paper we extend intentionality ( target) with the teams when performing this rapid
progression toward the opposing goal.
When the transition defense-attack is done quickly with the intention of taking an
advantage, we will call in this document: counterattack.
Although Gutierrez et al. (2006) conclude referring to counterattack that "None of the rates used
in the situational framework counterattack, in equal numbers and numerical inequality, both
offensive and defensive level ... have no influence on the condition winning a game of handball.
" Clearly referring to one of the phases of the game, we highlight what Gutierrez et al (2006)
affirmed the importance of having a balanced game: the counter-attack is important, and as we
shall see, the defensive balance shall also be so. Therefore this phase we will study not the most
important, but as an aspect of improving the team. Different coaches and handball schools
decide what is for them the counter-attack, by going to use a common nomenclature and
consensus in the literature to refer to the different forms of counterattack.
Counterattack according to the number of players (Ohnjec, K et al).

 individual counter, involves a single player Counterattack
 group, involving two or more players Counterattack
 team, involving 6 players (if numerical inferiridad exclusion, so call counter group).
González, A (2012) en su tesis doctoral define define el contraataque como: “la fase del juego
donde el equipo que entra en posesión del balón intenta progresar rápidamente hacia la meta
contraria con el objetivo de obtener un gol.”
Ohnjec, K. et al.también definen el contraataque como “A fast-break represents the phase in

which the ball, reentered in the possession of the defending team in the shortest way
(goalkeeper – player or goalkeeper – intermediary – player), is finalized and the opponent
players do not have sufficient time to position themselves in an organized system of defense.”
(Bilge, 2012).
Counterattack according to wave (Lozano & Camerino) .

 First wave: Counterattack QuickStart involved in 1 or 2 players, by 2 or less than 2
passes from the beginning of the observed ball possession team.
 Second wave: Fast Running counter in intervening between 3 and 5 players, using
between 3 and 5 passes from the beginning of the observed ball possession team.
 Third wave: Fast Execution counter of 6 players, using more than 5 passes from the
start of ball possession team observed
 Counterattack after goal received. In the observed matches, there is a very high
tendency to make a counterattack after goal received (against-gol, after-gol) so that it is
done with such speed and precision that virtually no difference with other situations of
recovery of the ball by the defense. It is only because we know that the ball will go
through the middle of the field. For the rest, the speed with goalkeepers to carry the ball
from the goal to the area kickoff, and expertise of the teams wait for the referee's
whistle (there has not been any occasion repeating service the observed rapid games).
WHY TO DO QUICKLY TRANSITIONS DEFENSE-ATTACK?
Every coach and every player has his reasons to "run" during matches, thus want to obtain some
advantage or present in a more or less near future for his team; or a disadvantage for the
opponent.
As seen in the games studied, teams can choose to run or not depending on elements such as: -
 score
 the time elapsed / remaining
 the relative numerical superiority / inferiority
 the capabilities of the players who are on the court
 or others that escape to the observation in the matches studied.
When teams try to run with speed the transition from defense to attack, your goal may be:
 Mark an easy goal without opposition or with minimal opposition
 Generate a situation of numerical superiority and easy release after the recovery of the
ball
 Causing the opposing defense is not structured with the position of each player in their
specific defensive position
 Prevent the opposing defense can make defensive changes correctly and play their
defensive specialists.
 Generate individually or collectively fatigue counter
From my point of view, is incomplete to say that the teams make the counterattack only for to
score easy. As we have seen in the analysis of the matches, there are more reasons to "run".
HOW A TEAM BECOMES THE BALL HOLDER TO MAKE THE
COUNTERATTACK?
From the point of view of the defense that becomes attack, we see how the teams, when they get
the ball, try to make the transition from defense to attack faster or slower.
In the present study, they have only counted the time that the failure to recover the ball has
meant perform an quickly action of counterattack. It could be very interesting to appreciate the
rate to ball recovereds / counterattacks, but it was not the gol of this study.
When a team recovers the ball is the same thing that saying that the opposing team closes its
offensive phase and becomes the defending team. Although at this point, we wanted to double
focus and observe the
 one hand how the attacking team closes its offensive phase, and
 how the defending team opens its phase counter,
because from the moment a team is the holder of the ball and start the counterattack, certain
things can happen. In some moments of the match, no team is defender or attacker (when there
turnovers), some examples are: a player miss the ball of his hands and it is bouncing on the
court, a goalkeeper save a shoot and something happens after this save…
The categories identified in the attack were:
Observed
description
categories
match Observed match
team Team that do the following actions
player Player that end the ball possession
position Specific position on the court of the player that end the ball possession
zone Place of the longitudinal axis (left, center, right
deep Deep of the plce that who has the ball end the possession of the ball.
reason Cause beacause of the player end the possession
WHY THE ATTACK STARTS THE
BALANCE AGAINST THE FAST- WHY THE DEFENSE STARTS THE
BREAK? FAST-BREAK?
AF ATTACK FAULT 6 7% AF ATTACK FAULT 6 7%
AR AREA VIOLATION 4 5% AR AREA VIOLATION 3 3%
BL BLOCKED SHOOT 1 1% BL BLOCKED SHOOT 1 1%
MISS BALL
MB HANDLING 4 5% DE DESPOSSESSION 2 2%
G GOL 17 20% FL BALL ON THE FLOOR 11 13%
NG NO GOAL (SAVE GK) 30 35% G GOL 17 20%
OU OUTSIDE SHOOT 2 2% IN INTERCEPTION 6 7%
PASS (MISSED BALL
P ) 4 5% PA PASSIVE 1 1%
PA PASSIVE 1 1% R REBOUND 22 26%
SAVE & CONTROL
PS POST(WOOD)SHOOT 8 9% SC (GK) 15 17%
PV MISSED PASS PIVOT 8 9% OB OUT OF BOUNDS 2 2%
ST STEPS 1 1%
TOTAL ATTACKS + TOTAL ATTACKS +

BALANCES 86 BALANCES 86
FROM WHERE AND HOW TO START THE COUNTERATTACK?
Once the defending team becomes the team with the ball , you must determine how you will
start the counterattack on the context .
 First we will analyze in which area a team loses the ball.
 Second this in which area the defense stars the counterattack.
*** Curiously, in the final phase of an attack, the offensive player (Luc Abalo), seeing that he
could not catch the rebounce of a shoot and get a good position of to do a new shoot, he prefers
push the ball far of the goalkeeper, giving time to his team to ensure the balance ***
Differences between the end of the attack and

the start of the counterattack.
A B C
attack defense
zone end zone start 0
A0 0 A0 6
1
B0 0 B0 20
C0 0 C0 1
A1 8 A1 4 2
B1 9 B1 12 3
C1 8 C1 6
A2 7 A2 8 4
B2 9 B2 5
C2 10 C2 5 5
A3 8 A3 0
B3 21 B3 6
6
C3
A4
5
0
C3 7
7
A4 2
B4 1 B4 2
C4 0 C4 0
A6 0 A6 0
B6 0 B6 1
C6 0 C6 0
86 86
The beguinning of counterattack can also be assessed according to the offensive system that the
attack is attacking, considering that numerous offensive actions currently being carried out with
circulation of players , we can find early counterattack when the attack is on :
 Positional Attack 3: 3 ( code 3)
 Positional Attack 3: 3 with 2 pivots ( Code 4 )
 Positional Attack 2: 4 ( two pivots ) (code 2 )
 Positional Attack 4: 2 , circulations of the wing where he ends usually with the first
offensive line ( code 5).
OFFENSIVE SYSTEM
2 2:4 3 4%
3 3:3 53 69%
4 3:3 - 2 PIV 18 23%
5 4:2 3 4%
77
When players are in an offensive zone that increasing distance in the balance (when a left back
shoot from right back) , makes for the attack can be easier to take advantage in an counterattack
action. However, if the same processing system attack, performs an wing that makes the balance
as a top player, the counterattack not have as much advantage. So the offensive system of a
team , determines the balance , which can be exploited or not for the team that is
counterattacking .
Once the counter starts, I found 3 major types of ways to start the counterattack:
 Long pass (after a goal even from the ground directly to the goalkeeper), especially in
situations of single 1st wave in which a player has clearly an advantage.
 Short pass in most of the counterattacks for two reasons:
o or inability to pass along the good defensive balance. Is prefered for the least
risky pass, because as is reflected by the small number of counterattacks first
wave. The teams largely renounce the offensive rebound to secure the defensive
balance, performing it with great defensive commitment.
o To pass to a better location/balanced or pass to a better ability to pass/rise
counterattack partner, and opt for the counter in 2nd wave and 3rd wave, with
the intention of seeking an advantage in reference to specific aspects of the
relationship of forces attack / defense (defensive prevent situations change,
make that the defense is in no specific locations).
o or because the attack renounces the offensive rebound.
 By bouncing (only 10/86 counterattacks), by necessity not to perform steps or because
it is the option to move faster.
 Shoot, in a situation where the attacking team played with "bip" without goalkeeper in
goal.
In the tables we can see where the first pass in counterattack goes, and although has not been
analyzed, it would have been interesting also see where it will pass the second counterattack
pass.
HOW TO RUN THE COUNTER-ATTACK?
The type of counterattack by the number of players and the surge, we mark largely on what
happens on the counterattack but would be ideal to see other parameters not studied as the
verticality of the passes , the number of technical elements performed , the number of passes
made , counterattack time , etc ...
FASTBREAK TYPE
1 First Wave 20 26%
2 Second Wave 44 57%
3 Third Wave 22 29%
86
FASTBREAK TYPE
I INDIVIDUAL 10 13%
G GROUP 14 18%
T TEAM 62 81%
86
Some of more observed aspects are:
In general there are very few turnovers on the counterattack as it is valued as successful action
fact have run and tighten the defense to lead to a situation of future benefit, so when in doubt,
the team take little risks.
There are also certain tactical variants depending on whether change is made attack defense
equipment, especially in the case that there are central defenders major (usually placed in the
position of pivot), and watched as some teams can get to the offensive phase with 2 pivots
(system 2: 4).
Sometimes, to make spaces and deduct the defense in the withdrawal or directly generate
beneficial situations 2x2 in the outer areas, wing transform the system to 3: 3 with two pivots,
then in the third wave back to his attacking position.
Another aspect observed is the possibiilty to change the position where the players usually
attack in positional attacks to surprise the defense when the teams are doing the defense/attack
changes, so that both the system counterattack (organized counterattack) and the individual
quality, you can generate some advantage by the surprise that supposed to defend the
appearance of a player who is not expected.
WHAT IS TO FINiSH SUCCESSFULLY THE COUNTERATTACK?
Success in the counterattack is defined by the goal you want to achieve .
Now let's analyze some of the possible targets and how counterattacks are completed.
To do this, first of all I will see how counterattacks are completed and which have connotation
for the team that performed:
 POSITIVE : get a goal , disciplinary sanction or an advantage in the relationship attack
/ defense forces
 NEGATIVE : the launch fails , loses the ball or you perform missing .
 NEUTRAL : situation where no achieves its goal but retains the ball (we should see if
the accumulated fatigue will goes favor or against ) .
-
FASTBREAK TYPE G NG PS MB P R PV AF PO IN YC
1 First Wave 20 26% 13 1 1 1 2 1
2 Second Wave 44 57% 7 8 2 1 1 1 1 8 1
3 Third Wave 22 29% 8 1 0 0 0 0 0 0 4 0 0
86
It is seen how the players, to protect the center of defense in the first wave, they have to defend
in unusual places for them, so that advantage for the attack in situations 1x1 and 2x2 is
generated.
So I have made you a successful action the fact following a counterattack with a positional
attacks.
In the general table we can also see the number of times that teams can make changes attack /
defense being positive actions in 2nd and 3rd wave 16/25, with a clear tendency to take
advantage on the rise counter (either by goal by 7m or to continue with positional attack without
the defense has been able to make changes). We can also see how the first pass is often the
opposite side of the substitution area to avoid the possible theft of ball.
Whenever the opposing team do a good deffensive balance, allowing the ball to progress
quickly (with just one pass near midfield), especially when the ball leaves the keeper.
In other cases, when the ball is recovered in an area between 6 and 14m, passes in proximity
allow to keep the ball (defensive support) pair to progress as a team. Only in situations clearly a
player could gain advantage, a single counter is searched first wave.
IS THERE RELATIONSHIP BETWEEN THE BEGINNING OF THE
COUNTERATTACK AND FINALIZATION ?
First of all, let's show the data obtained and possible conclusions, but I think that every coach
can take his own conclusions according to his team and to the rivales in every match.
HOW TO RECOVER THE

BALL + - 1 WAVE 2 WAV 3 WAVE
6 ATTACK FAULT 5 1 2 4 0
3 AREA VIOLATION 2 1 0 3 0
1 BLOCK DEFENSE 1 0 0 1 0
1 DESPOSSESSION 2 0 2 0 0
11 FLOOR BALL 8 3 3 3 5
17 GOAL 3 0 1 10 6
6 INTERCEPTION 5 1 4 2 0
2 OUT OF BOUNDS 0 2 0 0 3
1 PASSIVE 1 0 1 0 0
22 REBOUNCE 13 8 4 2 1
15 SAVE CONTROLLED (GK) 10 5 1 6 8
AUTHOR'S NOTE . In this table, the actions that have ended with fault, have been recorded for the
balance (ie , the attack has not taken advantage ) . It may be that some of these faults, they have been an
advantage for the following positional attack because the defense couldn’t done the changes that they
wanted.
It also is not filtered data that has been positional attack and have made the appropriate changes. What is
clear is that in certain ways to get the ball back , there is greater efficiency.
FINAL CONLUSION
The two matches analyzed are insufficient sample to determine universal conclusions,
but now I have a better perspective of what happened in the Final 4 of the season 15/16
and what can happen in the future: the teams are trying to get advantage in every ball
and to get the iniciative when they have tha ball.
Now, they have served as a reference point for a future analysis to view that previously
had never raised me and also have a lot if implications for trainings and competition
strategies.
Every game is different and these results can not be extrapolated to any other reality,
but allow us to have elements of analysis for the future.
I am very atisfied with what has been learned through this work . A lot of these things
are in this document and many other that it is not possible to resume in this document.
These are now be part of my knowledge supported by my experience.
I hope that those who read it you can inspire and help make their own decisions on the
counter and all it represents .
GENERAL TABLE
jugador
TEAM
1R P ZONE
N EL TE
repl
partido
equipo
posición
equipo
n jug ctt
SIM/ASSIM
zona
profundidad
system
motivo
bouncing
1R P DEEP
CHANG
offensive
zona
profundidad
CH
FIN
zona
profundidad
ZONE
n pases
OFF CH
BALANCE
WAVE
jugador def
jugador def
n jug GR,
DEF
MOTIVO
DEEP
CHANG
JUG
IND.
KC
-
V 1 L A K 1 B I 1 A A B
VP P 3 B A 2 2 P 3 L 5 B 1 1 N 9 A 2 2 A 5 5 1 0 I 1 1 N 1 N 1 9 G B 1 1
KC
-
V 1 P A P K 1 A I 1 A A C
VP P 4 M A 2 2 V 4 C 9 A 2 2 N 9 A 4 4 Y A 6 6 2 1 G 1 2 N 2 N 1 9 G C 1 1
KC
-
K 1 L A P V B F A B 2 B
VP C 4 B A 3 3 V 2 P 1 B 1 1 L 1 A 1 1 B 3 3 1 0 I 1 2 N 2 N 1 3 G B 1 1
KC
-
K 1 L B P V B B B 2 B
VP C 4 B B 3 3 S 3 P 5 B 4 4 R 5 B 4 4 B 5 5 1 0 I 1 2 N 2 N 1 3 G B 1 1
KC
-
K 1 R B N V B S B A 2 B
VP C 9 B B 1 1 G 3 P 1 B 1 1 C 1 B 1 1 A 6 6 1 0 I 1 2 N 2 N 1 3 G B 1 1
KC
-
V 6 P B P K 1 B F 1 B C 1 A
VP P 6 M B 2 2 V 4 L 0 B 2 2 L 1 B 3 3 C 3 3 4 5 I 1 2 N 2 N 1 7 G A 1 1
KC
-
K 2 P B P T V B I B B B
VP C 3 M B 2 2 V R P 5 B 2 2 N 5 B 2 2 B 3 3 1 0 T 1 2 N 2 N 1 9 G B 4 4
KC
-
K L C A V 2 C A 2 C B 2 N B
VP C 5 B C 2 2 F 3 P 3 C 3 3 F 3 C 3 3 B 6 6 1 0 I 1 0 Y 0 Y 1 4 G B 1 1
KC
-
V R C P T K A A B
VP P 3 W C 1 1 S R C 9 A 2 2 R 9 A 2 2 I 0 1 9 G B 9 9
KC
-
K L A P V 1 A I 1 A A - 1 F A
VP L 5 B A 2 2 V 4 P 4 A 2 2 N 9 A 4 4 A 5 5 3 4 G 1 1 N 1 Y 2 4 E A 3 3
KC
-
K 1 L A P V C I A A 9 B
VP C 4 B A 3 3 V 4 P 5 C 3 3 N 5 A 2 2 Y A 7 7 3 3 G 0 2 N 2 N 2 1 G B 1 1
KC
-
V 6 P B A K B A B B B
VP P 6 M B 2 2 F 3 C 5 B 2 2 F 1 B 2 2 B 4 4 6 5 T 1 2 N 2 N 2 5 F B 3 3
KC
-
V 1 R C N K B S 1 C C 1 B
VP P 9 B C 3 3 G 3 L 1 B 0 0 C 4 C 2 2 C 4 4 6 6 T 0 2 N 2 N 2 3 F B 3 3
KC
-
V 1 P A P K 1 A 1 A B P B
VP P 4 M A 1 1 S 3 C 9 A 2 2 R 9 A 2 2 B 2 2 6 5 T 1 2 N 2 N 2 5 S B 2 2
KC
-
V 6 P B N K B S B A B
VP P 6 M B 2 2 G 4 C 1 B 0 0 C 1 B 0 0 A 2 2 6 6 T 0 2 N 2 N 2 5 F B 2 2
KC
-
K L B P V 2 A 1 A A 1 B
VP C 5 B B 2 2 S 3 P 1 A 2 2 R 4 A 2 2 A 2 2 6 4 T 2 0 Y 0 Y 2 8 G B 1 1
KC
-
K 1 R C N V 1 C 1 C B - 1 P B
VP L 9 B C 2 2 G 3 P 6 C 1 1 R 6 C 1 1 B 2 2 5 6 T 1 1 Y 1 Y 2 9 O B 1 1
KC
-
K 1 R C V 1 B 1 A A 1 P C
VP L 9 B C 1 1 G 4 P 6 B 0 0 G 6 A 0 0 A 5 5 6 6 T 0 1 Y 2 Y 2 9 O C 3 3
KC
-
V 1 P A P T K B F A A 1 P C
VP P 4 M A 2 2 V R L 1 B 1 1 L 1 A 1 1 A 2 2 6 5 T 1 1 Y 1 Y 2 9 O C 2 2
KC
-
K 1 R C N V 1 C C B 1 P B
VP C 9 B C 2 2 G 3 P 6 C 1 1 R 1 C 1 1 B 2 2 4 4 G 0 2 Y 1 Y 2 9 V B 2 2
KC
-
V 1 R C K B A A A
VP P 9 B C 3 3 G 3 L 1 B 0 0 G 1 A 0 0 A 5 5 6 6 T 0 2 Y 1 N 2 5 F A 3 3
KC
-
V 1 P A K B B B 1 C
VP P 8 V A 2 2 G 3 L 1 B 0 0 G 1 B 0 0 B 5 5 6 6 T 0 2 Y 1 Y 2 9 F C 2 2
KC
-
K 1 R B N V 3 C 3 C C N A
VP C 9 B B 1 1 G 3 P 2 C 0 0 R 2 C 0 0 C 3 3 6 6 T 0 2 Y 2 Y 2 4 G A 1 1
KC
-
K 1 R C N V B S 1 B A 1 P B
VP C 9 B C 2 2 G 3 P 1 B 0 0 C 4 B 2 2 Y A 7 7 6 5 T 1 1 N 1 Y 3 4 O B 3 3
KC
-
V L A N K B S 1 A B 1 A
VP P 4 W A 1 1 G 3 C 1 B 0 0 C 9 A 2 2 B 2 2 6 6 T 0 2 N 2 N 3 4 G A 1 1
KC
-
V 1 L A N K B S B B C
VP P 3 B A 2 2 G 3 L 1 B 0 0 C 1 B 1 1 B 3 3 6 6 T 0 2 N 2 N 3 9 G C 1 1
KC
-
V 1 R B N T K B S B A 2 P A
VP P 9 B B 3 3 G R C 1 B 1 1 C 1 B 0 0 A 2 2 6 5 T 1 2 N 2 N 3 3 O A 3 3
KC
-
V 2 R B N K B S C B B
VP P 4 W B 1 1 G 3 C 1 B 1 1 C 1 C 1 1 B 3 3 6 6 T 0 0 Y 0 Y 3 5 F B 2 2
KC
-
K R C V 1 B 1 B B 1 B
VP L 9 W C 1 1 G 3 P 6 B 0 0 G 6 B 0 0 B 5 5 6 6 T 0 0 Y 0 0 3 8 F B 2 2
KC
-
K 1 P A O V 1 A F B B 2 B
VP L 3 V A 1 1 U 2 P 6 A 0 0 L 1 B 1 1 B 5 5 6 6 T 0 1 Y 2 Y 3 3 G B 1 1
KC
-
V 1 P C N T K B S 1 A A 1 A
VP P 4 M C 2 2 G R L 1 B 0 0 C 7 A 2 2 A 2 2 6 5 T 1 1 Y 1 Y 3 9 G A 1 1
KC
-
V 1 L C N K B S A A 1 E C
VP P 3 B C 3 3 G 2 L 1 B 0 0 C 1 A 0 0 A 3 3 6 6 T 0 2 Y 1 Y 3 3 X C 2 2
KC
-
V 9 L C N K A F A A B
VP P 1 B C 2 2 G 3 C 1 A 1 1 L 1 A 1 1 A 4 4 6 5 T 1 2 Y 2 N 3 5 G B 1 1
KC
-
V 1 P C K B B B 1 B
VP P 8 V C 1 1 G 4 C 1 B 0 0 G 1 B 0 0 B 5 5 6 6 T 0 2 Y 2 Y 3 0 F B 2 2
KC
-
V 2 R A K 1 A O 1 A A 1 A
VP P 4 W A 1 1 P 4 C 9 A 2 2 B 9 A 2 2 A 4 4 6 6 T 0 2 Y 2 Y 3 0 F A 2 2
PS-
K 4 R B N P 3 C 3 C C 1 B
KL L 1 B B 3 3 G 3
S 4 C 2 2 R 4 C 3 3 C 4 4 5 4 G 1 1 N 1 N 1 9 G B 1 1
PS-
K 1 L B A P 2 B A B B 2 B
KL L 5 B B 3 3 F 3 S 2 B 3 3 F 5 B 3 3 B 5 5 3 3 G 0 1 N 1 N 1 4 G B 2 2
PS-
P 3 R B M K 1 B D 1 B B 3 B
KL S 3 B B 3 3 B 3 L 7 B 3 3 E 7 B 3 3 B 4 4 3 1 G 2 1 N 1 N 1 3 G B 1 1
PS-
P 2 L A P K C P C A 1 B
KL S 5 B A 3 3 A 3 L 4 C 3 3 A 4 C 3 3 A 6 6 4 3 G 1 1 N 1 N 1 3 G B 1 1
PS-
K 2 R C N P 1 A 1 A 1 I A
KL L 4 B C 2 2 G 3 S 9 A 2 2 R 9 A 2 2 1 0 I 1 1 N 1 N 1 9 N A 3 3
PS-
K 3 P B M P B F C C 3 M A
KL L 4 V B 2 2 B 3 S 1 B 1 1 L 1 C 1 1 C 4 4 1 0 i 1 1 N 1 N 1 4 B A 1 1
PS-
K P B P P 2 B I 2 B C P C
KL L 4 M B 2 2 V 4 S 5 B 2 2 N 5 B 6 6 Y C 6 6 6 4 T 2 1 N 1 N 1 5 O C 4 4
PS-
P 1 R C M K 2 C D 2 C C 2 B
KL S 9 W C 2 2 B 3 L 3 C 3 3 E 3 C 3 3 Y C 4 4 2 2 G 0 2 N 2 N 1 3 G B 1 1
PS-
K 1 L B P P B 2 C B 2 B
KL L 5 B B 3 3 S 3 S 1 B 1 1 R 4 C 1 1 Y B 6 6 1 1 G 0 2 N 1 N 1 5 G B 2 2
PS-
K 4 R B N T P B 9 C C 2 P C
KL L 1 B B 3 3 G R S 1 B 0 0 R 0 C 1 1 C 4 4 6 5 T 1 1 Y 1 Y 1 4 O C 7 7
PS-
K 1 L B P B B B
KL L 5 B B 3 3 G 3 S 1 B 0 0 G 1 B 0 0 I 0 1 1 P B 5 5
PS-
P 2 P B M K B F B B 1 A B
KL S 5 M B 3 3 B 3 L 4 B 3 3 L 4 B 3 3 Y B 7 7 4 3 G 1 1 N 1 N 2 5 F B 3 3
PS-
P 2 P B P K C C B - 4 B
KL S 5 L B 3 3 S 4 L 9 C 2 2 R 9 C 2 2 B 4 4 4 5 G 1 1 N 1 N 2 1 F B 4 4
PS-
P 2 P B K 3 A F 3 B B 3 B
KL S 5 M B 3 3 P 5 L 3 A 4 4 L 3 B 4 4 B 5 5 4 4 G 0 1 N 1 N 2 4 F B 2 2
PS-
K 3 P B A P B A B A 2 B
KL L 4 V B 1 1 R 3 S 1 B 1 1 R 1 B 1 1 A 5 5 6 5 T 1 1 N 1 N 2 5 G B 3 3
PS-
K 4 R C K B B B 2 M B
KL L 1 B C 1 1 G 3 L 1 B 0 0 G 1 B 0 0 B 5 5 6 5 T 1 1 N 1 N 2 5 B B 3 3
PS-
P 2 L B N K B 3 A A N B
KL S 4 B B 4 4 G 3 L 1 B 0 0 R 3 A 1 1 A 1 1 6 5 T 1 1 N 1 N 2 4 G B 3 3
PS-
P 3 R C A P B A B C P B
KL S 3 B C 1 1 R 3 S 1 B 0 0 R 1 B 1 1 C 4 4 6 6 T 0 1 N 1 Y 2 4 O B 3 3
PS-
K 1 L B N P B 2 A B 2 P A
KL L 5 B B 1 1 G 3 S 1 B 1 1 R 2 A 2 2 B 4 4 6 5 T 1 1 N 1 N 2 4 O A 3 3
PS-
P 3 P B A P B A B A - P B
KL S 3 V B 1 1 R 3 S 1 B 1 1 R 1 B 1 1 A 4 4 5 6 T 1 1 N 1 Y 2 4 S B 3 3
PS-
K 2 P B P B B B A C
KL L 1 M B 3 3 G 4 S 1 B 0 0 G 1 B 0 0 B 5 5 6 5 T 1 1 N 1 Y 2 5 F C 2 2
PS-
K P A P B B B 2 N B
KL L 4 M A 3 3 G 4 S 1 B 0 0 G 1 B 0 0 B 5 5 6 6 T 0 1 N 1 N 2 4 G B 3 3
PS-
P R C A K C A C C P C
KL S 5 B C 2 2 F 4 L 1 C 2 2 F 1 C 2 2 C 4 4 4 4 T 0 1 N 1 N 2 4 O C 3 3
PS-
K 1 L A N P C 2 C B 1 C
KL L 5 B A 3 3 G 3 S 3 C 2 2 R 4 C 2 2 Y B 5 5 6 5 T 1 2 N 1 N 2 9 G C 1 1
PS-
P 2 P A N K B S B B 1 C
KL S 2 V A 1 1 G 3 L 1 B 0 0 C 1 B 1 1 B 4 4 6 5 T 1 2 N 2 N 2 1 G C 1 1
PS-
K 4 R C N P 2 B 2 B B N C
KL L 1 B C 3 3 G 4 S 4 B 2 2 R 4 B 2 2 Y B 4 4 6 5 T 1 2 N 1 N 2 5 G C 3 3
PS-
P 2 L A P K 2 C 2 C B 1 A
KL S 4 B A 1 1 S 4 L 3 C 3 3 R 3 C 3 3 B 3 3 6 5 T 1 2 N 2 N 2 5 G A 1 1
PS-
K 2 R C P P C 2 C B 2 A
KL L 4 B C 3 3 S 4 S 3 C 3 3 R 4 C 3 3 B 3 3 6 6 T 0 2 N 2 N 2 4 G A 3 3
PS-
K 1 P B P B B B 3 N A
KL L 7 V B 1 1 G 4 S 1 B 0 0 G 1 B 0 0 B 5 5 6 5 T 1 2 N 2 N 2 4 G A 1 1
PS-
P 2 P B A A 1 B A P A
KL S 2 V B 2 2 F F 5 B 2 2 A 4 4 6 6 T 0 2 N 2 N 2 4 O A 2 2
PS-
P 3 L A N P A S A A 1 7 A
KL S 4 W A 1 1 G 3 S 1 A 1 1 C 1 A 0 0 A 5 5 5 4 G 1 1 Y 1 Y 2 5 M A 1 1
PS-
P 2 L B K B B B 3 B
KL S 4 B B 1 1 G 3 L 1 B 0 0 G 1 B 0 0 B 5 5 6 6 T 0 1 Y 1 Y 2 3 F B 3 3
PS-
P 2 L B N K B 1 A B C
KL S 4 B B 3 3 G 3 L 1 B 0 0 R 1 A 2 2 B 3 3 6 6 T 0 1 Y 1 N 2 4 F C 2 2
PS-
K L A N P B S B B 2 B
KL L 4 B A 3 3 G 3 S 1 B 0 0 C 1 B 0 0 B 6 6 6 6 T 0 1 Y 1 Y 2 5 F B 2 2
PS-
P 3 L A N K C S B B 2 N B
KL S 4 W A 1 1 G 3 L 1 C 0 0 C 1 B 0 0 B 5 5 6 6 T 0 1 Y 2 Y 2 1 G B 3 3
PS-
K P B N P B 3 C C 2 P B
KL L 4 M B 3 3 G 3 S 1 B 0 0 R 3 C 2 2 C 3 3 6 6 T 0 1 Y 0 Y 2 4 O B 7 7
PS-
P 3 R B N K B A B 4 B
KL S 3 B B 3 3 G 3 L 1 B 0 0 R 1 A 0 0 B 5 5 6 5 T 1 1 Y 1 Y 2 1 R B 3 3
PS-
P P C A K 2 C A 2 C B - 1 Y A
KL S 5 V C 2 2 F 3 L 3 C 2 2 F 3 C 3 3 B 3 3 5 6 T 1 1 Y 1 Y 2 5 C A 2 2
PS-
P 1 R B B K B B 2 A B 2 7 A
KL S 9 W B 3 3 L 5 L 9 B 2 2 L 1 A 2 2 Y B 4 4 6 6 T 0 1 Y 1 Y 2 3 M A 1 1
PS-
P 1 R B K B B B 1 N B
KL S 9 W B 3 3 G 5 L 1 B 0 0 G 1 B 0 0 B 5 5 6 6 T 0 1 Y 1 Y 2 5 G B 1 1
PS-
K P B T P B B B 2 N B
KL L 4 M B 3 3 G R S 1 B 0 0 G 1 B 0 0 B 5 5 6 6 T 0 1 Y 1 Y 2 4 G B 2 2
PS-
P 2 P B A K B F B A 1 B
KL S 2 V B 1 1 R 3 L 1 B 1 1 L 1 B 1 1 A 6 6 6 5 T 1 1 N 1 N 3 5 G B 3 3
PS-
K 1 L B P B B B 2 C
KL L 5 B B 3 3 G 3 S 1 B 0 0 G 1 B 0 0 B 5 5 6 6 T 0 1 N 1 N 3 5 G C 1 1
PS-
K 2 P A S P 2 B F 2 B A 2 P A
KL L 1 M A 2 2 T 3 S 5 B 3 3 L 5 B 3 3 A 6 6 6 6 T 0 1 N 1 N 3 4 O A 3 3
PS-
K 2 P B P B B B 2 7 B
KL L 1 M B 2 2 G 4 S 1 B 0 0 G 1 B 0 0 B 5 5 6 6 T 0 1 N 1 N 3 4 M B 2 2
PS-
K P B P B B B 2 B
KL L 4 M B 3 3 G 3 S 1 B 0 0 G 1 B 0 0 B 5 5 6 6 T 0 1 Y 1 N 3 4 F B 1 1
PS-
P 2 P C K B B B B
KL S 5 M C 1 1 G 3 L 1 B 0 0 G 1 B 0 0 B 5 5 6 6 T 0 1 Y 1 Y 3 4 F B 3 3
PS-
P 1 R C N K B F B B A
KL S 9 W C 1 1 G 3 L 1 B 0 0 L 1 B 0 0 B 4 4 6 6 T 0 1 Y 1 Y 3 4 G A 2 2
PS-
P 2 L A K 2 A O 2 B B 2 N C
KL S 4 B A 3 3 P 3 L 4 A 3 3 B 4 B 3 3 B 3 3 6 6 T 0 1 Y 1 Y 3 4 G C 3 3
PS-
P 2 L B O K 1 A B B 4 P B
KL S 4 B B 3 3 U 3 L 1 A 2 2 R 1 B 1 1 B 5 5 6 6 T 0 1 Y 1 Y 3 1 O B 3 3
PS-
K 4 R A N T P B S A A 1 7 A
KL L 1 B A 3 3 G R S 1 B 0 0 C 1 A 0 0 A 4 4 6 6 T 0 1 Y 1 Y 3 1 M A 1 1
OBSERVED CATEGORIES
Observed categories description
match Observed match
team Team that do the following actions
player Player that end the ball possession
position Specific position on the court of the player that end the ball possession
Place of the longitudinal axis (left, center, right) where ends the possession of
zone the ball
deep Deep of the place that who has the ball end the possession of the ball.
reason Cause beacause of the player end the possession

off sys Offensive system
team Team that is defending and do the counterattack
jugador def Defensive player that recover the ball for his team
Lugar del eje longitudinal (izquierda-centro-derecha) en que se recupera el
zona balón
profundidad Deep of the place where the deffense recovers the ball
motivo Reason tat the teams that defense recover the ball
jugador def Player who beguins the counterattack
Place of the longitudinal axis (left, center, right) where beguin the counterattack
zona (who do the 1st pass)
zona Deep of the place where beguin the counterattack (who do the 1st pass)
bouncing If somebody beguins the counterattack bouncing
Place of the longitudinal axis (left, center, right) where goes the first pass in the
1R P ZONE counterattack (who receives the 1st pass)
Deep of the place where goes the first pass in the counterattack (who receive the
1R P DEEP 1st pass)
n jug ctt Number of players that are in the counterattack
n jug repl Number of players that are in the defensive balance

IND. GR, TEAM Kind of counterattack: (I) individual, (G) Groupal (T) team
SIM/ASSIM Players counter attack – players balance (simetric or assimetric counterattack)
BALANCE CH Number of changes (prevision in the defencing balance)
CHANG DEF Number of changes done in the balance
OFF CH Number of changes (prevision in the counterattack)
CHANG Number of changes done in the counterattack
WAVE wave (1)-first, (2)-second, (3)-third
JUG Player that ends the counterattack
FIN Way/reason to finalization the counterattack
zona Place of the longitudinal axis (left, center, right) where ends the counterattack
profundidad Deep of the place where where ends the counterattack
FIN Extra finalization result (yellow card, exclusion, )
Bibliography & References
 Bilge, M. (2012). Game analysis of Olympic, World and European

Championships in men’s handball. Journal of Human Kinetics, 35, 109-118.
 González, A (2012) Análisis de la eficacia del contraataque en balonmano como
elemento de rendimiento deportivo . Doctoral Thesis. Universidad de León.
 Gutiérrez, O et al (2006)Influencia del rendimiento de las situaciones de juego
no posicional en balonmano en el resultado de un partido. Editorial y Centro de
Formación Alto Rendimiento  CD Colección Congresos No 9. ISBN- 978-84-
613-1659-5 www.altorendimiento.net
 Lozano et al. (2015). Análisis del comportamiento táctico ofensivo en momentos
críticos de juego en el alto rendimiento en balonmano: Un estudio Mixed
Methods. Cuadernos de Psicología del Deporte, vol. 16, 1, 151-160
 Ohnjec, K. et al. (2015). Structural analysis of counter-attacks performed at the
2010 european handball championship for women. Sport Science 8 (2015) Suppl
2: 69-75
TESIS MASTER COACH
ESPAÑA-PORTUGAL 2015/16
TRANFORMATION OF THE SYSTEM 3:3 TO 2:4
JUAN ANTONIO MARTÍNEZ SAMPER

ESPAÑA
1
CONTENTS
I. Summary…………………………………………………………………………………………3
II. keywords………………………………………………………………………………………..3
III. Introduction……………………………………………………………………………………3
IV. Method………………………………………………………………………………………….5
V. Results and discusión……………………………………………………………………..6
a. Centre back split …………………………………………………6
b. Back split ……………………………………………………………12
c. Wing split ……………………………………………………………17
VI. Conclusion………………………………………………………………………………………18
VII. References……………………………………………………………………………………….21
2
I. SUMMARY
In our sport, we are very limited by the space and the special feature which is that
players cannot step on the goal area (except the goalkeeper). The distribution of
specific posts is carried out by occupying most of the space in order to attack all areas
of the court. We have two standard attack systems, mainly using the one known as 3:3.
Current handball seeks to evolve new ways to surprise the opponent, and increasing the
tactical wealth is one of the challenges we face as coaches.
One of the biggest problems that the defensive systems must solve is the change of
opponent. In order to do that, we already use resources such as: crosses, block, cover
and give and go. We are currently advancing in the development of new situations with
constant transformations of the attack 3:3 to 2.4. We are also constantly changing the
two lines in addition to the changes of position, "ahead of the defender", we add to this
action others that may occur in the visual field of the player who defends or in the
"blind" areas. Another advantage is the pairing of players of different lines causing a
physical imbalance.
II. KEYWORDS
Divide, spaces, change of positions, decision making.
III. INTRODUCTION
Handball is a sport in constant evolution, the rigid mechanisms that used to offer little
variety are now in the past. From the initial closed defense 6:0, we slowly opened the
positions of our players up to multiply the different systems:
 5:1 ( in different areas, individual defense)

 3:2:1
 4:2 ( two particular players or following the movement of the ball)
 3:3 ( with more or less depth)
 1:5
 4:1:1
 Individual
On the other hand, the defensive systems offer few variations, with different nuances we
can speak of two types of attack (not counting special situations such as the addition of
a seventh court player rather than the goalkeeper):
 3:3
 2:4
In the present paper I want to deal with the different transformations that we can carry
out from 3:3 to 2:4, without using a fixed system or the same movement.
It is very important that the players understand and share ideas that I as a coach I want
3
to develop, since ultimately they are those who must carry them out. We are going to
build together the way we attack, the defense raises a few problems that we must solve.
Among the multiple functions that we must develop, we accomplish a role of leaders
within the group, we need to know our players deeply, both their sporty profile and their
human one, so that they can offer the best of themselves. We have to get the team to
think in the same way, ultimately, know what we are playing.
DESCRIPTION OF THE ATTACK 3:3
Graphic 1: positions and lines.
F 2ª línea D
E
1ª línea
A C
B
In graphic 1 we observe the two lines of attack with three players in each of them,
giving name to the system 3:3.
First line composed of:

A. Left back
B. Centre back
C. Right back
Second line composed of:

D. Right wing
E. Pivot
F. Left wing
4
DESCRIPTION OF THE ATTACK 2:4
Graphic 2: positions and lines 2:4
F C
E D
A B
In graphic 2 we visualize the lines and specific positions of 2:4
First line composed of:

A. Left back
B. Right back
Second line composed of:

C. Right wing
D. Right pivot
E. Left pivot
F. Left wing
IV. METHOD
Theoretical compilation on the 3:3 and 2:4 offensive systems. Study of both offensive
game systems, their characteristics, use, advantages and disadvantages.
Once made the theoretical framework, the next step was the watching and study of the
games of the DKB Handball Bundesliga of Germany.
Research and analysis of situations where multiple teams used the transformation of one
system to another. I have reflected the different tactical actions through photos or
graphics, distinguishing the splits for positions.
- Wings
- Backs
- Centre backs
5
I have not registered tactical movements already repeated, I wanted to register the
different variations used by the analyzed teams.
V. RESULTS AND DISCUSSION
A) CENTRE BACK SPLITS
CENTRE BACK PASSES THE BALL TO ONE SIDE AND SPLITS HIS OPPONENT
Centre back passes the ball to the left back

and splits to the right.
Right back passes the ball to the left back

to find a 2x2 in the opposite area.
OPTION 1.
Left back receives the ball in movement,

looking for a throw by the center of the
defense, taking advantage of the space
created.
6
OPTION 2.
Right back returns the ball to the left back,

2X2
looking for a situation of two against two,
with a throw from 9 or 10 metres, or pivot
pass.
CENTRE BACK PASSES THE BALL TO PIVOT AND SPLITS TO THE OPPOSITE
SIDE.
The most common situation is pass the ball to the pivot and split to the opposite side, as
I will analyze several actions of this type later. Consequently, I present the opposite
case, the centre back splits to the same area joining the two pivots. This tactic action has
been used by THW KIEL in the current season.
Central (yellow circle) passes the ball to the pivot and splits to the area where that
player was (orange circle). He comes out as a support to receive and pass to the right
back,
The defense pays attention in his field of vision, in the ball. When the right back
receives the ball, three simultaneous movements are produced: pivot in orange circle
returns to his position on the left of the attack, back player begins throw trajectory,
attracting the defensive center block, while in the 6-meter line, the centre back turned
into pivot slides to the right area of the attack.
7
We observe the final position, two open pivots plus a thrower back player by the center.
This produces forward and back trajectories to the defense, with several changes of
opponent.
Centre back passes the ball to pivot in left

area and splits to take up the space left
between 1 and 2.
Pivot passes the ball to the right back, RIGHT BACK:

who comes to the center to throw. This THROW/PASS PIVOT
movement is supported with the shift
pivot 2 (player who has come from the
center ) behind all the defense between 1
and 2 on the right. Right back´s options:
throw, pass to pivot 1, pass to pivot 2.
CENTRE BACK PASSES THE BALL TO PIVOT AND SPLITS TO THE

OPPONENT´S AREA
Centre back passes the ball to the pivot and splits to the opponent´s side. There are two
situations of danger for the defense. On the one hand, the ball is on the left side of the
attack, and, at the same time, there is a get away on the right that is going to need to
make the change of opponent properly. The case I am presenting is before a defense 5:1,
the key will be in how the up-court defender responds.
8
Initial moment when the pass to the pivot
and the displacement to the opposite side
occurs.
VARIATION 1: UP-COURT DEFENDER GETS 6 METRES LINE.
The centre back defender decides to follow him to 6 meters, we remove the up-court
defender in the central area of the defense, allowing a trajectory of the left back looking
for an external throw. If the defenders come out to 9 meters, they leave spaces that the
pivots can take advantage of to get away and receive the pass of the back thrower
player.
VARIATION 2: UP-COURT DEFENDER KEEPS HIS POSITION.
Before the speed of movements, the up-court defender disappears from the sight of his
direct rival and defends the back player who comes from the center to throw, producing
an error in the change of opponent. The attack has several solutions, pass to any of the
two pivots or to the right back, playing a 2x1 in that area.
9
CENTRE BACK PASSES THE BALL TO PIVOT AND SPLITS
Before a 6:0 defense it is very important the

concept of width, widening the field as
much as possible. The pivot is placed in the
outer zone, the centre back performs a
trajectory on the second defender, making a
crossing to the pivot.
Pivot passes the ball to the left back and

splits quickly to the right area of the
attack. From there, he takes the ball to
the wing.
All trajectories to the left attacking the goal, we

look for situations of 2x2, 2x1and external
throw.
CENTRE BACK CROSSING + SPLITS THE CENTRE CENTRE BACK CROSSING

+ SPLITS THE CENTER BACK BEFORE THE DEFENSE 5.1
Centre back executes crossing with the right back with intention to drag the up-court
defender and remove him from the center.
10
Right back passes the ball quickly to the left back to play 2x2 in that area
OPTION: 2X1
VARIATION: Return of the ball to the opposite area looking for a 2 against 1. It will
depend on what the up-court defender makes.
2X2 OPOSIT SIDE
11
B) BACK PLAYER SPLITS
BACK PLAYER SPLITS BALL AREA
Attack with great power of throwing before a defense 5:1, divides the left back with ball
in that area looking for the opposite wing.
The up-court defender gets into the 6 metres line, allowing the external throw of the
centre back.
Right back splits to free space. The

defense can react by pressing or
getting into 6 metres.
12
The up-court player gets into the 6 metres
area, allowing the external throw or
pivots pass.
If the up-court defender keeps his

positions, it is created a lot of space in the
6 metres area, so the two pivots can take
advantage of it.
BACK PLAYER SPLITS TO THE OPPOSITE AREA OF THE BALL
Before an open defense, the movement is produced in the area opposite to the ball,
because the defendantsáttention is in the player with the ball.
The up-court defender puts pressure on the centre back, leaving a space behind his back
that is exploited by the right back through a very fast trajectory looking for surprise.
13
Theup-court defender closes the defense getting into the 6 metres line to defend
the trajectory of the back player who splits, left back pass to the right back
C) WING SPLITS
WING BACK CROSSES AND SPLITS BEFORE DEFENSE 6:0
Wing back crosses, passes to the central and splits to the right area of the attack.
One of the options we are looking for is 2x2 in the right side area. Once again, there are
pivots on both sides widening the defense and making the movements difficult. If there
is no depth in the 6:0, throws from the sides will be allowed, and if the defenders come
out to 9 meters, many spaces in 6 metres are created, blocking situations and changes
of opponents.
14
Wing crosses with back player and
moves to the right back area.
Once more, the structure 4:2 with two pivots

very open. From here there aresome
2X2 OPOSITE SIDE
options. A first situation of 2x2between right
back and pivot, the depth of the defense will
determine the external throw, pivot pass or
pass to the left back in order to find the area
of the opposite pivot.
WING SPLITS BALL AREA BEFORE 6:0
When the ball comes to the left back, the wing of the same side splits to the right area of
the attack.
15
This makes the right defender hesitate if to chase his wing or change the opponent and
stay with the back player, because the situation of the ball is the most urgent thing. We
add the physical imbalance that usually exists to pair a wing with a back player. The left
back passes to the centre back, who attacks the goal and returns the pass to the same
position, generating a space in the left wing area.
The situation of the ball is essential

to create doubt in the right wing, to
which we add the position of the
pivot in the same area. If he chases
the left wing, it is created a space for
the back player, but if he remains in
his position, there is a large physical
difference with the back player.
RIGHT WING ERROR In this case, the movement of the left

wing creates a gap so that the back
player can take his place.
16
VARIATION 1
Before the same movement, the left back bounces the ball giving time to the left wing to
reach the opposite area looking for maximum width, and passes the ball to the central.
The pivot remains in external area.
Two pivots open to create more spaces in the defense.
2X2 OPOSITE SIDE
The ball is taken to the right looking for a

2x2 situation.
17
OPPOSITE WING SPLITS TO BALL AREA
When the ball reaches the left wing, several

actions have to be coordinated
simultaneously. We are going to take the
ball to the right area, at the same time we
carry out two opposite trajectories: Pivot to
the right and wing that splits to the left.
The right back carries out a resolute

attack to the goal (it is the first option)
with trajectory to the centre, at the
same time the up-court defender
becomes the right back and this player
takes the place of the right wing. From
there, the ball is taken to that area but
every player with the ball must try to
score a goal.
VI. CONCLUSIONS
Every time, more and more professional teams use the change of an offensive
system 3:3 to 2.4, not permanently but as a tactical procedure of the game. For both
players and coaches these are very common situations since at their stage of training
they had to perform them themselves.
Nowadays many regional federations forbid defensive systems classified as closed,

6:0 and 5:1, forcing their teams to defend in 3:3 with greater or lesser depth. In this
way, the kids dominate all kinds of trajectories and movements, with and without
the ball. With this system there is a space between lines and 6 meters creating the
attack the need to split, to combine both the first as second line.
As these players become cadet and juvenile category, the defenses are closing,
forcing them to dominate other tactical procedures added to what has been learned
previously.
18
The current handball has evolved a lot, at all levels. Professional players nowadays
are real athletes. The coach is no longer alone, to the technical team are added other
professionals who dominate their field, forming a highly specialized set. The second
coach or head of goalkeepers, we add jobs as physical therapist, doctor, nutritionist,
physical trainer, psychologist, scouting, etc. Of course we have an economic reality
that limits a completely professional and multidisciplinary technical staff, but
nowadays no one doubts about its need.
The big beneficiaries are the players, who have never found themselves so well
cared and looked after.
If we want to use the transformation of the attack 3:3 to 2:4 we will need highly
specialized players, who have been perfectly trained:
 High technical level: Besides the basic foundations, players must dominate the
handling of the ball with both hands, different trajectories, movements on both
sides, middle distance throws, ability to feint or movement without the ball.
 Universal players. By circumstances of the game, one back player will end up
as a wing player, any player will split, for this reason he must be effective
throwing as a pivot. Not only the throws but the trajectories in all the specific
positions.
 Tactical intelligence. First, we need to know what we are playing, what the
objectives are, where we want to get, what situations we are looking for. The
player must think and act actively.
 Decision making. We look for very open situations without a closed solution, it
will depend very much on how the defense reacts Therefore we should work
very well what decision to make and when. The player must be clear about what
is the idea that I defend as a system, in which to focus and act fast. He must
constantly gather information of everything that happens on the field, he is like a
radar that watches his rival from left to right and from right to left. The
information is quickly analyzed to select possible solutions. When he gets the
ball is "only" the time of decision making and execution of the action. If at this
time we want to think about what to do, we are already late. The current
handball is very fast, our sport is constantly changing and the solution that
existed three seconds ago may not be correct later because there are 14 players
on the field constantly interacting. As trainers, we must work correct decision
making in our players.
19
With the change from one system to another we will provoke many problems to the
defense, getting benefits for the attack:
 Change of opponents. It forces the other team to react very fast to the arrival of
a player to his new area. In addition to this change of opponent, the situation is
complicated because it is not only an attacker, there are several players that
change positions, making enormously difficult the defensive coordination.
 Simultaneous actions. Different situations occur at the same time, a player who
splits plus another that changes position, plus a player with the ball coming to
throw. All at the same time. Every actor must know his mission, training makes
the six players think alike.
 Visual field. The defensive player cannot only focus on the ball because many
things will be happening in other parts of the field. If he defends out of the 6
metres, he is going to find movements in his visual field and others on his back,
what happens in the farthest part of the ball receives special importance because
it is possible that the attackers take the ball to that area looking for open spaces.
If the defense does not communicate very well, it will generate errors.
 Pairings with physical difference. By combining different players, and

depending on the movement that we make, we get a wing defense (normally the
player of minor height and weight) that defends a pivot or back with great
physical imbalance in favor of the attacker.
It takes special importance all the work without the ball, trajectories, the splits,
changes of pace and blocks. This type of attack involves all players at the same
time, with their moves without the ball they create spaces to their team mates and
seek to receive the ball in the best possible position.
The objective can be:
 Trying to surprise. Taking advantage of the moment of doubt that is generated

in the defense, normally the player does not get into the 6 metres line and
provokes a quick throw of a first line coming in movement.
 Looking for the error. The opposite part of the ball splits and seeks to take
advantage of the space created in this area, giving continuity to the movement
and causing before or after an error in the change of opponent. Parallel
trajectories to the right or the left. The situation is reflected in the following
chart:
20
VII. REFERENCES
- ENRÍQUEZ, E. y MELÉNDEZ-FALKOWSKI, M. (1988). Los sistemas de juego
ofensivos. Ed. Esteban Sanz, Madrid 1988
- ESPINA, J. J. (1989). Introducción a los sistemas de juego. Ed. Federación Valenciana
de Balonmano, Vinaroz (1989)
- ANTÓN, J. L.(1990). Fundamentos y etapas del aprendizaje. Ed. Gymnos, Madrid
1990
- ANTÓN, J. L. (2000) Táctica grupal ofensiva. Ed. Gymnos, Madrid 2000.
- ANTON, J. L. (2000). Nuevas tendencias en el desarrollo de los sistemas de ataque.
Ed. Inde, Barcelona
- www.efhtv.com
- www.dkb-handball-bundesliga.de
- www.rfebm.net
- www.ehf-euro.com
21
"THE GAME OF 7"
Ideas for the development of the game in superiority in the high level
and some concepts about the inferiority
JUAN ÁNGEL PERDIGÓN SÁNCHEZ

SPAIN
THE GAME OF 7:
“Ideas for the development of the game in superiority in the high level and some concepts about the inferiority”.
Index
Summary........................................................................................................................... 3
Words ............................................................................................................................... 3
Introduction ...................................................................................................................... 3
ATTACK IN SUPERIORITY .......................................................................................... 4
General considerations .................................................................................................. 4
Circumstances ........................................................................................................... 4
General superiority’s handicaps ................................................................................ 4
Specific 7 superiority handicaps ............................................................................... 4
Regulatory considerations............................................................................................. 6
The attack with 7 .............................................................................................................. 8
The occupation of the spaces ............................................................................................ 9
The space distribution – Systems ................................................................................... 10
Offensive System 3:4 .................................................................................................. 10
General Principles of the system ............................................................................. 10
System Methodology............................................................................................... 11
Strategic game with superiority 7x6........................................................................ 11
Strategic game with superiority 7x5........................................................................ 12
Offensive system 4:3 with transformation to 3:4........................................................ 12
The defence in inferiority ............................................................................................... 16
Final considerations ........................................................................................................ 19
Bibliografy ...................................................................................................................... 19
2
THE GAME OF 7:
Summary
In base to the new modifications that will be applied to the Rules of game from the
Olympic games “Rio 2016”, that speak us of the possibility of the attack with 7 players
of track. We can build a frame of new strategic game, making a study of his different
tactical variables and of the possible space advantages that can produce.
At the same time also it arises the need to pose, no like final aim of the work, a conceptual
idea of the possible defensive solutions, inside the conceptual frame in which it develops
the work.
Words
Risk, Superiority vs Inferiority, Spaces distribution.
Introduction
For the realization of the work, is taken as a orientation the extension of the modifications
to the Rules of Game of July of 2010, with application in the Olympic Game of “Rio
2016”, that went in in force in the season 2016/2017, where will be able to arouse as a
regularly way permanent situations of superiority and inferiority.
The development of the work wants to focus especially to conceptual ideas, considering
that it is better that an illustrated (graphic) exhibition, which has his validity in a
determinate moment and in front of a determinate situation, are more valid the ideas that
do us think in the possibilities that the game offers.
I want to highlight that although the work is based in special ways in the development of
the attack of 7, at the same time we expose of superficial form, the possible performances
that the defensive work can present in front of this kind of situations.
3
THE GAME OF 7:
ATTACK IN SUPERIORITY
General considerations
Circumstances
1.1. Player’s temporal exclusion
1.2. Player’s inclusion changing with the goalkeeper, as a seventh attack man
considering:
1.2.1. As a concept of big superiority 7x6, 7x5
1.2.2. By the conditioning of the result
General superiority’s handicaps

1.1. Some offensive relaxation, motivated by the trust in the superiority
1.2. Player’s agglomeration in central zones
1.3. The defenders as a general concepts just allow to the superiority to finish in the
exterior zones
1.4. It is produced some responsibility against failure
1.5. Attack becomes rigid and mechanized, the player’s improvisation decreases for
the benefit of the established procedures
1.6. The exterior throw is refused, the work to get the six meters is mostly searched,
making the defensive work easier
1.7. Some zones of throw are refused
1.8. Often and as a general idea, it is searched the superiority of the opposite zone of
the ball, due to that, the initiation zone becomes in a continuity works instead of
finalization works.
1.9. According with the level and probably by psychological or motivation reasons,
defence often operate at higher level than in equality situations.
Specific 7 superiority handicaps

1.1. Higher spatial grouping of the players, the game’s zones are reduced.
1.2. The finalization zones will be centred in the exterior
1.3. The pre-treated procedures are accentuate
1.4. Maximum concern in the ball’s possession
1.5. UNDEFENDED GOAL, the maximum risk is assumed
1.6. Time factor concerned
1.7. Surprise factor, should be for the opponent, not for my team
1.8. Coach must know which player has to be, we cannot improvise
4
THE GAME OF 7:
What are the exigencies of the attack of seven?

Every exigency that any player should dominate inside the game’s offensive section, to
this special situation, but some of that factors with that circumstance we can highlight:
Psychological order
The maintenance of the tension, the predisposition and the risk assume are factors that we
have to concern, also the group discipline submission, avoiding losing the own initiative.
Technical order
The security in ball’s possession and the throw’s domination.
Individual tactical order

The trajectory and unmarks domination, taking care about the importance of the distance
concept.
Collective tactical order

As a general rule, about how the procedure is worked and how they will be determined
through:
 The opponent fixation
 The combination with the pivot or pivots
 Locks
 Screens
 Support spots references
5
THE GAME OF 7:
Regulatory considerations
Nowadays, in base if the Rules of the Game in the July 2010 edition, added to the
modifications applied in October 2012, field players and players identified as a
goalkeepers, are subject to the following rules:
 Rule 4:1 Team consists of up to 14 players. No more than 7 players may be
present on the court at the same time. The remaining players are substitutes. At
all times during the game, the team must have one of the players on the court
identified as a goalkeeper. A player who is identified as a goalkeeper may become
a court player at any time (note, however, Rule 8:5 Comment, 2nd paragraph:
“This also applies in those situations where a goalkeeper leaves the goal area, for
the purpose of catching a pass intended for an opponent.”). Similarly, a court
player may become a goalkeeper at any time (see, however, 4:4 and 4:7).
 Rule 4:4 Substitutes may enter the court, at any time and repeatedly (see,
however, Rule 2:5), without notifying the timekeeper/scorekeeper, as long as the
players they are replacing have already left the court (4:5). The players involved
in the substitution shall always leave and enter the court over their own team’s
substitution line (4:5). These requirements also apply to the substitution of
goalkeepers (see also 4:7 and 14:10)
 Rule 4:7 all the court players on a team must wear identical uniforms. The
combinations of colours and design for the two teams must be clearly
distinguishable from each other. All players used in the goalkeeper position on a
team must wear the same colour, a colour that distinguishes them from the court
players of both teams and the goalkeeper(s) of the opposing team.
Making reference with the players that act as goalkeepers, the following rules are applied:
 Rule 5:3 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 (except in the situation described in Rule
8:5 Comment, 2nd paragraph); The goalkeeper is considered to have left the goal
area as soon as any part of the body touches the floor outside the goal-area line;
 Rule 5:4 to leave the goal area with the ball and play it again in the playing
area if he has not managed to control it.
Likewise, it is forbidden to the player identified as a goalkeeper taking as base the rules
5:6; 5:7; 5:8 and 5:9 when he’s inside or outside of the goal area:
 Leave the area with the possession of the ball.
 Touch the ball when it is stopped o rolling in the floor out from the goal area.
 Being out the goal area, return inside with the possession of the ball.
6
THE GAME OF 7:
Referencing the disciplinary sanctions:

 Rule 4:5 a faulty substitution shall be penalized with a 2-minute suspension
for the guilty player. If more than one player from the same team is guilty of
faulty substitution in the same situation, only the first player committing an
infraction is to be penalized.
 Rule 4:6 if an additional player enters the court without a substitution, or if

a player illegally interferes with the game from the substitution area, there shall
be a 2-minute suspension for the player. Thus, the team must be reduced by one
player on the court for the next 2 minutes (apart from the fact that the entering
additional player must leave the court).
Finally, referencing the changing zone of the team:
 Rule 4:4 COMMENT - The purpose of the concept of the ‘substitution line’ is to
ensure fair and orderly substitutions. It is not intended to cause punishments in
other situations, where a player steps over the side line or outer goal line in a
harmless manner and without any intention of gaining an advantage (e.g., getting
water or a towel at the bench just beyond the substitution line, or leaving the court
in a sportsmanlike manner when receiving a suspension and crossing the side line
at the bench but just outside the 15cm line). Tactical and illegal usage of the area
outside the court is dealt with separately in Rule 7:10.
In base to the established in the mentioned rules and taking account that they are going to
be used until the next Olympic Games in Río 2016, the reason of this work is based in the
changes that the rules are going to suffer and how to make the most this advantage in the
attack game. Thus, the modification the makes that advantage is:
 Rule 4:1 – It is no longer required that in every moment will be a player identified
as a goalkeeper.
Nowadays, in situations of numerical inferiority or a tactical resource for the attack of
seven (7), was compulsory that the player that was identified as a goalkeeper attended to
the change and the field player that substituted it, had to be identified as a goalkeeper with
a bib or T-shirt of the same colour that the goalkeeper who abandoned the terrain of game.
With this modification of the Rule, the field player that substitutes to the player identified
as a goalkeeper, is no longer necessary be identified with the same colour as the
substituted player, but as the colour of the field player. This situation visually causes to
see seven (7) field players in attack and no one is identified as a goalkeeper. Besides it
causes the advantage that it is no longer necessary that the same player that wears the bib
or T-shirt of goalkeeper was the one who was forced to change for the specialist player
in goal but, any field player is able to be substituted so that the player identified as a
goalkeeper goes into the terrain of game.
According with the regulations, the situations that will applied to that players will be:
- The player that substitutes to the player identified as a goalkeeper, will have to
make the correct form of replacement by the changes zone of his team.
7
THE GAME OF 7:
- In case that any field player could not make the replacement with the player
identified as a goalkeeper, no one of the field players will be able to be inside the
area of goal.
- In case that some field player go inside the area of goal (without having a player
identified as a goalkeeper) and saves a ball that goes to empty goal, will be seven
(7) meters and two (2) minutes exclusion for the offender player.
- Of the same way, for the replacements, making them in the wrong form will be
sanctioned with two (2) minutes exclusion for the offender player.
Concluding. In base to the new modifications that will be applied to the Rules of game,
the advantages obtained in the attack of seven (7) will be the following:
- Tactically, speeds up and facilitates the replacement of a field player by the
player identified as a goalkeeper since is not necessary that it was mandatorily a
player identified as a goalkeeper but, the nearest field player can go to the changes
zone.
- In the attack, the possibility to play with a higher number of players positional
specialists, being these two first lines and two powerful pivots in attack, to the
detriment of the nearest wing to the changes zone in the moment of the attack-
defence change by the player identified as a goalkeeper.
In the same form, the consequences to take into account will be the following:
- In the case of not being able to make the replacement by the player identified as
a goalkeeper, defence will have empty the goal until the realization of the change.
- In case of the exchange of the possession, the defender team will be exposed
during a short period of time to a shoot to empty goal of the rival goalkeeper while
they are making the replacement.
The attack with 7
The game in superiority with 7 players, will be able to make predetermined and constant
during the development of the games or in determinate moments and in front of concrete
situations.
The form to carry out it will be through the inclusion of a player that change by the
goalkeeper (any one, will not depend on the t-shirt of the goalkeeper as up to now).
8
THE GAME OF 7:
Circumstances that motivate it

1. As a norm of offensive tactical submission by part of the own team, can use in
special moments, and as a main objective to psychological level that each attack has
to finalize in goal.
2. As a strategic formula to trying to break the defensive opponent system (in cases
of equality), forcing them to constant changes of attitude and acting in disadvantage
conditions, trying that these rebound in his physical, tactical and psychological aspects.
3. In front of a marking to the man-to-man by part of the opponent team, the player
7 will be a destabilizing weapon of this situation, creating serious doubts in the rival
on the marks.
4. Game about to finalize and minimum result adverse, like resource that has to look
for fast and safe forms of finalization.
5. Being one extra player, as a concept of big superiority 7x5
6. In front of teams very upper, as possible strategic weapon, in our offensive game,
trying with this obtain a repercussion unfavourable to our rival.
7. Looking for in situations of numerical inferiority, with the inclusion of said player
the equality with the opponents.
The occupation of the spaces
Independently of the form of distribution of these 7 players that later we will see, treats
to clear the one who does the functions of this seventh man and in that circumstances will
act, in consequence we can deduce different possibilities
1. Which player will be? What are going to be the qualities of the same?
1.1. Speed of reaction and displacement, applied to the game and to:
1.1.1. In case of goal, change by the goalkeeper
1.1.2. In case of failure, recover the goal quickly
2. It will have to have knowledge and aptitudes of goalkeeper
3. Usually it will have to be first line
4. Players with personality (that they assume the risk)
Taking account the place that it will have to occupy, usually will be as a playmaker or
back, since we will ask to the wing all the possible amplitude (open spaces comports to
play much opened), to his time will be edited in function of the attack system.
His missions and aims will not have to differ substantially of the rest of his mates.
9
THE GAME OF 7:
The space distribution – Systems

Offensive System 3:4
LW
RW
LP
RP
LB
RB
CB
Based in the placing of three 1ª lines and four 2ª lines:

 LB Left back
 RB Right back
 CB Center Back
 RW Right Wing
 Left wing
 Right Pivot
 Left Pivot
In my appreciation is the ideal system of work, motivated by the maintenance of the
places of the 1ª line, and increased by the defensive worry that produces the inclusion of
the second pivot.
General Principles of the system
Rule of performance:
 The wings have to keep the place and also, in case of maximum
guarantees, they will work in special situation
 It does not have to renounce to the long distance shoots, has to force to
the defence to work in depth
 The game of the pivot has to respond to the break of the defensive balance
and fixation of the zones
 Inside the procedures known by the team, has to work in base to them,
keeping the rhythm of game accustomed
10
THE GAME OF 7:
 At maximum it will be worked in 1 or 2 special procedures and

premeditated.
 It will be tried as possible to avoid the bounce and the foul
 In the thought of the player does not have to exist the doubt of the failure
and posterior consequences
 It will have to take into account if the superiority is to level of 1 or 2
players (7x6 or 7x5)
System Methodology
Rule of performance:
 Research of two, connect with the pivot, or continuity to the superiority
 Fixation of the opponent with two objectives
 If it achieves the superiority continuity of the ball
 If it achieves the equality, change of sense of the circulation of
balloon
Now, it is exposed some charts, these come determined by the previous rule, although it
wants to highlight that these situations come determined in base to trajectories made by
the central player.
These to his time will come developed in two sections:
1. Strategic game with superiority of 7x6
2. Strategic game with superiority of 7x5
Strategic game with superiority 7x6

 Aim by part of B, create the doubt in the mark in 4-5 and research of the side of
the superiority (graf.1), with straight path
 Aim of B, create superiority in the same zone or in the opposite (graf.2) , with a
trajectory in curve
Grafic 1 Grafic 2
11
THE GAME OF 7:
These options can be effective from his initiation, nevertheless and in front of teams of
good defensive quality, would have to link them with other more elaborated combinations
Strategic game with superiority 7x5
Grafic 3 Grafic 4
With straight trajectory With curved trajectory
Offensive system 4:3 with transformation to 3:4
LW
RW
LB
LR
CB CR
Based in the placing 4:3 with, four 1st lines and three 2nd lines in an initial situation,
happening to a disposal after a splitting to a final situation of 3:4.
It is another possibility of game inside the system of work, motivated by the combination
of situations no fixed of exit and in the research of endings through a previous
coordination.
Methodological process of the splitting:
1. Without ball
2. After pass
3. Through a previous coordination
12
THE GAME OF 7:
Possibilities:
1. By splitting of the central
2. By splitting of the side
3. By splitting of an extreme and occupation of the space, by part of the side of the
same side
To continuation expose different graphic demonstratives of these possibilities, in function
of the methodological process
1. By splitting of the central
Without ball 1 Without ball 2
After the pass 1 After the pass 2
Through a previous coordination 1 Through a previous coordination 2
13
THE GAME OF 7:
2. By splitting of a side
Without ball After the pass
Through a previous coordination
3. For Splitting of a wing
Without ball After the pass
Through a previous coordination
14
THE GAME OF 7:
The problems of the attack with 7

Using as a reference the attack of 6:5, and observing that in a lot of cases the numerical
superiority is not always goal, this conclusion puts in interdict the form of attack with 7,
as it is necessary to think that the goal this empty, and in the possibility of a direct shoot
by part of any opponent, and here is where really roots the big challenge of this attack
“The assumption of the risk” as a philosophy of work.
Situations where the team could fail.
1. Steal of the pass by the defender.
2. Lose of ball, going out by the side of the court
3. Failure in the soot
Which next we will detail
Basic principles of the defensive withdrawal
I. By the steal of the pass by the defender
It is the greatest difficulty and almost impossible to counter, since the action of the steal
is used to be final in normal conditions supposes the start of the fast breaks, which,
because of the surprise factor prevents the possibility of reaction by part of the attackers.
As half only to correct this situation, we would have to mentalize our players to a greater
guarantee of the possession of the ball, making them to see the risk that supposes the loss
of the ball.
II. Lose of ball going out by the side of the court
This can come produced by a failure in the pass or a refuse of the stick to the shoot to
goal.
As a principle performance will consist in planting to a player, (usually the next wing) to
the statutory distance on the player that have to effect the kick-off, the aim is to avoid the
possibility of the direct launching and to his time delay the pass, to be able to avoid the
rapidity in the rise and favour the defensive withdrawal bringing time to change with the
goalkeeper.
III. Failure in the shoot
Even in spite of the initial consideration of failure, produced by the offensive failure,
considers that inside east, are in front of the situation less fear and with greater
possibilities to counter.
Usually and except exceptional cases the goalkeeper does not intercept of direct form the
balloon, but it takes a determinate time in recovering it giving time to the defensive
withdrawal. Taking into account the psychological factor and the assumption of the risk
that comports, no all the launchings to distance of the goalkeepers are precise.
15
THE GAME OF 7:
The defence in inferiority

General considerations
General principles
1. Fight spirit, delivery and sacrifice, it is necessary to cover the space that produces
the inclusion of another attacker, it makes necessary the utilisation of
displacements longer and intense, in support of the block, making a restructuring
of the space by part of the defenders.
2. The work of mark of the pivot/s, will be universal mission and responsibility of
all the defenders, producing this constant changes of opponents and means of
maximum support in the movements.
3. The support of the mates of the opposite part to the ball becomes compulsory, it
has to look for equality situations in the zone of initiation.
4. The defenders have to take the initiative, acting under the concepts of anticipation
and deterrence. Generating doubts in the circulation of the ball, avoid throws in
good conditions and offering non-favourable options for the attack, they have to
be premises of the defensive collective work.
Requirements of the defence in inferiority
1. Of psychological order
1.1. Maximum concept of aggressiveness, inside the statutory norms
1.2. Submission to the discipline of the group
1.3. Own confidence and in their mates
1.4. Sense of the anticipation and risk
1.5. Moving self-supervision
2. Of physical order
2.1. Good physical condition of base
2.2. Work in conditions of fatigue (anaerobic resistance)
2.3. Speed of trip and reaction
3. Of technical order
3.1. Command of the trips
3.2. Mark the opponent without ball
 Distance control
 Prevent reception
3.3. Mark the opponent with ball
 Dispossession of the balloon
 Prevent displacements and comfortable passes
16
THE GAME OF 7:
4. Of individual tactical order

4.1. Distance mark
4.2. Mark the line of pass
4.3. Mark the man
4.4. Command situations 1x2
5. Of tactical order community
5.1. Opponent change
5.2. Slides
5.3. Contra-blocks
Order of system performance

All the situations and moments of performance come determined by the qualities of the
rival team offensive game, given the complexity of that, this section focuses in function
to the possible performances of base, looking for solutions in accordance with the
philosophy of work of the team and his defensive system.
1. In front of greater long distance throws / more depth.
2. In front of teams with a greater thrower / depth in the zone.
3. In front of teams without external throwing / deter and hamper the circulation
of the ball.
4. Value objectively the offensive technical quality.
5. Observation of the offensive system employee /adapt to the same.
6. If the defensive inferiority is to level of one or two (6x7 or 5x7) / higher or lower
distribution of the spaces.
7. In function of the situation of the pivot.
Development of a basic situation in inferiority 6x7
Wing has the ball Back has the ball
17
THE GAME OF 7:
Playmaker has the ball Playmaker has the ball
Development of a basic situation in inferiority 5x7
Wing has the ball Back has the ball
Playmaker has the ball
18
THE GAME OF 7:
Final considerations
Taking account the little published of the subject in question, in consequence we can say
with security that the exposed does not cover all the possibilities that this work offers,
likewise the methods and exposed concepts develop from the point of view of the
pragmatic, because of the novelty of the norm and his different variables.
At the same time if I consider to have developed part of the main ideas, as well as a rule
of these in his application to the game, that has to allow us the bases of future works.
Making a reflexion in the development practise of the subject, I think that the
ACEPTATION OF THE RISK is the base of the same, but even so I consider that his
application will come determined by the confidence of the trainers in his players and why
not to say it, in the confidence to the worked system and no like a momentary
circumstance or a solution desperately, as this would show a fault of conviction.
Although it has been developed in his section, I want to go back and highlight that the
use of this form of attack does not come determined by the improvisation, have to take
into account the study and work of all the complex situations that give, the one who goes
to be the seventh player, that tactical procedures will play, etc. Have to foresee in advance
the different circumstances, to avoid be surpassed by the precipitation.
Bibliografy
 Rules of Game in the July 2010 issue, RFEBM

 Antón García, J.L. (1998). Handball. Offensive Group Tactics: concept,
structure and methodology. Madrid ED. Gymnos.
 Antón García, J.L. (2010). Use of “False Goalkeeper” in attacking numerical
inferiority: do new tactic-estrategy contribution?, Journal of the science of sport.
 Román Seco, J.D. (2008). Collective group tactics in attack: models in the
Spanish handball
 Argiles, C. (2005). Individual design work for the implementation of a defensive
system. Communication RFEBM 208
19
ANALYSIS, PERFORMANCE AND EVALUATION
OF THE COUNTER-ATTACKS AFTER DEFENCE
AND COUNTER-GOAL (KICKOFF AFTER A
GOAL) AT THE QUALIFYING ROUND IN THE
LAST SIXTEEN OF THE CL 15-16 BETWEEN
MOL-PICK SZEGED AND THW KIEL.
JUAN CARLOS PASTOR GOMEZ

HANDBALL SPANISH FEDERATION
SPAIN
EHF MASTER COACH TESIS 2016
TABLE OF CONTENTS
1. SUMMARY
2. KEY WORDS
3. INTRODUCTION
4. METHODS AND DEVELOPMENT
5. RESULTS OF THE TESTS
6. ANALYSIS
7. ANALYSIS OF THE TESTS DISCUSSION
8. STATISTIC SUMMARY
9. ANALYSES AND DISCUSSION OF THE STATISTIC SUMMARY
10. DISCRIMINATION BETWEEN COUNTER-ATTACKS AND COUNTER-

GOALS
11. CONCLUSION
12. REFERENCES
Juan Carlos Pastor Page 2

1. SUMMARY
We have to bear in mind at the analysis, performance and evaluation of all the tests of the
counter-attacks after defence and counter-goals (kickoff after a goal) the following:
1. The used defences:
1.1 In equality (5:1, 6:0 and 5x5 and pressing)
1.2 In superiority (6x5).
1.3 In inferiority ( 5x6)
2. Defence performance + counter-attack ending with a goal, clear scoring chance,

7 metres, exclusion or disqualification, change impediment attack-defence, foul due
to balance by THW Kiel, nothing (normal static attack because of an own decision),
not initializing a counter-attack (due to team time-out, referee time-out, bad
execution or other circumstances), turnover, technical foul or regulation foul by
Mol-Pick Szeged.
3. Counter-goal performance with the same regulations.
4. Evaluation, performance and conclusion of the strategy beyond the result of the
matches or the qualifying match.
2. KEY WORDS
Defence, counter-attack, counter-goal, rhythm, success.
3. INTRODUCTION
When I first considered the qualifying-round of my team, the MOL-PICK SZEGED, against
THW KIEL, I took into account several other aspects apart from the technical-tactic ones:
- Distance in time between the two matches: The first match at Szeged would be the
20th March, the second the 23rd March; just three-days difference travel inclusive.
- Their last match was the 27th February; and although they could have more time to
relax and to prepare the match, they would also have less competitive rhythm than us
since we were playing two matches per week -though strategically we scheduled
them on Tuesdays and at the weekend so we could have more time to recover and to
prepare ourselves. At that moment, our priority was the VELUX Champions League.
Usually such a break brings more rush mistakes, wrong passes or kicks… In
conclusion more mistakes.
- Only four “real” players to play first-row (Duvnjak, Cañellas, Dissinger and Vujin),
which involves a higher physical exhaustion if there was a high rhythm.
- Vujin in the defence in case they would not use the attack-defence change for the
second pivot, and in case they could, the pivot that was attacking would have to

occupy the right defence-position –in some cases he would be quite far. The key plan
was the burnout of Duvnjak or Cañellas.
- We could use two player-rotations from the defence plus a counter-attack or counter-
goal; from a physical point of view, we could keep the rhythm.
The strategy from the RHYTHM point of view was clear. We focused on that in our previous
matches, we used the same strategies that we were going to use against THW KIEL: goal
kickoff. ALWAYS but not during the last minutes of the halves, where we had to take into
account the scoreboard; we would not use this method when we were one less player, unless
there was a cut or a clear advantage.
We chose to defend at the beginning –the defensive strategy 5:1 with Kallman ahead and
Parrondo would take his position at the second rotation. At the beginning and playing at
home, the defensive strategy 5:1 is the most decisive in order to avoid mistakes, etc. It was
good for us in order to develop our strategy to play fast. Moreover, players in the front could
play as a spearheads of our counter-attacks and kickoffs. They would be the assigned players
for the counter-goal kickoffs.
We would also have to take advantage of the superior situations of performance, so we chose
4:2 defence over their right-hand players of the first row; a player as Vujin or another hand-
right player should play more on the right side. Over that defensive structure, if we had
enough performance we would be able to get the appropriate rhythm and success in our
counter-attack transitions.
THE RESULT of the counter-attack tests and counter-goal –apart from the defence used, is
going to be classified through the FINALIZATION point of view.
We would describe it as a SUCCESS if we could achieve the finalization after the counter-
attack or counter-goal with a GOAL, A CLEAR SCORING CHANCE, 7-METERS,
EXCLUSION, and NO CHANGING VUJIN AT ATTACK-DEFENCE.
We would describe it as a PAUSE when they stop us the action with a THW Kiel FAULT or
when we decide to STOP and PLAY IN STATIC because there are no real possibilities to
continue. It is better to stop than making a mistake.
We would describe it as STOP when the counter-attack or counter-goal action CAN NOT BE
INITIATED due to team time-out, referee time-out (player laying on the floor or ball outside
the area) or bad execution (goalkeeper wrong throw, not stepping on the line, not throwing
from the correct place, etc.).
We would describe it as a MISTAKE when we LOSE THE BALL, with TECHNICAL

FAULTS or FOUL PLAY done by the Mol-Pick Szeged team.
In the counter-attacks we are going to try with first wave, with second wave or with third
wave with crossings or splitting the ending, as we will see in the graphics. For the counter-
goal, the person in the front will be in charge of the kickoff if we defend in 5:1 –the direct

pass to the endings or the player in the middle is usually used at the first or second wave. The
same cross systems and splitting were used for the third wave or continued attack –with
several creations and finalizations, as we will see in the attached graphics.
Everything is going to be explained in the graphics.
In the first graphic –after the structured 5:1 defence with the saving of the goalkeeper, we
changed the defensive player (Blazevic) for the left player (Antonio García). The goalkeeper
connects the kick with the central who was defending the left side (Bombac or Mindegía),
with our player at the front (Kallman), he throws to the left player who initiates a lateral-
lateral cross (THW Kiel defence in 6:0) with a pivot between the central defences –all the
described possibilities are exposed in the graphic.
Lateral-lateral cross plus a throw taking into advantage the collapse of the defence.
Lateral-lateral cross plus pivot throw taking into advantage the exit of the central defence.
Lateral-lateral cross plus continuity with the central player who is in a lateral position.
Lateral-lateral cross plus continuity with the left side player until the border.
There could be more possibilities in that first cross.
GRAPHIC 1
In graphic 2 after a defence in 5:1 structure with a kick out the goalkeeper line, we used a
change of the defensive player (Blazevic) for the left-lateral player (Antonio García). The
goalkeeper then connects the kick with the central attacker who was at the left exterior side
(Bombac o Mindegía) as our player at the front (Kallman) who throws to the left lateral

initiating a left attack while at the same time there is a splitting of the right border who runs
from the right exterior (THW Kiel defence is 6:0). As an example, a central block game is
chosen with pivot plus a right lateral cross and we continue with all the described possibilities
and with the graphic.
Central-pivot play
Central-pivot-block plus interval attack (cross decision or successive penetration) with lateral
right plus throwing.
Central-pivot-block plus interval attack (cross decision or successive penetration) with lateral
right plus pivot throwing.
Central-pivot block plus interval attack (cross decision or successive penetration) with lateral
right plus all the possibilities of continuing to the left side: left lateral, right extreme, left
extreme.
GRAPHIC 2
In graphic 3 after the defence in 5:1 structure with throwing and ending with a goal the
goalkeeper throws the ball to the player on the front part who starts correctly of the kickoff

and connects the right extreme that runs and achieves a goal without allowing the other team
to balance correctly.
GRAPHIC 3:
In graphic 4, after a structured defence in 5:1 with throwing and ending in goal the goalkeeper
throws the goal-ball to the player on the front who connects with the central who runs and
achieves a 3 x 2 situation at the right area of the field which will end with a goal or a clear
scoring chance.
GRAPHIC 4:

4. METHODS AND DEVELOPMENT
The methods and development used for the execution of the thesis are:
1. Complete detailed VISUALIZATION of the MOL- PICK SZEGED

vs. THW KIEL match which was played on Sunday the 20th March 2016 at 18h 30
at Szeged and the THW KIEL vs. MOL-PICK SZEGED match which was played
the 23rd March 2016 at Kiel. Some images from these two matches have been used
in order to support this thesis- SPORT TV HUNGARY and SKY SPORT TV
GERMANY.
2. Detailed ANNOTATION of every test to every time of game in every match. Every
test will have its success (counter-attack or counter-goal), which defence was used
and which was its finalization –they will be classified as it has been previously
described at the introduction of the thesis. It is understood that after every
possession after defence, after possession done by the THW KIEL or a goal is
UNIQUE and DIFFERENT, and so it will be annotated.
3. TRANSCRIPTION of the test data in an Excel page for every time of the match. It
has even been detailed the results of the test every 10 minutes in order to have
additional information. So, we will have four Excel pages divided into three parts
for every one of them.
4. ANALYSIS of the tests, taking into account when we had more success, pause,
stop or mistake, and if it exists a reason or why that happened. Here we will focus
on which moment of the match was, which defence was being used and the score or
the eliminatory in that particular moment.
5. STATISTIC SUMMARY of the all the tests in every time of both matches. This
will be done considering if it was success, pause, stop or mistake at the finalization
of the test as it was previously explained.
6. STATISTIC SUMMARY of all the tests in every qualifying round. I will be doing
so taking into account if it was success, pause, stop or mistake at the finalization of
the test as it was previously explained.
7. STATISTIC SUMMARY DISCRIMINATING IF IT IS A COUNTER-

ATTACK OR COUNTER-GOAL. We will bear in mind with which test there
was more success, pause, stop or mistake at the end of the test.
8. Result analysis DISCUSSION.
9. CONCLUSIONS: strategic point of view, scoreboards or the result, or the final

result of the qualifying round.

5. RESULTS
Here I will be presenting all the results in 4 Excel images.
We differentiate the different samples with colours so it is easier its observation and
comprehension: counter-attack in blue and counter-goal in yellow. Defences are depicted in
light blue in its column. And finalizations in green –the SUCCESS, oranges the PAUSES,
black the STOP and red for the MISTAKES.
We can also see brown distinctions in each Excel capture which correspond to 10 minutes of
the match.
EXCEL 1: 1st part MOL-PICK SZEGED- THW KIEL 20th – MARCH - 2016
CONCEPTO DEFENSA FINALIZACION
6.0 5.1 5X 5 6X 5 5X 6 GOL OCASIÓN GOL 7 METROS EXCLUSION NO CAMBIO FALTA ATAQUE NO ACCION PERDIDA FALTA TEC FALTA REGL
CONTRATAQUE
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRATAQUE
CONTRATAQUE
CONTRATAQUE
CONTRATAQUE
CONTRATAQUE
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRATAQUE
CONTRATAQUE
CONTRAGOL
CONTRATAQUE
CONTRATAQUE
CONTRATAQUE
CONTRAGOL
CONTRATAQUE
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRATAQUE
EXCEL 2: 2nd part MOL-PICK SZEGED - THW KIEL 20th – MARCH - 2016
6.0 5.1 5X5 6X5 5X6 GOL OCASIÓN GOL 7 METROS EXCLUSION NO CAMBIO FALTA ATAQUE NO ACCION PERDIDA FALTA TEC FALTA REGL
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRATAQUE
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRATAQUE
CONTRATAQUE
CONTRATAQUE
CONTRATAQUE
CONTRATAQUE

EXCEL 3: 1st part THW KIEL - MOL-PICK SZEGED 23rd – MARCH - 2016
6.0 5.1 5X5 6X5 5X6 PRESSING GOL OCASIÓN GOL 7 METROS EXCLUSION NO CAMBIO FALTA ATAQUE NO ACCION PERDIDA FALTA TEC FALTA REGL
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRATAQUE
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRATAQUE
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRAGOL
EXCEL 4: 2nd part THW KIEL - MOL-PICK SZEGED 23rd – MARCH - 2016

6.0 5.1 5X5 6X5 5X6 PRESSING GOL OCASIÓN GOL 7 METROS EXCLUSION NO CAMBIO FALTA ATAQUE NO ACCION PERDIDA FALTA TEC FALTA REGL
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRATAQUE
CONTRATAQUE
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRATAQUE
CONTRATAQUE
CONTRAGOL
CONTRAGOL
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRATAQUE
CONTRAGOL
CONTRAGOL
6. ANALYSIS OF THE TEST RESULTS
If we take a look to the Excel images that correspond to the first match (1 and 2) we will see
that from a defensive point of view most of them are equal (we were using a 5:1 defence all
the match) and that just 3 test are a superiority defence (6x5); that is due to the fact that the
THW KIEL team only had two exclusion during all the match (one in every part of the match)
while MOL-PICK SZEGED did not have any during this first match.
The analysis from a FINALIZATION point of view is clear, since during the first match we
can only see TWO MISTAKES (during the first part) while the success is the predominant
one –neither the pauses nor the stops; nevertheless, at the end of every part a different

intelligent scoreboard management was used. The rest of the stops were because of referee
time-out because players were on the ground.
The analysis from a test point of view: there were more counter-goals at the beginning of both
parts and more counter-attack at the end of both parts.
We are going to analyse now the EXCEL images that correspond to the second match (3 and
4); from a defensive point of view there is a lot of variety: Defence in equality in 5:1 with
changes in the 12th minute during the second part to a 6:0 and a last change to pressing during
the last attacks. THW KIEL had four exclusions while MOL-PICK SZEGED had six. As we
can see on the images there were 6x5 defences, 5x6 defences and even some 5x5.
The analysis from a finalization point of view is quite clear in a first glimpse, there are only
three mistakes –one on the first part and two on the second part. There are more success than
stops –these last ones due, most of them, to exclusions and pauses.
The analysis from a test point of view is also clear, with a yellow colour of counter-goal
during the first part and some parts in blue because of counter-attacks during the second part
of the match –although the predominant colour is still yellow.
7. ANALYSIS OF THE TESTS DISCUSSION
After the test analysis we can say that the match MOL-PICK SZEGED - THW KIEL with a
final result 33 – 29 (16 14) was a high-rhythm match were the counter-attacks were higher
than the counter-goals –except for the beginning during the second part due to the goalkeeper
Sierra who stopped 12 goals during the first part and 7 during the second part. That is why
there were more counter-goals during that first period of the second part of that particular
match.
All the defences are in 5:1 except for three, which are 6 x 5 though they finish with
success. The discussion through a finalization point of view is that all the success-kicks
were done during the beginning and the end of every part –during the rest of the match
they were very dispersed. This was due to the fact that at the beginning of every part
Bombac was playing and the last twelve and ten minutes of every part, it was Mindegia
who was playing since he was fresher than the first one. The middle part did not have
so many successes since Bombac was feeling tired and because of the existing pauses
due to faults by the THW Kiel team. As an additional information, we should say that the
last eight minutes is a 7 – 1 because of the defence contribution plus the goalkeeper,
the played counter-attacks and the rhythm. The stops, as we have already said, were not
so many and most of them because of the last-minute strategy in order to preserve the
number of goals in the scoreboard. The number of mistakes of the tests was just anecdotic.
Taking into account the first match result, and knowing that the second match was going to be
played just three days after de previous one, they would not be able to recover after such a
hard match as the other team coach, Alfred Gislasson, said during an interview; that way, they

would keep on playing with their four first rows in the three attack-places and two of them
would have to defend at least two of the four central positions if they were going to defend in
6:0, or if they were going to do it 3:2:1 with two or three, the player in the front (Duvnjak),
the central defender (Cañellas) and Dissinger or Vujin if they were not able to change for the
second pivot. Another different factor to take into account during the second match that was
going to be played, was to keep our strategy with the same rhythm in order to WIN the match,
to lose it with less than four goals difference or to lose with four goals difference if we could
at least score 29 goals, that is to say, they would have to win with at least five more goals if
we got to 29 goals. The last factor to consider, though not written, was that it was going to be
very difficult not to have any exclusions as we had during the first match; so the goalkeepers
and the centre-field players would have to discriminate when we would be able to initiate a
counter-attack or counter-gaol. What we had in mind was that the numbers of mistakes of the
tests and the static-attacks or throwing were going to be decisive in order to pass to the next
round.
The second match THW KIEL-MOL-PICK SZEGED ended with a final result of 36-29 (18-
14), it ended up being a very high-rhythm match because of all the guidelines. It
predominated the counter-goals over the counter-attacks due to the lack of assistance in the
goal during the first part –five stops. The second part had more assistance thanks to the
entrance of Wysumirski for Sierra with ten stops. There are more changes in the defense. In
equality, around the 12th minute during the second part and the last three minutes of the
match, we had to change from 5:1 to 6:0 as an alternative defense in order to get to the 29
goals. As we have expected, it was quite complicated not to get any exclusions, so we got
fined with six and Kiel with four. That is why we can see more 5x6 defenses than 6x5 ones,
and a 5x5 situation due to the ones that were out.
The discussion from the FINALIZATION point of view is clear, there are several success
tests except at the end of the first part where the result was almost equal; nonetheless THW
Kiel started scoring and there was a four goals difference. We decided to go on a break to
rotate in order to get our rhythm back, we needed more assistance from the goal in order to
get closer in the scoreboard; however we could not achieve it because of one of the few
mistakes of that match that we made during a counter-attack. THW Kiel got advantage in the
scoreboard and the mistakes in the static made it almost impossible to get closer; so what we
got was no success tests but many stops due to the difference. During the second part there
were plenty of success and many stops due to the exclusions most of them during the first
part of the match, not many pauses and just two mistakes (one in a counter-attack and an
attack fault which was a clear occasion of goal, that is, success). We changed again the central
player for the last ten minutes and from the test point of view was a success, nevertheless, we
did not score in the last eight minutes –three 7-metres and two clear counter-attacks. They
won thanks to Landin. We had four mistakes in 7-metres during this match, seven in total in
the qualifying round; this is obviously one of the reasons for the final result of the match,
however we will talk about that fact later.

8. STATISTIC SUMMARY
Apart from the Excel, we are going to see a summary done with statistic diagrams for every
match, divided in parts and a total statistic summary of the qualifying round.
STATISTIC SUMMARY MOL-PICK SZEGED-THW KIEL

PRIMER TIEMPO
ÉXITO 14/30
PAUSA 8/30
STOP 6/30
ERROR 2/30
SEGUNDO TIEMPO
ÉXITO 9/24
PAUSA 9/24
STOP 6/24
ERROR 0/24
STATISTIC SUMMARY THW KIEL - MOL-PICK SZEGED

PRIMERA PARTE
ÉXITO 10/27
PAUSA 3/27
STOP 13/27
ERROR 1/27
SEGUNDA PARTE
ÉXITO 12/31
PAUSA 7/31
STOP 10/31
ERROR 2/31

TOTAL STATISTIC SUMMARY OF THE QUALIFYING ROUND
ÉXITO 45/112
PAUSA 27/112
STOP 35/112
ERROR 5 /112
9. ANALYSES AND DISCUSSION OF THE STATISTIC SUMMARY
If we observe the attached diagrams we can see a similar analysis that the one found in the
excel images: during the first part of the match we had more success (14/30). However pauses
and stops are also relevant (14/30) with just (2/30) mistakes. During the second part of the
match there is an alternation of success and pauses (9/24 and 9/24) with (6/24) in stop, and no
mistakes (0/24). It is important to emphasize that there are more tests during the first part
because of the scoreboard control.
During the second match and in the first part there were many stops (13/27), also success
(10/27), not many pauses (3/27) and just one mistake (1/27). The second part was quite
similar but with more success (12/31) that stops, though also several (13/31), pauses (7/31)
and few mistakes (2/31). It is important to emphasize that there are more tests during the
second part because of the pressing, shorter attacks, more exclusions and the necessity to get
to 29 goals.
In the preliminary round diagram there is a 40,18% SUCCESS (45/112), 31,25% STOP
(35/112), 24,11% PAUSE (27/112) and just 4,46% MISTAKE (5/112). So this “test” ended
up with a quite good result. The quality index in any company, any product that we want to
elaborate or any experiment that we want to try scientifically –and in that particular case from
a sportive point of view, is going to be given thanks to the low-mistake result –as in this
statistic. I would have liked that the success parameters were higher, but it could not be that
way due to some specific give patterns or pre-establish premises before the match –as not to
initiate the counter-attack or counter-goal with a 5x6 defences unless the game was pretty

clear. This is the reason why during the second match there were twenty-three stops instead of
the twelve ones that happened during the firs match –that is to say, almost twice in one match
than in the other one. This happened due to the six exclusions during the second match, while
in the first one there was none. The number of pauses is normal; many were due to the control
of the scoreboard.
10. DISCRIMINATION BETWEEN COUNTER-ATTACKS AND COUNTER-GOALS
Another interesting analysis is to take a look to the number of tests that are counter-attacks
and the ones that are counter-goals. It is also clarifying to differentiate which results
predominated in one type of test or on the other one. For that reason we are going to see this
discriminative test between the ones and the other ones with the following diagrams.
DIFFERENCE BETWEEN COUNTER-GOALS AND COUNTER-ATTACKS

CONTRAGOLES ( 61/112)
ÉXITO 15 (8+7)
PAUSA 17(10+7)
STOP 29 (8+21)
ERROR 0
CONTRATAQUES (51/112)
ÉXITO 30 (15+15)
PAUSA 10(7 + 3 )
STOP 6( 5 + 1 )
ERROR 5 (2 + 3 )
This is a very interesting diagram with very clarifying results of the experiment:
First the number of counter-attacks actions is fewer (45.54 % ( 51/112) ) while the counter-
goals (55.46 % ( 61 /112)). However there is not a significant difference. I think is more
interesting the discussion through the QUALITATIVE point of view, more than the
QUANTITATIVE one. I will explain it now.
If we take a closer look to these statistics, in just the counter-attacks we can see that there is a
58,52% (30/51) SUCCESS –an average of fifteen per match; an 11,76% (6/51) STOP –just
one during the second match; a 19,61 (10/51) pauses –seven during the first match and
just three in the second one; an 9,80% (5/51) MISTAKE –two and three. If we check
the counter-goals we will see a 24,59% (15/61) SUCCESS –eight and seven respectively;
a 27,87% (17/61) PAUSE –ten during the first and seven during the second; a 47,54% (29/61)

STOP –eight during the first match and TWENTY-ONE during the second; and 0% (0/61)
MISTAKE.
11. CONCLUSIONS
So the final conclusions that we can get after all these analysis of the QUALITATIVE and
QUANTITATIVE results is –with all the tests that we have seen in the Excel images, the
statistic diagrams of the qualifying round matches, the discriminatory or the differentiation of
the counter-attacks or counter-goals:
1. The number of counter-attack tests is slightly lower than the counter-goals, that is,
51 to 61.
2. From a global point of view, SUCCESS clearly predominates -40,18% (45/112),

over STOP -31,25 (35/112), over PAUSE -24,11% (27/112), and MISTAKE -just
4.46% (5/112).
3. It is important to emphasise the 4,46% MISTAKE –which is the one established by

the QUALITY or EXCELLENCE index in any developed product.
4. In COUNTER-ATTACKS, SUCCESS is almost 60 %.
5. In COUNTER-GOALS, STOP is almost 50 %.
6. It is curious that the number of SUCCESS in counter-attacks is almost twice than in

counter-goals (thirty to fifteen).
7. MISTAKES can only be found during the counter-attacks –five in total, while none
during the counter-goals.
8. Higher number of STOPS during the counter-goals (twenty-nine over six during the
counter-attacks). Most of them take place during the second match while the
counter-goals (twenty-one) due to the exclusions and to the accomplishment of the
5x6 premise.
9. The number of PAUSE is similar in all levels.
10. From my point of view, the tests for this “experiment” had a SUCCESS and with
these results we could have won the qualifying round.
In order to finish with the conclusions, I would like to evaluate everything from different
points of view: established guidelines, the strategy and the qualifying round result:
1. GUIDELINES compliance:
- High rhythm even though there was no time-lapse between matches: YES
- Counter-attack kickoff after defence –even though it was not going to be used
in 5x6 unless safe: YES

- Counter-goal kickoff –or at least try it if possible, following the pre-stabilised
guidelines: YES
- Fast counter-attack or counter-goal in order to stop possible changes in attack

or defence –mainly Vujin’s: YES
Now that all the GUIDELINES have been explained, we can say that the “experiment” was
positive since we followed them; so, indeed, we could have passed the qualifying round.
2. About STRATEGY:
- Two rotations in order to keep the defensive intensity, the guidelines

achievement and the rhythm: YES
- Second central player during the last third of every part –since we think that
is a decisive moment in a match: YES
- Success (the last partial during the first match is 7-1 for the last eight minutes
and during the last eight minutes of the second match, we did not succeed
three 7-metres and two counter-attacks in front of their goalkeeper): YES
With this STRATEGY the “experiment” was a success since we achieved it;
and with this strategy we could have passed the qualifying round.
3. ELIMINATORY results:
- Positive result from the first match: YES
- Positive result from the second match: NO
- Positive result from the qualifying round: NO
From a scientific point of view, the “experiment” was a success; there were almost no
mistakes. All the guidelines and strategy were fulfilled. Honestly, I think we played better
than the other team or at least we were not worse during those two matches –from a game or
creation point of view. Then, WHY COULDN’T WE QUALIFY? The answers are also
quite clear.
1. The team that qualifies is the one that score most goals, not the one with
more occasions.
2. The team that qualifies is the one that is not scored, not the one that tries to
score.
3. The team that qualifies is the one that makes less kick mistakes. We did not
succeed seven 7-metres –three during the last eight minutes, so it was really
complicated. There were clear counter-attack situations, two of them during
these eight last minutes.

4. Rebounds or divided balls are for them.
5. Experience and resolution or wise choices during the key plays.
6. We could have answered to that question with just one name, LANDIN. His
sporting performance was decisive for the final result, which helped his team
to the final victory. One last thing: TO CONGRATULATE THE THW KIEL.
To sum up, I would like to answer a question that is still on the air: Would I organise the
match same way I did? The answer is clear: YES from every point of view. I would just have
to add one more premise: NOT TO FAIL A GOAL.
12. REFERENCES.
- SPORT TV HUNGARY. First match video: Mol-Pick Szeged- THW Kiel.
- SKY SPORT TV GERMANY. Second match video: THW Kiel-Mol- Pick

Szeged.
- PICK HANDBALL CLUB. MOL and PICK Transparent logos used at the tactic
graphics.
- PICK HANDBALL CLUB. Thesis first page photo.

EFFECT OF CORE STABILITY TRAINING ON THROWING VELOCITY IN
MALE HANDBALL PLAYERS
JUAN CARLOS REQUENA MOLINA
SPANISH FEDERATION, SPAIN.
ABSTRACT: The purpose of this study was to verify the effects of core stability training with
an unstable surface on throwing velocity in young male handball players. Sixteen handball
players (19,94 ± 2,84 years) were initially divided into an experimental group (GE, n = 8) and
a control group (GC, n = 8). Twice per week the GE performed a progressive core stability-
training program, in addition to their regular handball training. The core stability training
increased the maximal throwing velocity by 3,01% in the GE.
KEYWORDS: Handball, throwing velocity, strength, core, unstable.
1. INTRODUCTION
1.1. CONTEXTUALIZATION
When we talk about “Core”, we refer to the centre of the body (the lumbo-pelvic-hip complex).
Underlining the influence that this central muscle and its stability has on posture control (maintaining
a good body alignment) and trunk movements on the pelvis. It produces an optimal production,
transfer and control of power to distal segments (Kibler y otros, 2006; Willardson, 2007). The core
includes the muscles and joints of the abdomen (abs and diaphragm), spine (paravertebral and gluteal
muscles), pelvis (the pelvis floor), and hips (Richardson et al., 1999).
Core training has been assessed by many studies related to back pain or injury prevention
programmes. Hibbs et al., (2008) Significant positive correlations were observed between
improvements of core stability and injury recovery of lower back pain. Other studies found that a lack
of neuromuscular control of the trunk foreshadowed risk of knee injury (Zazula et al., 2007).
Abt et al., (2007), found that Core fatigue resulted in altered cycling mechanics that might increase
the risk of injury because the knee joint is potentially exposed to greater stress. Improved core stability
and endurance could promote greater alignment of the lower extremity when riding for extended
periods, as the core is more resistant to fatigue. It shows the important role that Core stability plays on
1
injury prevention. For example, Leetun et al., (2004) proved that decreased lumbo-pelvic (or core)
stability contributes to the etiology of lower extremity injuries, particularly in females
On the other hand, in sports performance, scientific literature has studied the link between
performance and strength/power of core stability. Reviews of scientific evidence like Sharrock et al.,
(2011) and Shinkle et al., (2012) are good examples. However, there is no strong evidence that can
quantify that relation.
Tse et al., (2005) examined the effectiveness of a core endurance exercise programme in young
rowers. The 8-week core endurance training programme improved selected core endurance parameters
in healthy young men, but the effectiveness of the core intervention on various
functional performance aspects was not supported.
Schibek et al., (2001) and Stanton et al., (2004) used fitball training programmes and they found
relevant improvements of Core stability. However, there were no improvements on swimming or
running performance. These studies are connected with the results of Tse et al., (2005) in young
rowers.
In others sports like American football, Nesser et al., (2008) studied the relationship
between core stability and various strength and power variables in strength and power athletes.
Significant correlations were identified between total core strength and variables such as: counter
movement vertical jumps, back extension, trunk extensions, 20- and 40- yard sprints and agility.
Although, they think that the influence of a strength and core training programme on sport
performance should be measured by specific functional improvement of the sport itself (e.g. throwing
velocity or the outgoing velocity of the ball from the baseball bat).
Shinkle et al., (2012) gives an explanation of the low significance level found between
strength/core stability and sport performance in those studies mentioned previously. The reason could
be that exercises used to improve strength and core stability were static and based on endurance. For
instance, they used exercises like the front plank (the plank is an isometric core strength exercise that
involves maintaining a position on your forearms and toes on the floor). However, these kinds of
exercises rarely replicate the demands of a real game in sports.
Shinkle et al., (2012) underlines that in most sports efforts are performed using dynamic
movements. They studied a fitness test that allowed them to determine how power is transferred from
lower to upper body. Their recommendations are specific and are about dynamic exercises instead of
static positions.
There is various evidence of beneficial core stability training on sport performance. It is

particularly important, above all, in sports where there is a transfer of force from lower to upper body.
We have examples of positive effects in golf (Lephart et al., 2007; Seiler et al., 2006), baseball
2
(Szymanski et al., 2007a, 2007b; Lust et al., 2009), handball (Saeterbakken et al., 2011) or soccer
(Pederser et al., 2006).
These studies conclude that dynamic training of core muscles improve certain functional specific
parameters of each discipline such as: Batted ball speed, exit speed, throwing velocity or kicking
velocity in soccer.
In her thesis, Samson (2007) used a core stabilization training programme in a five-week training
study involving tennis players. In their opinion, that programme produced positive effects on dynamic
postural control and it could be included in their training to get better postural control and balance.
Reid and Crespo (2002) pointed out the importance of proximal stability of core muscles in
tennis. They claim that tennis players need a stable base (stabilizer muscles) which allows them to
increase strength, power, explosive strength and control. All of this whilst improving muscular
strength of extremities, posture, speed of sporting movement and decreasing injury rate.
In volleyball, Leporace et al., (2013) and Sharma et al., (2012) showed that core strengthening
exercise programmes increase trunk stability and vertical jump parameters. Furthermore, the results
suggest that preventative training programmes in low risk, young, male volleyball athletes may
enhance performance and induce changes in some kinematic parameters.
Also in volleyball, Oliver and Di Brezzo (2009) found these kinds of activities very effective.
In their opinion, functional balance activities are cost effective and should be added to any form of
strength and conditioning programme in an attempt to enhance programme effectiveness and to
develop functional postural activation
Core stabilization strength programmes were also applied in soccer using sling exercise
training (Perderser et al., 2006). After 8 weeks the results suggested that sling exercise training had
a positive functional impact on well-trained athletes. Bilateral balance deficits were eliminated and
kicking velocity was marginally improved
However, it is in golf, baseball and handball where we found more positive results of core
strength training on upper body strength. If we talk about baseball, Szymanski et al., (2007a,
2007b) showed that performing additional rotational medicine ball exercises 2 days a week for 12
weeks statistically improves baseball performance variables. So they found that batting speed could
be improved based on a core stability training programme.
Lephart et al., (2007) studied the influence of conditioning programmes designed to enhance
the stability of the lower body and to increase the mobility of the upper body. They showed that an
eight-week golf-specific exercise programme improves physical characteristics, swing mechanics,
and golf performance in recreational golfers.
3
Also in golf, Seiler et al., (2006) examined the impact of a Sling Exercise Training (SET) core
stability programme on maximal club-head velocity in competitive junior golf players. They
compared two kinds of training: specific core and rotational stability training vs standard strength
training (CON). Both groups increased club head velocity but those who performed SET improved
more than CON (3,8% vs 1,2% in club head velocity). This study demonstrated a transfer of
generalized core stability training to a specific performance task.
Finally we have handball studies (Saeterbakken et al., 2011). Saeterbakken et al studied the
effect of a sling exercise training (SET)-based core stability program on maximal throwing velocity
among female handball players (16,6 ± 0.3 years). These results suggest that core stability training
for 6 weeks using unstable, closed kinetic chain movements can significantly improve maximal
throwing velocity (4,9%).
There are many options to train core stability according to researchers. For example we have
rotational medicine ball training in baseball (Szymanski et al., 2007a; 2007b). Another option is
Sling Exercise Training (SET) in soccer (Pederser et al., 2006), handball (Saeterbakken et al.,
2011) and golf (Seiler et al., 2006). Other training sessions used unstable surfaces like a soft foam
stability training pad in baseball (Lephart et al., 2007) with good results. Fit-ball trainings are used
as well. There are many studies that reveal improvements of core stability (Stanton et al., 2004;
Schibek et al., 2001), although benefits in sport performance aren’t clear.
Something very similar happens in the case of BOSU (BOth Sides Up), unstable surfaces that
can be used both sides up. It is dubious whether BOSU itself improves sport performance, but it is
recognized that it improves postural stability and controls the centre of gravity (Romero-Franco et
al., 2012). However, researchers such as Gregory et al., (2005) recommend including BOSU
training in order to gain neuromuscular benefits, especially in sportswoman as a part of an injury
prevention programme.
There are several studies that are included within proprioceptive training and core stability
programmes, the combined used of BOSU exercises as a part of unstable surface training.
Improvements have been found on postural stability and dynamic balance (Martinez-Amat et al.,
2012) as well as benefits in controlling the centre of gravity in sprinters (Romero-Franco et al.,
2012).
We agree with Reed et al., (2012) who point out that many studies relating to the effect of core
stability on sport performance use amateur sport players, in particular, young students. Instead of
that, adult athletes should be used because it is difficult to transfer data of young and amateur
players to the real competition.
4
1.2. Formulation of the Hypothesis
The effects of Core strengthening and stability training on sports performance in male
handball players has been less studied. As a result, this research will try to test if a Core
training programme using unstable surfaces has a positive influence on throwing speed in
male handball players, in both young players (16-18 years old) and young adult players.
1.2.1 Objectives
To check or prove if unstable surface training on young handball players has a positive
influence on throwing velocity.
2. METHODS
2.1 The Subjects of the Study
A sample of 16 young, male handball subjects from two different teams were used.
The first adult team competed in the first national league (third in order of hierarchy). The
second team was an U-18 team which competed in the first Andalusia league at that age
group (first division). Subjects were randomly assigned to control group (CG) or
experimental group (EG). CG completed their normal training. No CG subject used Core
training before or after the procedure. Twice per week the GE performed a progressive
core stability-training programme.
Table 1. Averages and Standard deviations in the age, weight, height, years of experience, hours of training in
the current season divided by groups and total hours.
EG (n = 8) CG (n = 8) Average (n = 16)
Age (years) 20,25 ± 3,62 19,62 ± 2,07 19,94 ± 2,84
Weight (kg) 81,25 ± 9,39 82,00 ± 11,81 81,63 ± 10,6
Height (m) 1,8 ± 0,04 1,80 ± 0,09 1,80 ± 0,07
Experience (years) 10,62 ± 3,54 9,38 ± 1,69 10 ± 2,61
Total hours of
training (hours per 10 ± 1,51 10 ± 0,97 10 ± 1,24
week
5
Hours of Core 2,2 ± 0,92 ---------- ----------
Training (h/week)
Hours of handball 6,3 ± 0,92 7,3 ± 0,76 7,29 ± 0,77

(H/week)
Hours of strength 1,5 ± 0,26 2,7 ± 0,21 2,7 ± 0,23

training (h/week)
EG= Experimental Group, CG= Control Group.
Before participating in this study, subjects and their parents were informed about the
experiment. They signed a consent form previously. A questionnaire about their medical history,
age, height, weight, training characteristics, injury history and years of experience was completed
before starting the study. If they wanted to be included in the research, they couldn’t get injured
during the experimental period. Furthermore, they should be in the competitive training period and
they should have 5 years of experience a handball player.
During the research 6 subjects were excluded because they didn’t fit the inclusion criteria due
to injuries. Finally we had 2 groups of 8 people. The study took place between February and April,
during the competitive period of the season 2012/2013. Subjects played one match per week.
2.2 The Training Plan
2.2.1. General Training
Every subject carried out his normal training during the competitive period. Table 1 shows the
number of hours of handball training and strength training for both groups. EG replaced part of his
technique-tactics training and strength training for Core training, as shown in Table 1.
2.2.2. Core Training
EG performed Core training programmes twice a week for 6 consecutive weeks, allowing 48
hours of rest between them. Every training session started with a general 15 minute warm-up which
consisted of 6 exercises (4 with fitball and 2 with Bosu). The total duration of the training session
was between 65 and 75 minutes. Fitballs (Domyos, España) of 65 cm height were used (for subjects
under 180 cm) and 75 cm (subjects over 180 cm). We also used Bosus (Fitness, LLC, San Diego,
CA, USA).
Core programmes consisted of 6 specific exercises of closed kinetic chains that compromised
Core muscles and rotational stability (Figures 1-6). The progression of the training programme
6
consisted of 3 different levels of difficulty, increasing Bosu instability, increasing difficulty or
increasing duration of exercises. Set, time and repetitions are shown in Table 2.
An expert trainer was present in every first core training workout for each level. For the rest of the
training sessions, a partner was used as a supervisor. Of the exercises performed (except the 5
related with strength and stability of structures responsible of femur mobility thanks to the joint of
the hip), the exercises were related to strengthening of the lumbopelvic area. However, some of
them demanded synchronic efforts of both the lumbopelvic area and lower and upper extremities
(Figures 1-6). The equipment used had an unstable quality that helped EG to improve muscle
activation of stability muscles of shoulders and trunk.
The reason why we included non-specific exercises of lumbopelvic areas are: 1) If we train
stability and strength of lower and upper extremities, it produces a significant increase of stability
between every joint. 2) It will reduce energy loss between segments. (Kibler et al., 2006 y Prokopy
et al., 2008). This conservation and transfer of power could have an influence on throwing velocity.
(Prokopy et al., 2008).
Table 2. Summary of the six exercises performed during the core training workouts of experimental group (EG)
Exercise Methodology Description
4 sets of 10 repetitions, holding the final position for at least two seconds. 3 sets in
1A,B,C
the first week of every exercise.
2A 3 sets of 30 seconds the first week and 4 sets of 45 seconds the rest.
3 sets of 8 repetitions the first week of every exercise and 4 sets of 10 repetitions the
2B,C
second week.
In the first week of every exercise 3 sets of 7 repetitions for each leg and in the
3A,B,C
second weeks 4 sets of 10 repetitions for each leg.
From 3 sets of 15 repetitions the first week, to 4 sets of 20 repetitions the second
4A,B
week.
From 3 sets of 15 seconds for each leg the first week, to 4 sets of 30 seconds for each
4C
leg the second week.
4 sets of 4-6 repetitions for each leg, (C) exercise using a free weight of 3 kg, and
5A,B,C
every exercise without any execution error. Beginning every first week with 4
repetitions and ending the second one with 6.
7
6A,B
4 sets of 30 seconds the first week and 45 seconds the rest.
4 sets of 8 repetitions the first week and 10 repetitions the seconds, 2 sets for each
6C
side.
We gradually increased the effort in exercises by adding unstable surfaces and modifying arm
resistance. We also increased the difficulty of workouts so work overload on core muscles were
considerably increased. In order to select exercises and grade the intensity of them, we used a similar
criteria to Saeterbakken et al., (2011). The first level of every exercise was performed during the first 4
weeks of training. The second level was performed from the fifth to the eighth session. After those 8
sessions, subjects progressed to the third level of difficulty until the 12th session. All exercises were
performed with slow and controlled motion except for the concentric phase of exercise 1 (Figure 1
“A”) and the one legged squat. In this way, the neuromuscular system was stimulated in order to
stabilize muscle core to adjust to external charges (Vera-Garcia et al., 2000).
If we talk about the axis of rotation and the plane of movement of specific exercises, there are
recommended workouts for the Core muscle performed only in one or two planes of movement
without rotational instability. Kibler et al., (2006) focused on sports performance in technical skills
like throwing. Rotation of the core (torso) along the vertical axis is a vital element of sport. For that
reason it is important to use dynamic exercises (Saeterbakken et al., 2011). In our methodology we
have included these suggestions to make the workouts more specific. The equipment used in our
training sessions produces instability in three dimensions, so for that reason sports performance will
improve (Saeterbakken et., 2011).
8
A B C B C
Level 1 Level 2 Level 3

Figure 1. (A) Push-ups and simultaneosly lift one leg (B) The pyramid
Figure 2. (A) Front plank on forearms. (B) Stability Ball Roll Out (Roll
(Pike). (C) Prone Knee tucks
out). (C) Dynamic plank from standing position.
A B
A B C
C
Figura 3. (A) Alternating knee tuck in plank to extension on fitball(B) The Figura 4. (A) Alternate Superman off Fitball. (B) Superman on fitball. (C)
same exercise as 3A with arms extended. (C) Alternating knee tuck in plank Bird-dog exercise on Bosu
on fitball and Bosu
A B C
A C

Figura 6. (A) Side Plank on Bosu. (B) Bosu Side Plank with leg raise. (C)
Figura 5. (A) Single leg squat (B) Single leg squat on Bosu. (C) Dumbbell
Bosu Side Plank with dumbbell reach
single leg squat
9
2.3. Measurement Procedure
After the 15 minute warm-up, the throwing velocity using a classic 7-metre shot with
three previous steps was calculated. The warm-up included continuous running and specific
warm ups using throwing exercises. A standard handball ball for male adults (weight 425-475
g. circumference 58-60 cm.) was used. Subjects performed 10 consecutive shots from 7
metres with three previous steps. The throw was carried out aiming at a target square of
60x60 cm. placed in the middle of the goal. It was placed using sticky tape (Sedano et al.,
2009). Only those shots recorded by the radar were taken into account. We allowed them to
repeat a throw if their shot weren’t recorded.
Before the pre-test, subjects were made familiar with the procedure, allowing them to
perform practice shots. This practice was carried out a day before the pre-test. In groups of
three people we measured the 10 shots, one at a time. There was a 60 second rest between
attempts. Players were encouraged to throw as fast as they could, aiming at the target or
square. The average of the three best throws was used for further analysis. The post test was
carried out similarly, a week after the intervention period ended.
60 cm.
60 cm.
2 m.
7 m.
2 m.
Figura 7. Front and lateral view of the moment of throwing from the 7-metres line using a straight shot
with previous steps.
10
The throws were evaluated using a radar speed gun (Bushnell 101911model , USA). Radar speed gun
accuracy is +/- 2 km/h. Adapted from Sedano et al., (2009) where a radar speed gun was used in
football. There was a volunteer holding the radar gun at eye level 2 metres behind the goal. (Figure 7).
We avoided being hit by the ball thanks to the net. We placed the radar speed gun 1,4 metres high
pointing it at the reference square in the middle of the goal.
2.4. The Statistical Treatment
Statistical testing was performed with the SPSS programme for Windows, v. 17.0 (SPSS Inc.,
USA). We examined our first detailed statistics where averages and standard deviations were
calculated. After that, we estimated inferential statistics. We performed the Kolmogorov-Smirnov test
to check the normality conditions. As these conditions were always met, parametric tests were used as
well. In practice, we used student’s t-tests to look at significant differences between two samples with
unpaired data. Outcomes were considered significant when statistical significance was under 0,05
(p<0,05).
3. RESULTS
The average throwing speed of EG in the pre-test was 24,54 ± 1,53 m/s, while CG got 23,78 ±
2,07 m/s. Student’s t-test showed that, with a 5% risk, there were no significant differences between
throwing velocity of both groups. The average throwing speed of EG in the post-test was 25,28 ± 1,53
m/s, while CG got 23,63 ± 1,86 m/s, it was not possible to see significant differences between the two
groups. However, EG had increased their throwing velocity by 3,01% and CG had decreased by
0,63%. Nevertheless, the student’s t-tests carried out to check the variations pre-test/post-test in
throwing velocity of both groups showed significant differences in those variations (p < 0,01). EG
demonstrated an increase of throwing velocity of 0,75 ± 0,70 m/s and CG a decrease of 0,15 ± 0,46
m/s. These differences can be seen in Figures 8 and 9.
11
Figure 8. Comparison of the average throwing Figure 9. Average change in throwing velocity
speed between experimental and control group in (m/s) in experimental group (0,75 ± 0,70 m/s) and
the pre-test and the post-test control group (-0,15 ± 0,46 m/s).
4. DISCUSSION
The purpose of this study was to verify whether a stability core training programme using unstable
surfaces has a positive impact on throwing velocity in young handball players.
The outcomes did not dispute our hypothesis. The contribution of our research is that a six-
week fitball and bosu core programme improves throwing velocity, so it could be included in planning
of handball training. The EG showed an increase by 3,01% in the maximum throwing speed. That
improvement of throwing velocity in EG could be explained by an increase on stability and strength of
lumbo-pelvic-hip complex (LPHC).
Similar results were found by Prokopy et al., (2008) in their study with softball players with an
average age of 20,6 years old. After a sling training programme they found an increase by 3,4% in
throwing velocity. There results are in line with our study (3,01%), though the subjects weren’t male
but female and the duration of a training session was longer. In another study Saeterbakken et al.,
(2011) they achieved an increase in throwing velocity by 4,9% after six weeks of training. They also
used sling training, in this case for 16 year old young females. That improvement was larger than the
results in our study and could be caused by the fact that we included young players as well as adults. A
simple descriptive statistic for both young players and adults in the experimental group showed
differences between them.
12
Improvements in throwing velocity were higher in young players, probably because they had
lower fitness levels than adults. Adults are subjects whose physical skills are already at high levels.
However, young players have a greater potential for improvement in their fitness levels. Another
reason for those results is that adults were at the end of their season instead of in preparation for the
Spanish championship for young players.
Another issue we need to talk about is the stage of the season and the age of subjects studied.
We agree with Aguilar-Martínez et al., (2011) that there are differences in throwing velocity according
to the time of the season. Players at this time, with highest level of throwing velocity, have difficulty
increasing it.
Finally, our programme improved core muscle and throwing velocity in EG versus CG. If we
consider adult subjects on one hand (whose competitive phase was close to the end of the season), and
young players on the other hand (they were in a competitive phase and preparing for Spanish
championships), in adults core training didn’t improve the throwing velocity. But the results showed
that throwing velocity decreased much less in EG than in CG. In the case of young players, the EG
increased throwing velocity just like the CG, however the EG obtained better improvements. Probably
due to the core training. However, these results must be interpreted with caution because the samples
were very small and the results were not significant.
5. CONCLUSIONS
The finding of this study suggests that 6 weeks of training on unstable surfaces, based on core
stability using a progressive programme with fitball and bosu, improves the throwing velocity in
young handball players.
Future research in this area remains open, where it could be analysed what influence core
training has depending on the time of the season, age or categories of the subjects. In addition, it could
be interesting to find a selection of tests which allow us to assess our strength and stability of core
muscle. Another interesting line of research relating to core muscle and handball would be the
relationship between core strength and injury prevention as this kind of training provides preventive
protection in a dangerous sport for the rachis or shoulder.
13
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18
ANNEX 2: DESCRIPTIVE STATISTICS
Std. Error
N Mean Std. Deviation Mean
Control
VELPRE 8 23,78375 2,067476 ,730963
Experimental
8 24,53875 1,525595 ,539379
Control
VELPOST 8 23,63375 1,861366 ,658092
Experimental
8 25,28875 1,525904 ,539489
Control
VARIAC 8 -,15000 ,457040 ,161588
Experimental
8 ,75125 ,698497 ,246956
ANNEX 3: NORMALITY TESTS
VELPRE VELPOST VARIAC

N 8 8 8
Mean 23,78375 23,63375 -,15000
Normal Parameters(a,b)
Std. Deviation 2,067476 1,861366 ,457040
Most Extreme Absolute ,230 ,276 ,185
Differences Positive ,230 ,276 ,185
Negative -,143 -,210 -,140
Kolmogorov-Smirnov Z ,649 ,781 ,523
Asymp. Sig. (2-tailed) ,793 ,575 ,947
a Test distribution is Normal.
b Calculated from data.
c Grupo de trabajo = Control
VELPRE VELPOST VARIAC
N 8 8 8
Mean 24,53875 25,28875 ,75125
Normal Parameters(a,b)
Std. Deviation 1,525595 1,525904 ,698497
Most Extreme Absolute ,138 ,170 ,162
Differences Positive ,126 ,143 ,162
Negative -,138 -,170 -,125
Kolmogorov-Smirnov Z ,389 ,480 ,457
Asymp. Sig. (2-tailed) ,998 ,975 ,985
a Test distribution is Normal.
b Calculated from data.
c Grupo de trabajo = Experimental
19
ANEXO4: STUDENT’S T-TEST
Independent Samples Test
Levene's Test for

Equality of Variances t-test for Equality of Means
Mean Std. Error 95% Confidence Interval

F Sig. t df Sig. (2-tailed) Difference Difference of the Difference
Lower Upper
VELPRE Equal variances

,501 ,491 -,831 14 ,420 -,755000 ,908426 -2,703379 1,193379
assumed
Equal variances
-,831 12,880 ,421 -,755000 ,908426 -2,719398 1,209398
not assumed
VELPOST Equal variances
,336 ,571 -1,945 14 ,072 -1,655000 ,850960 -3,480128 ,170128
assumed
Equal variances
-1,945 13,481 ,073 -1,655000 ,850960 -3,486738 ,176738
not assumed
VARIAC Equal variances
1,796 ,202 -3,054 14 ,009 -,901250 ,295124 -1,534227 -,268273
assumed
Equal variances
-3,054 12,065 ,010 -,901250 ,295124 -1,543883 -,258617
not assumed
20
Master Coach Valencia-Lisboa July 2016
BUILDING AND VALIDATION OF AN OBSERVATION AND RECORDING

TOOL FOR BEACH HANDBALL
Juan Carlos Zapardiel Cortés

Spanish Handball Federation, Spain
ABSTRACT
BACKGROUND: Beach handball is a fast growing sport that requires scientific research
to increase progression. Analysing matches is one of the strategies used by coaches to
improve results, and observational methodology could help in this sense. OBJECTIVE:
To build and validate an observational and analyising tool for beach handball matches at
an international level. METHODS: Observational methodology and LINCE 1.3 software
were used to build and validate a recording tool. RESULTS: The total validity of the
observational and recording tool given by the panel of experts was 99,29%. The analysis
of data quality using Cohen´s Kappa index obtained an average value that fluctuated from
0.94 and 0.95 of intraobservers concordance, and 0.86 of interobservers concordance.
CONCLUSION: The ad hoc observational and recording tool for beach handball matches
at an international level is valid for the proposed objective.
KEYWORDS
Beach handball, observational methodology, tool validation, game analysis.
INTRODUCTION
Beach handball is a fast growing sport right now. Taking into account the rising of beach
volleyball and thinking about promoting team handball (Bebetsos, 2012) Gianni
Buttarelli (President of Sequax Lazio Handball Team) and Franco Schiano (President of
a class B Italian team) create beach handball (Gehrer & Werkmeister, 2006), born in Italy
in 1992. In only twenty-four years, this sport is already played across all five continents
and is constantly growing. Scientific studies are required to increase progression since
this is a little researched sport even though the number of studies has recently increased
(Bebetsos, 2012; Gehrer & Werkmeister, 2006; Lara Cobos, 2011; Morillo Baro, 2009;
Morillo Baro, Reigal, & Hernández-Mendo, 2015; Morillo Baro & Hernández Mendo,
2015; Zapardiel Cortés, Lara Cobos, & Rodríguez Hernández, 2013).
In a systematic revision of beach handball, we have found articles related to analysis of

game statistics (Gehrer, Trespidi, & Bebetsos, 2006), to anthropometrics analysis (Sena,
Gomes, Mimbacas, & Ferreira, 2012), to the study of the relationship between playing
surface and injuries (Manavis, Hatzimanouil, Stefas, & Bebetsos, 2008), to nutrition
(Miranda Neto et al., 2014), to marketing, to technical and tactical aspects (Zapardiel
Cortés & Paramio Serrano, 2014), to training systems (Zapardiel Cortés et al., 2013) and
to observational methodology (Morillo Baro & Hernández Mendo, 2015).
In relation to this area of investigation, observational methodology, Borrie, Jonsson &

Magnusson (2002) mention that the studies which focus on simple frequency analysis
1
European Handball Federation

cannot identify interdependent temporary actions in a sports event. In this sense, team
sports are distinguished by interdependent temporary actions and, as stated by Santos,
Sarmento, Campaniço, & Alves (2014), with great behavioural complexity that
complicate their observation and analysis. We have to keep in mind that those that just
analyze occurrence frequency in events cannot analyze a key aspect in the game: temporal
dimension.
Along the same lines, Travassos, Davids, Araújo, & Esteves (2013) present a reflection
on the observational analysis of team sports suggesting that they complement quantitative
with qualitative analysis. In this sense, (Anguera Argilaga, Sánchez Algarra, Camerino i
Foguet, & Castañer Balcells, 2014) indicate that the Mixed methods model integrates the
quantitative and qualitative research models, incorporating or combining both types of
data in order to carry out a broader general analysis. In that way, Lozano (2014) mentions
that when a great number of variables affect performance, from a systemic-ecological-
competitive perspective, the use of mixed methods where quantitative and qualitative data
are integrated is justified, which will permit to suitably achieve contextualised results.
Anguera, Blanco, & Losada (2001) consider that complementarity between quality and
quantity, drastically simplified, requires creating a tool to carry out a register (qualitative
methodology) that must meet data quality controls and subsequent analysis (quantitative
methodology). The extraordinary diversity of situations that can be observed in an event
that needs to be assessed requires, no matter how hard it is, an ad hoc tool for each case.
This tool can be based on a category system, on a field format, on a combination of both
or on a ratio scale (Anguera & Mendo, 2013). Our study is founded on the tool based on
the category system.
The success of the observational methodology through a tool based on a category system
is the correct elaboration of this system. In order to do this, the following steps should be
followed (Anguera & Mendo, 2013):
1. Make a list of the observable reality.

2. Choose the exhaustive categories. In this sense, the number of observation
sessions previous to the finalisation of the system will ensure that new
categories will not emerge. A minimum of three observation sessions must be
carried out.
3. Establish criteria groupings based on specific behaviours according to similarity.
4. Carry out the observation sessions to check the homogeneity of groupings. In the
case that no homogeneity is found, opportune changes will be made until the
exhaustive categories system is created.
As explained above, each category will have a core feature that captures its essence, as
well as a grade of plasticity that refers to the full range of external manifestations of the
behaviours that may be assigned to the same category (Anguera & Mendo, 2013).

Once the proposal about building of a tool for observation and register of a sports event,
we must emphasise that these tools contribute to the deep understanding of the game
systems and movements in team sports. This is carried out through detection and analysis
of the behavioural regular structures that facilitate comprehension of certain factors of
team performance and evolutionary game tendencies (Santos et al., 2014). In this sense,
Lozano y Camerino (2014) built a multidimensional observational system with categories
to assess offensive actions in handball at an international level. Each criterion tried to
assess a group-tactical offensive behaviour. Morillo Baro & Hernández Mendo (2015)
validated an ad hoc observational tool. Such tool consisted of a mixed system of field
formats and exhaustive categories systems, reciprocally exclusive, with the objective of
encoding the attack phase in beach handball. The criteria used were minute marker, score,
throwing area and throwing player. Twelve observations of male national teams were
encoded.
After contextualising the objective of this study, and taking into account the limitations
due to the existing little literature dealing with observation and analysis of beach handball,
the aim of the study was to build and validate a tool for observation and analysis of the
aforementioned sport. As a consequence, observers’ training needs will be identified in
order to validate the quality of data collected following the generalizability analysis stated
by Anguera et al. (2001).
METHODS
Since the objective of this study is the building and validation of a specific observational
and register tool for beach handball, the sections of the method have been adapted (Santos
et al., 2014).
Design
Owing to the little scientific research on observational methodology existing about beach
handball, an empirical/inductive strategy has been followed in the elaboration process of
the categories system (Morillo Baro & Hernández Mendo, 2015). From the point of view
of the observational methodology process indicated by Anguera Argilaga et al. (2001) for
building the tool, it has been taken into account that the observed event would be
simultaneous, of small groups of subjects that work as a unit, and of behavioural or hetero
possible sequences. Regarding the limiter criteria (Anguera Argilaga et al., 2001), it
would be idiographic, multidimensional and a single observation point. Finally, the
building of the tool followed the recommendations of Anguera & Mendo (2013) about
observational methodology through a categories system.
Participants
Ten experts in beach handball took part in the expert assessment of the observation and
register tool in this study. They had to meet on the following inclusion criteria (Santos et
al., 2014): a) coaching experience of beach handball teams at national level; b) research
experience in this scientific area; c) coaching experience of Spain national beach handball
teams. The experts panel was made up of two experts with PhD related to beach handball,

four national teams coaches, two coaches at a national level, and two researchers of this
scientific area.
Three Sports and Physical Activity students of the University of Alcala participated in
the pilot phase of validation of the observation and register tool in this study. Firstly, the
three observers were trained through the analysis of five matches in European Beach
Handball Championship in Lloret de Mar 2015. Secondly, through data register with the
same observational criteria of the register tool of this study. This training phase lasted 30
days, carrying out 60-minute training sessions three times a week.
Register tool
The observation tool was based on a review in the existing literature concerning
observation and analysis of handball and beach handball (Anguera et al., 2001; Avila,
2003; Lozano Jarque, 2014; Lozano & Camerino, 2012; Morillo Baro & Hernández
Mendo, 2015; Prudente, Garganta, & Anguera, 2010).
The initial proposal to create the ad hoc observational tool was to build a thorough tool
but not characterized by excessive rigidity (Anguera-Argilaga, Magnusson, & Jonsson,
2007). This observational tool is based on a categories system built following the
instructions of Anguera & Mendo (2013). Seventeen criteria related to throwing actions,
goalkeeper’s actions, mistakes and accuracy were created. These criteria were: team that
carries out the action, playing time when the action takes place, effectiveness of the
throw, goal area in which the throw ends, type of throw, body position during the throw,
execution time of the throw, mistake, accuracy, effectiveness of the goalkeeper’s action
facing the throw, goalkeeper’s action during the throw, area of the playing field from
where the shot is performed, intervention distance during the save, defence structure
during goal-scoring action offensive structure during goal-scoring action, numerical
balance during goal-scoring action, and shirt number of player who carries out the action.
Table 1
List of criteria, registers in the display panel and corresponding categories
CRITERION REGISTER IN THE PANEL CATEGORIES
Team that carries out the action Team A
B
Playing time when the action takes Action playing time First half
place Second half
Shoot out
Golden goal 1st
Golden goal 2nd
Effectiveness of the throw Effectiveness throw Goal
No goal
Zone of the goal where the shot is Zone throw goal 1 to 9
directed
Type of throw Type throw Simple
Specialist
In flight
Spin shot
6-metre
Body position during the throw Body position throw Horizontal
Vertical

Execution time of the throw Execution time throw Fast

Slow
Mistake Mistake Pass
Offensive fault
Violation of the
rules
Accuracy Accuracy Counter spin shot
Tackle
Ball recovery
Offensive fault
Block
In-flight pass
Effectiveness of the goalkeeper’s action Effectiveness save Save
facing the throw No save
Goalkeeper’s action during the throw Goalkeeper action Jump
Feet on ground
Area of the playing field from where Throwing area playing field 1 to 9
the shot is performed
Intervention distance during save Intervention distance save Under goal
Come forward
Defence structure during goal-scoring Defence structure 3:0
action 2:1
2+1
Individual
Other
Offensive structure during goal-scoring Offensive structure 4:0
action 3:1
2:2
Other
Numerical balance during goal-scoring Numerical balance Equality
action Superiority 1
Superiority 2
Inferiority 1
Inferiority 2
Shirt number of player who carries out Number player 1 to 99
the action
The criterion “team that carries out the action” makes reference to the home team (A) or
visiting team (B) of the player who is being analysed at the moment of the action. The
criterion “playing time when the action takes place” comes marked by the way a beach
handball match is structured. According to the rules of the game (International Handball
Federation, 2014), the game consists of two periods which are scored separately. Each
period lasts 10 minutes. If the score is even at the end of the period, the golden goal is
used. The winner of each period is awarded one point. If both periods are won by the
same team, this team is the overall winner, with the score 2-0. If each team wins a period,
the result is a tie. As there must always be a winner, the shoot-out is used. The zone of
the goal where the shot is directed to makes reference to the division of the goal as shown
in figure 1.

Figure 1. Division of the goal to identify the zone where the shot is directed to
The criterion “type of throw” is subdivided into the categories “simple”, all the throws
gaining one point if they were scored, “specialist”, all the throws carried out by the
specialist-goalkeeper, “in-flight”, all the throws flying through the air, “spin shot”, a shot
taken with full turn of the body in the air, and “6-metre”, or penalty throw. The “body
position during the throw” will be “upright” when the position of the player being
analysed during the throw stays vertical in relation to the playing ground. When the
position of the player stays horizontal in relation to the playing ground, it will be scored
as “horizontal”. The “fast time of execution” is defined by all the throws carried out in
the first step, all the throws to foot changed, at the very moment of completing the spin
shot or the in-flight; the “slow execution time” is represented by all the other throws. We
consider a mistake the “pass”, all the mistakes made when carrying out a pass or a
reception of the ball, the “attack fault”, the observed player’s attack fault signalled by the
referee, and the “violation of the rules” (travelling, double dribble, defensive invasions,
offensive invasions, penalty, suspensions and disqualifications). In a disqualification due
to a second suspension, just the second exclusion will be considered as an only mistake,
not the disqualification. The criterion “accuracy” is subdivided into the categories
“counter spin shot”, the tackles to the throws of spin shot, “tackle”, all the throws that are
tackled, “ball recovery”, all the ball recoveries that aren’t any of the rest of this criterion,
“attack fault”, all the provoked attack faults, “block”, all the blocked offensive actions”,
and “in-flight pass”, all the in-flight passes receptioned correctly.
The criteria “save” and “goalkeeper action” are defined in tables 2 and 3.
Table 2
Criterion “Save”
Category Description
Save All the stopped throws by the goalkeeper that have not been previously
disallowed
No save All the goals signaled by the referee
Table 3
Criterion “Action”
Category Description
Jump All the jump actions carried out by the goalkeeper facing the throws
Feet on the All the actions with the feet on the ground that the goalkeeper carries out
ground facing the throws

For the criterion “area of the playing field from where the shot is performed” we use
Morillo & Hernández-Mendo (2014) as a reference. They divide the areas of the playing
field as observed in figure 2, taking into account the direction of the attack to assign the
numeric value.
Figure 2. Division of the throwing areas (extracted from Morillo & Hernández-Mendo, 2014)
The criterion “intervention distance during save” is subdivided into the categories “under
goal”, defined by all the actions in which the goalkeeper does not modify the position
with steps forward when facing the throws once the thrower has received the pass or
jumped with the ball in his hands, and “come forward”, defined by all the actions in which
the goalkeeper modifies the position with steps forward when facing the throws once the
thrower has received the pass or jumped with the ball in his hands.
The “defence structures during the goal-scoring action” are shown in figures 3, 4, 5, 6
and 7. The defence structure that was taking place in the previous moment of the goal-
scoring action will be indicated.
Figure 3. Defence structure 3:0 Figure 4. Defence structure 2:1 Figure 5. Defence structure 2+1
Figure 6. Defence structure 1:2 Figure 7. D. structure: Individual
The “offensive structures during goal-scoring action” are shown in figures 3, 4, 5, 6 and
7. The offensive structure that was taking place in the previous moment of the goal-
scoring action will be indicated.
7

Figure 8. Offensive structure 4:0 Figure 9. O. structure 3:1 Figure 10. O. structure 2:2
The criterion “numerical balance during goal-scoring action” is determined by the

categories “equality”: counting the total number of players on the playing field (including
the goalkeeper in defence); “superiority 1”: the team of the observed player has one player
more, counting the total number of players on the playing field (including the goalkeeper
in defence); “superiority 2”: the team of the observed player has two players more,
counting the total number of players on the playing field (including the goalkeeper in
defence); “inferiority 1”: the team of the observed player has one player less, counting
the total number of players on the playing field (including the goalkeeper in defence);
“inferiority 2”, the team of the observed player has two players less, counting the total
number of players on the playing field (including the goalkeeper in defence).
Procedure
In order to confirm the validity of the observation and register tool, the named criterion
of authority through an experts panel was used. 10 experts in beach handball were asked
to carry out an assessment of the register tool. They had to indicate the appropriateness
and the adequacy of each of the criteria and categories. In the same way, they could
provide opportune contributions (Lozano, 2014). Figure 11 shows an example of the
questionnaires sent to the experts.
Figure 11. Example of one of the sections of the questionnaires for the experts panel
LINCE software was used for the register of the observed actions (Gabín Moreira, 2011);
it was developed by the research team of the Laboratori d’Observació de la Motricitat
from Inef in Lleida. This software package is developed in Java, making it compatible
with multiple platforms. It has been designed to observe any type of event and allows to
8

carry out systems designs, video registers and data quality controls, and also to export
results in different formats (Lozano, 2014). Another advantage of this software is the ease
to create new register panels based on a basic register panel.
The observed match to carry out the validation was the Men’s European Beach Handball
Championship final in Lloret de Mar, Spain, 2015. Five JVC HD GY-250 digital
camcorders were used to record the match (master, short, left sideline, right sideline, crane
on the right back). The match brought the Spain and Croatia national teams together.
Figure 12 shows the screen of the register tool.
Figure 12. Register tool
Afterwards, and in a regular way, tool reliability was studied assessing the intraobservers
and interobservers concordance. Cohen’s Kappa index (Cohen, 1960) was used after
different training periods.
RESULTS AND DISCUSSION
In order to present the results and the discussion of this project, we will first explain the
results and the discussion related to the experts panel. Then, we will present the results
and the discussion regarding the analysis of the data quality, both intraobserver and
interobserver.
The observation and register tool had two versions. The first one was sent to the experts
panel, and the second, and definitive, was created with the experts’ contributions. Table
4 shows the results from the experts panel. The total validity showed a percentage of
99.29%, 100% regarding appropriateness, and 98.57% regarding adequacy. Our results
coincide with other studies related to observational methodology that have used the
experts panel to assess their observation tools. Lozano (2014), in the assessment of an
observation tool about attack tactics in handball, obtained a validity of 98.96%, 100% of
9

appropriateness, and 98.25% of adequacy. Santos et al. (2014), when assessing an

observation tool of water polo interactions, obtained a validity of 92.21%. Santos et al.
(2014) did not state the percentages of appropriateness nor of adequacy.
Tabla 4
Appropriateness and adequacy of the observational tool according to the experts panel
CRITERION CATEGORIES APPROPRIATENESS ADEQUACY TOTAL
Team that carries out the A 10/10 10/10 100%

action B
Playing time when the First half 10/10 10/10 100%
action takes place Second half 10/10 10/10 100%
Shoot out 10/10 10/10 100%
Golden goal 1º 10/10 10/10 100%
Golden goal 2º 10/10 10/10 100%
Effectiveness of the throw Goal 10/10 10/10 100%
No goal 10/10 10/10 100%
Goal area in which the 1 to 9 10/10 10/10 100%
throw ends
Type of throw Simple 10/10 10/10 100%
Specialist 10/10 10/10 100%
In-flight 10/10 10/10 100%
360 Spin shot 10/10 10/10 100%
6-metre 10/10 10/10 100%
Body position during the Horizontal 10/10 8/10 90%
throw Vertical 10/10 8/10 90%
Execution time of the Fast 10/10 10/10 100%
throw Slow 10/10 10/10 100%
Mistake Pass 10/10 10/10 100%
Offensive fault 10/10 10/10 100%
Violation of the rules 10/10 9/10 95%
Accuracy Counter spin shot 10/10 10/10 100%
Tackle 10/10 10/10 100%
Ball recovery 10/10 10/10 100%
Offensive fault 10/10 10/10 100%
Block 10/10 9/10 95%
In-flight pass 10/10 9/10 95%
Effectiveness of the Save 10/10 10/10 100%
goalkeeper’s action facing No save 10/10 10/10 100%
the throw
Goalkeeper’s action Jump 10/10 10/10 100%
during the throw Feet on the ground 10/10 10/10 100%
Area of the playing field 1 to 9 10/10 10/10 100%
from where the shot is
performed
Intervention distance Under the goal 10/10 10/10 100%
during save Come forward 10/10 10/10 100%
Defence structure during 3:0 10/10 10/10 100%
goal-scoring action 2:1 10/10 10/10 100%
2+1 10/10 10/10 100%
Individual 10/10 10/10 100%
Other 10/10 10/10 100%
Offensive structure 4:0 10/10 10/10 100%
during goal-scoring 3:1 10/10 10/10 100%
action 2:2 10/10 10/10 100%
Other 10/10 10/10 100%
10

Numerical balance during Equality 10/10 10/10 100%

goal-scoring action Superiority 1 10/10 10/10 100%
Superiority 2 10/10 10/10 100%
Inferiority 1 10/10 10/10 100%
Inferiority 2 10/10 10/10 100%
Shirt number of player 1 a 99 1 to 99 10/10 10/10 100%
who carries out the action
100% 98,57% 99,29%
The experts’ contributions regarding the observation tool focused on the criteria “body
position during the throw”, “mistake”, “accuracy”, and on the offensive and defensive
structures. In the first version of the observation tool, for the criterion “body position
during the throw” the first body part that touched the ground after the throw was taken as
a reference. Taken into account the experts’ contributions, we decided to determine the
thrower’s body position having the vertical and horizontal axes in relation to the ground
as a reference. As regards the criteria “mistake”, “accuracy”, “offensive structure” and
“defence structure”, in the first version there was confusion because it was not clearly
defined if the observer had to focus his attention on the offensive or on the defensive
phase. For this reason, it was indicated that in this category it should be pointed out that,
initially, the observer would not have a well-defined perspective regarding whether he
should register defensive or offensive actions. Every action gathered in the panel and
reproduced during the event had to be written down.
In order to analyse the registered data quality, the observer’s concordance was used, based
on the correlation coefficients. These were grouped by the determination of the
intraobservers’ and interobservers’ concordance. This analysis was carried out using
LINCE software. By means of Landis y Koch’s scale (1977), it was checked that the
Kappa indices certified the validity of the registers.
Quality data was analysed with the intraobserver’s concordance calculating the Kappa
index on three occasions. In all of them, the interpretation of the degree of agreement
proposed by Landis y Koch (1977) was graded as “very good”. Table 5 shows the Kappa
indexes analysed. In the first analysis, a mean of 0.94 was obtained; in the second one, of
0.95; and of 0.94 in the third analysis. Our results coincide with the studies by Lozano
(2014) and Morillo & Hernández (2015), who also used the Kappa index to analyse the
data quality in their registers. Lozano (2014) obtained a Kappa index of 0.96 in the first
analysis, and of 0.95 in the second one. Morillo & Hernández ( 2015) obtained a mean of
0.98. Regarding the study by Santos (2014), our results showed greater data quality.
Santos (2012) obtained a mean index of 0.75. Summarizing, all the indexes in our study
regarding intraobserver concordance showed, according to Landis y Koch’s scale (1977),
a certification that the registered data were reliable.
Table 5
Analysis of the intraobserver concordance through the Kappa index
CRITERIO CRITERION ANALYSIS ANALYSIS ANALYSIS 3
1 2
Team that carries out the action 1.00 1.00 1.00
Playing time when the action takes place 1.00 1.00 1.00
Effectiveness of the throw 1.00 1.00 1.00

11

Goal area in which the throw ends 0.98 0.95 0.90
Type of throw 1.00 1.00 1.00

Body position during the throw 0.90 0.84 0.82
Execution time of the throw 0.85 0.90 0.92
Mistake 0.96 0.90 0.88
Accuracy 0.97 1.00 0.92
Effectiveness of the goalkeeper’s action facing the throw 1.00 1.00 1.00
Goalkeeper’s action during the throw 0.88 0.93 0.96
Area of the playing field from where the shot is 0.85 0.94 1.00
performed
Distancia de intervención durante la parada 0.83 0.88 0.85
Intervention
Defence structure during goal-scoring action 0.91 0.94 0.87
Offensive structure during goal-scoring action 0.88 0.91 0.92
Numerical balance during goal-scoring action 1.00 1.00 1.00
Shirt number of player who carries out the action 1.00 1.00 1.00
MEAN 0.94 0.95 0.94
In order to analyse data quality through interobserver concordance, the Kappa index was
also calculated. In this case, on two occasions. In all of them, the index was higher than
0.65; according to the interpretation of the degree of agreement proposed by Landis y
Koch (Landis & Koch, 1977) this index is enough to validate data quality. Table 6 shows
the Kappa indices analysed. In both analyses a mean of 0.86 was obtained. The Kappa
indices in our study are slightly lower than those in Lozano’s study, Lozano (2012), 0.96,
and those in Morillo’s work, (Morillo Baro & Hernández Mendo, 2015), 0.98. Even
though the Kappa indices in our study are lower than those from other studies that carried
out the same analysis and also used similar observation tools, all the indices in our study
regarding interobserver concordance showed, according to Landis y Koch’s scale (Landis
& Koch, 1977), a certification that the registered data were realiable.
Table 6
Analysis of the interobserver concordance through the Kappa index
CRITERION ANALYSIS ANALYSIS
1 2
Team that carries out the action 1.00 1.00
Playing time when the action takes place 1.00 1.00
Effectiveness of the throw 1.00 1.00
Goal area in which the throw ends 0.70 0.65
Type of throw 0.85 0.79
Body position during the throw 0.90 0.84
Execution time of the throw 0.68 0.72
Mistake 0.75 0.87
Accuracy 0.80 0.78
Effectiveness of the goalkeeper’s action facing the throw 1.00 1.00
Goalkeeper’s action during the throw 0.80 0.85
Area of the playing field from where the shot is performed 0.90 0.88
Intervention distance during the save 0.80 0.90
Defence structure during goal-scoring action 0.88 0.79
Offensive structure during goal-scoring action 0.70 0.72
Numerical balance during goal-scoring action 0.90 0.88
Shirt number of player who carries out the action 1.00 1.00
MEAN 0.86 0.86
12

CONCLUSIONS
The realization of this research study has allowed us to draw conclusions related to the
theoretical framework of the observation tools and to the experimental analysis of this
study.
Regarding the theoretical framework of the observation tool, we can conclude:

 That the observation mixed methods provide a wider general analysis.
 That the key to success of the observational methodology through a tool based on
a category system is the correct elaboration of this system.
 Than the data quality analysis through the Kappa index is a good indicator to
certify the reality of the observed action.
As regards the experimental analysis of this study, we can conclude:
 That the ad hoc observation and register tool for beach handball matches at an
international level is valid for the proposed objective.
 That the registers gathered with the observation tool of this study reflect the
reality that has taken place in the event.
 That another advantage of LINCE software is the easy to create new register
panels based on a basic register panel.
OTHER LINES OF INVESTIGATION
Beach handball is a very recent discipline compared to its predecessor, traditional

handball, and it shows clear differentiated features. Therefore, it will be necessary to start
studying beach handball players’ physiological profile and the differences in relation to
traditional handball players’ profile.
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14

POSITIONING, PERFORMANCE AND EFFECTIVENESS
OF LINE-PLAYERS´ THROWS
IN THE MALE WORLD CHAMPIONSHIP QATAR 2015
Juan Fidalgo Villapalos
Real Federación Española de Balonmano.

SPAIN
Juan Fidalgo Villapalos | Analysis of the throws of line players – Qatar 2015
TABLE OF CONTENTS
Summary…………………………………………………………… 3
1 Keywords ………………………………………………………... 4
2 Introduction ……………………………………………………... 4
3 Methods …………………………………………………………. 4
4 Results and Discussion …………………………………………. 11
4.1 Global effectiveness………………………………... 11
4.2 Average of goals …………………………………… 11
4.3 Average and range of shots ………………………... 12
4.4 Type of pass and type of reception…………………… 13
4.5 Shots per zone and numerical balance..……………. 13
4.6 Body orientation and type of reception……………… 14
4.7 Body-check and type of reception……………………. 14
4.8 Target zone…………………………………………… 15
4.9 Previous technical-tactical action…………………… 15
4.10 Technical-tactical balance and numerical balance….. 16
4.11 Type of impulsion…………………………………… 17
4.12 Type of impulsion and target zone………………….. 17
4.13 Type of arming regarding range/speed……………… 18
4.14 Type of arming regarding trajectory arma/ball……… 18
5 Conclusions ……………………………………………………... 19
6 References ………………………………………………………. 20
SUMMARY
The effectiveness of the shots in Handball is a key factor in every match and
competition. Any other variable or feature of the game could be performed better or
worse along the match, but effectiveness in shooting will ascertain the winning side at
most Handball top competitions.
The objective of this study is to analyze the effectiveness of the throws from the
position of line players, taking into account not only line players themselves, but also
wing and back players running inside the defense as pivots, as well. Different inputs for
every action will be identified, in order to obtain several views on the most effective
ways of carrying out the throws from the line player´s position. The following factors
have been considered to match the purpose of this research: the original field position of
the player, segment of the 6-meter line, previous technical-tactical action, orientation
prior grabbing the ball, type of pass, type of reception, type of impulsion (jump, dive,
standing), type of deployment of the arm regarding range/speed, type of deployment
regarding trajectory arm/ball, target zone of the shot to overcome the goalkeeper,
effectiveness, and numerical temporary situation of the teams.
Within this analysis, we will come across data and statistics that confirm our hypothesis,
some other that will blindside us, and maybe, a few that have remained unknown for us
so far.
1 KEYWORDS
Handball, Shots, Line players, Effectivity, Qatar 2015.
2 INTRODUCTION
Goal shots are a key factor in our sport. We can use a wide range of tactical
solutions to tackle the challenges of the opponent, and we can create numerous
and clear scoring chances. However, if the effectiveness of our throws is not
high enough, we will not win the match. Being successful in the throws requires
to drive favorably a series of previous actions that, in the case of players acting
along the 6 meter line, become much more difficult than those for players in the
rest of the field positions. These players have to struggle with the defense for a
place and a position, succeeding in receiving the ball, getting impulsion, arming
the shot, watching the target zone not covered by the goalkeeper… and finally
shoot!
Within this thesis, I will examine the use of every variable in detail, its
effectiveness, and the relationships among them, up to the point where the
statistical sample does not allow to draw to general conclusions.
3 METHODS
 For the purpose of this study, I have selected 22 out of the 76 matches (29%) of
the Male World Championship held in Qatar in 2015, as detailed below (teams
and final score):
QAT-FRA (22-25) POL-ESP (29-28) ESP-FRA (22-26)
POL-QAT (29-31) ESP-DEN (24-25) QAT-GER (26-24)
ISL-DEN (25-30) ESP-TUN (28-20) AUT-QAT (27-29)
FRA-SWE (27-25) QAT-BLR (26-22) ESP-SLO (30-26)
GER-ARG (28-23) QAT-ESP (25-28) SLO-BRA (35-32)
DEN-GER (30-30) POL-RUS (26-25) SLO-QAT (29-31)
ESP-CHI (37-16) TUN-CRO (25-28) BRA-ESP (27-29)
ESP-BLR (38-33)
 In every game, I have researched and edited approximately 5´´ seconds of every
throw from players acting in the position of line player, including:
 Shots of line players
 Shots of wing and back players moved into the defensive wall, acting as
line player.
 It must be taken into account that the shots that ended up in a technical foul have
been excluded in this study. Some examples of them are seven-meter throws,
4
step on the six-meter line or attacking foul.
Likewise, conclusions regarding the importance or relative weight of line
players in the model of play of any team, can not be especifically drawn,
because this study does not consider the number of unsuccessful passes towards
the line players, or the actions of line players that finalised in seven-meter
throws.
 193 shots were recorded to be analyzed, and all data have been compiled into a
table divided into seventeen fields:
 Field #1: Reference Nr. to identify every recording.
 Field #2: Team.
 Field #3: Number of the thrower.
 Field #4: Field position of the shooter.
 Field #5: Match.
 Field #6: Zone where the thrower shoots:
 Zone 3: Zone of the Central defenders,
 Zone 2: Zone of the Second defenders,
 Zone 1: Zone of the Outer defenders.
Graph 1. Zones of six-meter line

 Field #7: Technical-tactical Action prior the throw:
 D+ Slipping inwards. (Move to the central zone)
 D- Slipping outwards. (Move to the outer zones).
 BD Dynamic Block. (Pick and roll)
 BC Body-check (tackling 1:1, close marking)**
 F Feint.
 P Standing. (Stopped at a certain place)
**A certain number of the “body-check” actions started as a try of pick & roll, but the
responsibilities of defenders were accurately distributed, becoming a one-on-one close marking
between line player and defender.
 Field #8: Previous body orientation prior catching the ball:

 F Facing towards the goal.
 L One side towards the goal.
 E Back towards the goal.
 Field #9: Type of Pass:

 D Direct.
 B Bounce pass.
5
 Field #10: Type of Catch:
 1 1 hand grab.
 2 2 hands grab.
 Field #11: Type of Impulsion:
 S+ Jump inwards (If shooter in zone 3, any lateral jump is
considered to be opening angle of shooting).
 S- Jump outwards.
 SV Vertical Jump.
 SP Jump ahead.
 A Standing.
 C+ Dive inwards (If shooter in zone 3, any lateral dive is
considered to be opening angle of shooting).
 C- Dive outwards.
 CP Dive ahead.
 Field #12: Type of deployment of the arm regarding range and speed:
 L Full (posterior), with a brief pause (decision-making in the
cognitive unconscious).
 R Full (posterior), with high speed of performance.
 C Short (frontal deployment), with high speed of
performance.
 F Special resource Arming.
 Field #13: Type of deployment of the arm regarding the trajectory of

the Arm/Ball:
 V Vertical Arming (regardless of body position or
impulsion).
 C Lateral Arming + diagonal trajectory of the ball.
 P Lateral Arming + parallel trajectory of the ball.
 F Special resource Arming.
 Field #14: Efectiveness:

 G Goal
 P Save
 F Out
 Field #15: Target zone of the shot to overcome the goalkeeper at his
plane (not the height where the ball enters the goal) :
 A Upper third.
 M Medium third.
 B Lower third.
6
Picture 1. Target zones at the goalkeeper´s level.
 Field #16: Numerical temporary balance of players between both

teams:
 S Numerical superiority of attack.
 I Equality.
 F Numerical inferiority of attack.
 The following table of global data is collected:
FIELD 14
FIELD 10
FIELD 11
FIELD 12
FIELD 13
FIELD 15
FIELD 16
FIELD 4
FIELD 1
FIELD 2
FIELD 3
FIELD 5
FIELD 6
FIELD 7
FIELD 8
FIELD 9
001 QAT 41 P QAT FRA 2 BD L B 2 S+ L V P A I
002 FRA 20 P QAT FRA 2 D- E D 2 SP R V F M I
003 FRA 20 P QAT FRA 2 D- L D 2 SP R V P A F
004 FRA 20 P QAT FRA 2 D- E D 1 S+ L P G B I
005 FRA 22 P QAT FRA 3 BC E D 1 CP R V P B I
006 QAT 19 P QAT FRA 3 BC L B 1 C+ F F G A I
007 QAT 19 P QAT FRA 3 BC E D 1 SP C V G M I
008 FRA 14 E QAT FRA 3 BC E D 1 S+ R P P M I
009 FRA 28 E QAT FRA 3 D- L B 2 S+ L V G B F
010 QAT 19 P QAT FRA 3 BC E D 1 CP C P G M I
011 POL 23 P POL ESP 2 F L D 1 C+ C V G B I
012 ESP 13 P POL ESP 2 BC L B 1 S+ R V G M I
013 POL 23 P POL ESP 2 BC E B 2 S- C P P A I
014 POL 23 P POL ESP 2 D- E D 1 S+ R V G B I
015 POL 23 P POL ESP 3 D+ E D 1 S+ C V G B I
016 ESP 13 P POL ESP 2 BD L D 2 SP R V G B I
017 ESP 13 P POL ESP 2 D- E D 2 SP C V G B I
018 ESP 13 P POL ESP 2 BC F D 1 CP C V G B I
019 POL 23 P POL ESP 2 D- E D 2 CP C P G B I
020 FRA 20 P ESP FRA 3 BD L D 1 S+ C P G B I
021 ESP 13 P ESP FRA 2 BD L D 1 S- C V P M I
022 ESP 13 P ESP FRA 3 BC E B 2 SP C V G A I
023 FRA 20 P ESP FRA 2 D- E B 2 S- L V G A I
024 FRA 13 P ESP FRA 1 D- L D 2 S+ L P G B F
025 FRA 20 P ESP FRA 2 D- E D 1 S- L P P B I
026 FRA 20 P ESP FRA 2 BC L D 1 SP C P P B I
027 POL 23 P POL QAT 2 D- E D 2 SV R P G A I
028 POL 23 P POL QAT 3 D+ E D 1 SV R V G A I
030 QAT 19 P POL QAT 3 BC E D 1 C+ R V G M I
031 QAT 19 P POL QAT 3 BC E D 1 SP R V G A I
032 QAT 8 E POL QAT 3 D+ E D 2 S+ R P G B I
033 POL 13 P POL QAT 3 BC E B 2 C+ R P G M I
034 POL 23 P POL QAT 1 D- E D 1 S- C C P M I
035 QAT 41 P POL QAT 3 D+ L B 2 CP R V G B I
036 DEN 14 P DEN ESP 3 D+ L D 2 S+ R V G M S
037 ESP 9 L DEN ESP 2 P L D 2 SV R P G M S
038 ESP 13 P DEN ESP 1 D- F B 2 SP R P P M I
039 DEN 5 L DEN ESP 2 P L D 2 SP R P P B I
040 ESP 9 L DEN ESP 2 P L D 2 SP R V P M S
041 ESP 28 E DEN ESP 3 D+ E D 2 S+ R V G B I
029 ESP 28 E DEN ESP 2 D+ L D 2 SP L V G A I
042 GER 7 P QAT GER 1 D- L D 2 S- C P P A I
043 QAT 19 P QAT GER 3 D+ E D 1 S+ R V G M I
044 QAT 41 P QAT GER 3 F L D 2 C+ R V G B I
045 GER 7 P QAT GER 2 BC L D 2 C- R V G M I
046 QAT 19 P QAT GER 3 BC E D 2 SP R V G M I
047 QAT 19 P QAT GER 3 BC F B 1 CP R V G B S
048 QAT 19 P QAT GER 3 BC E D 1 CP R V G B I
049 GER 7 P QAT GER 3 BC E D 1 CP R V G M I
050 GER 13 P QAT GER 2 BD L D 1 S+ R V G B I
051 GER 3 E QAT GER 3 D+ L D 2 S+ R V G B I
052 GER 7 P QAT GER 1 D- L B 1 C- C P G B I
053 ISL 3 P ISL DEN 2 D- E B 2 SP R V G M S
8
054 DEN 6 E ISL DEN 2 D+ E B 2 SV C P F B F
055 ISL 3 P ISL DEN 1 BC E B 2 C+ R V G B I
056 ISL 2 P ISL DEN 3 BC E D 1 SV R V G B F
057 ISL 3 P ISL DEN 2 P F B 2 SV R V G B I
058 DEN 15 P ISL DEN 1 D- E B 2 S- L F P B I
059 ISL 9 E ISL DEN 2 D- L B 2 SV L F G A I
060 ESP 13 P ESP TUN 2 F E D 2 SP L V G M I
061 TUN 5 P ESP TUN 2 P L D 2 SV R P P M F
062 ESP 9 L ESP TUN 2 P L B 2 S+ R V G A S
063 ESP 13 P ESP TUN 2 BC E D 2 S+ C V G A I
064 TUN 21 E ESP TUN 2 D- E D 2 CP C V P B I
065 ESP 13 P ESP TUN 3 D- E D 2 S- R V P M I
066 TUN 6 P ESP TUN 3 D+ L B 1 SV C V G B I
067 TUN 6 P ESP TUN 3 BC F D 2 SP L P P B S
068 TUN 6 P ESP TUN 3 D+ L B 2 S+ R P F A S
069 ESP 15 E ESP TUN 3 D+ L D 2 S+ R P G A I
070 TUN 6 P ESP TUN 3 D+ E D 2 S+ L P G B S
071 TUN 31 p ESP TUN 1 BD L B 2 CP R V G B I
072 QAT 20 P AUT QAT 3 D+ L D 2 SV L V G B I
073 AUT 92 E AUT QAT 1 D- L B 2 S- L V F A I
074 AUT 15 P AUT QAT 3 P L D 2 SV L P G B I
075 QAT 20 P AUT QAT 2 D- L D 2 SP L V F A I
076 AUT 92 E AUT QAT 1 D- L B 2 SV L P G B I
077 QAT 41 P AUT QAT 2 BC E D 2 S+ C C G B I
078 AUT 22 P AUT QAT 3 D- L D 2 SP C C G A I
079 AUT 15 P AUT QAT 2 P L D 2 S+ L V G A S
080 QAT 10 E AUT QAT 2 D- L B 2 SP R V F A F
081 QAT 19 P AUT QAT 3 BC E B 2 C+ R V G M I
082 QAT 41 P AUT QAT 3 D+ E D 2 S+ L V P B I
083 QAT 19 P AUT QAT 3 BC E D 2 CP R V G M I
084 SWE 6 E FRA SWE 3 D+ L D 2 SV F F G B I
085 SWE 35 P FRA SWE 2 D- E D 2 SV C V G A I
086 FRA 20 P FRA SWE 3 D+ E D 2 A R P G M I
087 FRA 20 P FRA SWE 2 BD L D 1 A R P G A I
088 FRA 20 P FRA SWE 2 BD F D 1 SP C F G B I
089 FRA 20 P FRA SWE 2 P L D 2 S+ C C G B I
090 SWE 35 P FRA SWE 3 BC E B 1 SV R V G B I
091 FRA 18 l FRA SWE 3 D+ L B 2 S+ R V G B I
092 BLR 14 P QAT BLR 2 D- L D 2 S- C V P B I
093 BLR 4 P QAT BLR 3 D+ L B 2 S+ R P G M I
094 QAT 41 P QAT BLR 3 P L D 2 S+ L V G A I
095 QAT 41 P QAT BLR 2 D- L D 2 S- C P G B I
096 BLR 6 P QAT BLR 2 P E D 2 C- L P G B I
097 QAT 10 P QAT BLR 3 BC L B 1 SP L V G M I
098 SLO 19 P ESP SLO 3 P L B 2 SP L P P M I
099 SLO 19 P ESP SLO 3 BC F B 1 CP L V G A I
100 ESP 13 P ESP SLO 3 D+ L D 2 SV C V G M I
101 ESP 13 P ESP SLO 2 BC L B 1 CP C V G A I
102 SLO 22 P ESP SLO 3 BC L B 1 SP L V G A I
103 ESP 30 P ESP SLO 3 P L D 2 S+ L V G A I
104 GER 7 P GER ARG 3 BC L B 1 S+ C C G B I
105 GER 7 P GER ARG 1 D- E D 2 S- R V G A F
106 GER 7 P GER ARG 1 D- F D 2 S+ R P G A F
107 GER 7 P GER ARG 3 P F B 1 CP C P G M S
108 ESP 28 E QAT ESP 3 P L D 1 SV C P G B I
109 ESP 30 P QAT ESP 2 P E D 2 SP L P G M I
110 QAT 20 P QAT ESP 3 D+ L D 2 SP L V G M I
111 QAT 13 E QAT ESP 3 D+ E D 2 SP R V G A I
112 ESP 30 P QAT ESP 3 D+ E D 2 SV L V G B I
113 ESP 13 P QAT ESP 3 BC E B 1 S+ L C G M I
114 ESP 13 P QAT ESP 3 P L D 2 CP C V G M I
115 ESP 13 P QAT ESP 3 BC L B 1 SP C V G B I
116 ESP 13 P QAT ESP 3 F L B 1 C- C V G A I
117 SLO 19 P SLO BRA 3 BC L D 1 SP C V G B I 9
118 SLO 19 P SLO BRA 3 BC E D 1 S+ F F G B I
119 SLO 19 P SLO BRA 3 P L D 2 S+ L P G B I
120 BRA 17 P SLO BRA 2 D+ F D 2 S- R V G A I
121 BRA 17 P SLO BRA 2 BC L B 1 SP R V G M I
122 SLO 19 P SLO BRA 3 D+ L D 2 S- L P G M I
123 BRA 13 L SLO BRA 3 D+ L D 2 SV R P G M I
124 BRA 17 P SLO BRA 2 D+ L D 2 SP R P P M S
125 SLO 21 P SLO BRA 3 D+ L D 1 SP L V G B I
126 BRA 25 P SLO BRA 2 D- E D 2 S- R V P A I
127 BRA 25 P SLO BRA 3 BD L D 1 S+ C P G M I
128 BRA 2 P SLO BRA 3 BC E B 1 S- C P P B I
129 DEN 23 P DEN GER 3 P L B 2 SV L F G B I
130 GER 13 P DEN GER 1 D- L D 2 S+ L P G B I
131 GER 7 P DEN GER 2 BC L B 1 CP C V G B I
132 GER 13 P DEN GER 2 BC L D 1 SP C P G M I
133 DEN 23 P DEN GER 3 BC E D 1 S+ L V G B I
134 GER 3 E DEN GER 3 D+ F B 2 CP R P G B I
135 GER 13 P DEN GER 2 D- L D 2 S+ L P G M F
136 POL 13 P POL RUS 3 D+ L D 2 SV R C F M I
137 POL 13 P POL RUS 2 BC L B 1 C- F F G B I
138 POL 15 P POL RUS 2 P L D 2 S+ R V P B S
139 RUS 6 E POL RUS 3 D+ L D 2 SV L V G B I
140 POL 13 P POL RUS 2 F E B 1 C- L C G M I
141 POL 13 P POL RUS 3 P L B 2 S+ L P P M I
142 RUS 20 P POL RUS 3 BC F B 1 S+ L V G A I
143 POL 13 P POL RUS 2 BC L B 1 SP L V G M I
144 POL 13 P POL RUS 3 D+ L D 2 SP L V G B I
145 POL 15 L POL RUS 2 D- L B 2 SP L P F A I
146 RUS 20 P POL RUS 3 D+ E B 1 CP R P P B S
147 QAT 20 P ESL QAT 1 D- E D 1 S- L V G A I
148 QAT 13 E ESL QAT 3 D+ L D 2 S+ L P P M F
149 QAT 20 P ESL QAT 2 BC L B 1 SP L V G B I
150 SLO 22 P ESL QAT 2 P L B 2 S+ L V G A I
151 QAT 13 P ESL QAT 3 D+ L D 2 SP L P P B I
152 SLO 20 E ESL QAT 3 D+ L B 2 SV F F G B S
153 SLO 20 E ESL QAT 2 BC L B 1 SP L P G M S
154 CHI 29 P ESP CHI 2 P L D 2 S+ L V G B I
155 CHI 5 L ESP CHI 3 P L B 2 SP L V G A I
156 ESP 19 P ESP CHI 2 BC E D 1 S- C F G B I
157 ESP 19 P ESP CHI 1 D- E D 2 S+ L C G B I
158 ESP 30 P ESP CHI 2 D- L D 2 S- L V G M I
159 ESP 19 P ESP CHI 2 BC F D 1 CP L V G A I
160 CHI 13 L ESP CHI 2 D+ E D 1 CP R P G M I
161 CHI 29 P ESP CHI 2 P L D 2 SP C F F B I
162 ESP 13 P ESP CHI 3 D+ L D 2 SV R P G M I
163 TUN 6 P TUN CRO 2 P E D 2 SP L V G B I
164 CRO 9 P TUN CRO 3 P L B 2 S+ L P G A I
165 TUN 6 P TUN CRO 3 P L B 2 CP R V G B S
166 TUN 6 P TUN CRO 3 P L B 2 SV L P P M I
167 CRO 9 P TUN CRO 2 BC F B 1 CP F F G A F
168 TUN 6 P TUN CRO 3 D+ L B 2 SV L P P M I
169 ESP 28 E BRA ESP 3 D- L D 2 SV L C G A I
170 ESP 30 P BRA ESP 3 P L D 1 SP C P G A I
171 BRA 2 E BRA ESP 3 D+ E D 2 S- R V G M F
172 ESP 13 P BRA ESP 2 BC F B 1 C+ C P G B I
173 ESP 13 P BRA ESP 2 BC E D 1 SV R V G M I
174 BRA 25 P BRA ESP 2 D- E D 1 CP F F G B I
175 BRA 25 P BRA ESP 3 BC L B 1 SP C P G B I
176 BRA 18 E BRA ESP 3 D+ E D 2 SV C C G B F
177 ESP 13 P ESP BLR 3 BC E D 1 CP C V G M I
178 BLR 55 P ESP BLR 3 P L D 2 S+ L P G A I
179 BLR 4 P ESP BLR 3 P L D 2 S+ L P G B I
180 BLR 4 P ESP BLR 2 BD L D 2 S+ C P P M I
181 BLR 4 P ESP BLR 3 F E D 2 SP L V P B I
182 BLR 22 P ESP BLR 3 BC F B 1 SP L P G M I 10
183 ESP 30 P ESP BLR 3 P L D 2 SP L F G B I
184 ESP 13 P ESP BLR 3 BC E B 1 A F F G M I
185 BLR 55 P ESP BLR 1 D- E D 2 S+ L P G A I
186 ESP 13 P ESP BLR 3 BC F B 1 SV C P G M I
187 BLR 18 L ESP BLR 2 F E D 2 S+ R P P M I
188 BLR 22 P ESP BLR 2 D- F B 1 S+ C C G B I
189 BLR 22 P ESP BLR 3 D+ L D 2 SP C P G A I
190 ESP 13 P ESP BLR 3 D+ L B 2 S+ C P G M I
191 BLR 4 P ESP BLR 2 D- E D 2 S+ L V G A I
192 ESP 13 P ESP BLR 3 F E B 1 A C F G B I
193 ESP 13 P ESP BLR 3 D+ L B 2 S+ C V G M I
Table 1. Global data compilation.
4 RESULTS AND DISCUSSIONS

Representation of the sample: Although the number of matches analyzed are a
third of the total matches held in the Male World Handball Championship Qatar
2015 (22/76 = 29%), the total number of shots 193 (in 1320 minutes of play) are
acknowledged as a representative sample to show general tendencies when we
draw to conclusions.
4.1 GLOBAL AND ORIGIN FIELD POSITIONS EFFECTIVENESS:

 Global effectiveness of the throws:
Shots: 193 100%
Goals: 150 77´7%
Missed: 43 22´3%
Saves: 34 17´6%
Out: 9 4´7%
Table 2. Global effectiveness.
 When we break down the global into origin field positions (before
moving to the six-meter line):
% % %
SHOTS GOALS SAVES OUT % OUT
SHOTS GOALS SAVES
LINE PLAYERS 159 82,4% 126 79,2% 28 17,6% 5 3,1%

WING
24 12,4% 18 75,0% 3 12,5% 3 12,5%
PLAYERS
BACK PLAYERS 10 5,2% 6 60,0% 3 30,0% 1 10,0%
Table 3. Shots and effectiveness from original field positions.
 It seems predictable that effectiveness of line players is higher than those

for wing and back players. However, it becomes surprising such a big
gap between wing and back players. The number of occurrences (12,4%
versus 5,2%) would mean that back players are less used to shoot from
the six-meter line. Likewise, this gap in effectiveness could reveal the
difference of six-meter throws training that is being carried out with
wing players and back players.
4.2 AVERAGES OF GOALS:

 Within the 22 matches analyzed, players scored:
 1201 total number of goals, 11
 27,2 average of goals per team,
 150 total goals from line player position,
 3´4 average goals per match per team, from line player position,
 12´5% average of goals per team per match, from line player
position (any origin field position)
4.3 AVERAGE AND RANGE OF SHOTS:

 Break down of the 193 shots analyzed:
Nr. Nr. Nr. Nr.

AVERAGE AVERAGE
MATCHES SHOTS MATCHES SHOTS
POL 3 17 5,7 BLR 2 13 6,5

GER 3 15 5,0 BRA 2 11 5,5
FRA 3 16 5,3 TUN 2 11 5,5
ESP 9 42 4,7 AUT 1 5 5,0
QAT 7 29 4,1 ISL 1 5 5,0
SLO 3 11 3,7 CHI 1 4 4,0
DEN 3 6 2,0 SWE 1 3 3,0
RUS 1 3 3,0
CRO 1 2 2,0
ARG 1 0 0,0
Table 4. Breakdown of shots per team.
** 2 different tables have been arranged, taking into account a similar statistical significance: a table for Teams with one or two
matches, and another table for teams with 3 or more matches.
 Comparing the average values of each team may lead to stablish the
relative importance among teams of the play with players situated inside
the defensive wall. Nevertheless, to make this comparison became
trustworthy, it would be necessary to add all the actions of line players
that ended in positive outputs for their team, mainly seven-meter throws.
 No measure of effectiveness per team has been calculated because of the
different statistical significance of the number of matches analyzed per
team.
 The matches with maximum and minimum number of shots from the
position of line players were:
 ESP-BLR 17 throws
 GER-ARG 4 throws
 The teams with maximum and minimum number of shots from the
position of line players were:
 BLR in the match ESP-BLR 10 throws
 ARG in the match GER-ARG 0 throws
12
4.4 PERCENTAGE AND EFFECTIVENESS OF DIRECT AND BOUNCE
PASSES, AND CATCHES AT 1 OR 2 HANDS GRAB:
% %
BOUNCE DIRECT
BOUNCE DIRECT
GLOBAL 70 36,3% 123 63,7%
1 HAND 33 47,1% 39 31,7%
2 HANDS 37 52,9% 84 68,3%
BOUNCE % GOAL DIRECT % GOAL
1 HAND 33 93,9% 39 84,6%
2 HANDS 37 64,9% 84 73,8%
Table 5 and 6. Type of pass and type of reception, and effectiveness.
 A third of the passes made to the line players were bounce passes.
 From those bounce passes made, almost half of them were received at a
1 hand grab.
 Out of the direct passes, a third were received at a 1 hand grab, which
suggests the high quality of reception the line players possess.
 It is noticeable that effectiveness of shots after grabbing the ball with 1
hand (direct or bounce pass), is higher than that of shots received with 2
hands. This is a first hint revealing that the body-check (the struggle
between defender and line player) made with one hand struggling against
the defender, and the other hand loose to catch the ball, produces
excellent results.
 It is an outstanding output that effectiveness of bounce pass combined
with 1 hand grab reaches the 93´9%.
4.5 PERCENTAGE AND EFFECTIVENESS OF SHOTS PER ZONE:

Nr. % Goal % Goal
SHOTS ZONE 1
16 8,3% 11 68,8%
(OUTER DEFENDERS)
SHOTS ZONE 2
75 38,9% 53 70,7%
(SECOND DEFENDERS)
SHOTS ZONE 3
102 52,8% 86 84,3%
(CENTRAL DEFENDERS)
Table 7. Use and effectiveness of shots by zones.
 As predictable, either the use and the effectiveness, is higher in central
zones than in outer zones. 13
 Breaking down to take into account numerical temporary balance
between teams:
OUTER CENTRAL ZONE
Nr. ZONES 2
ZONES (1) (3)
EQUALITY 162 8,0% 37,7% 54,3%
INFERIORITY 14 21,4% 42,9% 35,7%
SUPERIORITY 17 0,0% 47,1% 52,9%
Table 8. Effectiveness per zones versus numerical balance.

 It could be expected that the highest percentage of shots from outer zones
belongs to the situations of numerical inferiority.
 Not a single shot from the outer zones is made in numerical superioty.
 Also predictable, in equality situations the pattern of distribution of shots
per zone is similar to the global pattern shown in the previous section.
 In numerical superiority, zone 2 and central zone get similar percentage.
 In numerical inferiority, zone 2 is more used than central zone.
4.6 PERCENTAGE AND EFFECTIVENESS OF PREVIOUS BODY

ORIENTATION, AND RELATIONSHIP WITH 1 OR 2 HANDS CATCH:
% 2 HANDS
% 1 HAND
% % Goal
BACK TO GOAL 36,8% 77,5% BACK TO GOAL 43,7% 56,3%

FACING GOAL 9,3% 88,9% FACING GOAL 66,7% 33,3%
LATERAL 53,9% 76,0% LATERAL 27,9% 72,1%
Table 9 and 10. Body orientation and type of repecption.
 The most used orientation is lateral to the goal, but it´s the least effective.
 Receiving facing the goal, is the least used by far, but the most effective. The
first part surely suggests the difficulty for a connecting pass; the second part,
implies that this is the most advantageous orientation.
 The higher percentage of 1 hand catches for the orientations facing and back
to goal, is related with the body-check struggle. While lateral orientation is
more frequently used for slipping through the defensive wall, when 2 hands
are usually free and ready.
4.7 BODY-CHECK: PERCENTAGE AND EFFECTIVENESS REGARDING

1 OR 2 HANDS CATCH:
BODY-CHECK ACTIONS (55)
% % Goal
1
80,0% 90,9%
HAND
2
20,0% 81,8%
HANDS
Table 11. Effectiveness of body-check actions, with type of reception. 14
 Body-check with 1 hand catch is performed more often by far, and its
effectiveness is also rather higher.
4.8 PERCENTAGE AND EFFECTIVENESS OF SHOTS REGARDING THE
TARGET ZONE:
Nr. % % Goal % Saves % Out
UPPER THIRD 48 24,9% 79,2% 10,4% 10,4%
MEDIUM THIRD 61 31,6% 72,1% 24,6% 3,3%
LOWER THIRD 84 43,5% 81,0% 16,7% 2,4%
Table 11. Effectiveness regarding target zones.

 The most used target zone to overcome the goalkeeper is the
lower third (at the plane of goalkeeper).
 The lower third is also the zone that shows the highest
effectiveness.
 The highest effectiveness in saves by goalkeepers is the médium
zone, and the highest percentage of shots out is the upper zone.
4.9 PERCENTAGE AND EFFECTIVENESS OF SHOTS REGARDING

PREVIOUS TECHNICAL-TACTICAL ACTION:
Nr. % Goal % Goal
BODY-CHECK
55 28,5% 49 89,1%
(1:1)
BYNAMIC BLOCK
10 5,2% 7 70,0%
(2:2)
SLIPPING
42 21,8% 27 64,3%
OUTWARDS
SLIPPING
45 23,3% 36 80,0%
INWARDS
FEINT 8 4,1% 6 75,0%
STANDING 33 17,1% 25 75,8%
Table 12. Technical-tactical actions and effectiveness.

 Body-check is the most used previous action. To frame this
output, it must be considered the statistical weight of the matches
of ESP (9) and QAT (7) because these teams possess 2 of the top
specialist in body-check performance: Julen and Borja;
nevertheless, in this analysis there are also included teams with
line players that are great specialists in body-check: TUN, GER,
POL, SWE, etc.,
 Body-check has got also the highest effectiveness (89´1%). 15
 It seems predictable that effectiveness when slipping inwards is
much higher than when slipping outwards (80% versus 64,3%),
with similar percentage of use (23,3% versus 21,8%).
 It is surprising that for the shots when the player was simply
standing, the effectiveness is lower than the average (75´8%
versus global average 77,7%). Probably, the shooter was not
enough focused at the moment of shooting.
 Finally, it is worth mentioning that although only a few feints
appeared as previous actions before shooting, they denote an
excellent individual tactical quality in the performing player.
4.10 PERCENTAGE AND EFFECTIVENESS OF PREVIOUS TECHNICAL-

TACTICAL ACTIONS, REGARDING NUMERICAL TEMPORARY
BALANCE:
EQUALITY (162)
% % Goal
BODY-CHECK 30,9% 90,0%
DYNAMIC
6,2% 70,0%
BLOCK
SLIPPNG
21,0% 61,8%
OUTWARDS
SLIPPING
21,6% 88,6%
INWARDS
FEINT 4,9% 75,0%
STANDING 15,4% 80,0%
 Results maintain same tendency than global statistic.
INFERIORITY (14)
% % Goal
BODY-CHECK 14,3% 100,0%
DYNAMIC
0,0% 0,0%
BLOCK
SLIPPING
50,0% 71,4%
OUTWARDS
SLIPPING
28,6% 50,0%
INWARDS
FEINT 0,0% 0,0%
STANDING 7,1% 0,0%
 No dynamic blocks nor feints.

 Slipping outwards is the most used previous action, consequence
of looking for less protected or crowded zones.
SUPERIORITY (17)
% % Goal
BODY-CHECK 17,6% 66,7%
DYNAMIC
0,0% 0,0%
BLOCK
SLIPPING
5,9% 100,0%
OUTWARDS
SLIPPING
35,3% 50,0% 16
INWARDS
FEINT 0,0% 0,0%
STANDING 41,2% 71,4%
Tables 13, 14 and 15. Technical-tactical actions versus numerical balance.
 No dynamic blocks nor feints.
 Standing and slipping inwards are the most used actions.

TYPE OF IMPULSION:
JUMP INWARDS 54 28,0% 83,3% 14,8% 1,9%
JUMP OUTWARDS 20 10,4% 45,0% 50,0% 5,0%
VERTICAL JUMP 30 15,5% 83,3% 10,0% 6,7%
JUMP AHEAD 47 24,4% 68,1% 21,3% 10,6%
STANDING 4 2,1% 100,0% 0,0% 0,0%
DIVE INWARDS 8 4,1% 100,0% 0,0% 0,0%
DIVE OUTWARDS 6 3,1% 100,0% 0,0% 0,0%
DIVE AHEAD 24 12,4% 87,5% 12,5% 0,0%
Table 16. Type of impulsion and effectiveness.
 It is surprising the full effectiveness (100%) of standing and dive shots
(inwards and outwards). It could be argued that they have low statistical
representation (2,1%, 4,1% and 3,1%). However, dive ahead shots do
have a higher representation (12,4%) and they still maintain an
effectiveness clearly over the average (87,5% versus 77,7%). No doubt
the surprise factor has to do with this successful effectiveness.
 Regarding jump shots, vertical and inwards jump get both 83,3%
effectiveness (over the average 77,7%). Jump ahead gets below the
average (68´15%). Finally, as predictable, jump outwards (closing angle
of shooting) gets the highest percentage of saves by goalkeeper (50%).
4.12 RELATIONSHIP BETWEEN TYPE OF IMPULSION AND TARGET

ZONE OF SHOT (AT THE PLANE OF GOALKEEPER):
LOWER MEDIUM UPPER
% % Goal
1/3 1/3 1/3
DIVE INWARDS 4,1% 100,0% 50,0% 33,3% 16,7%
DIVE OUTWARDS 3,1% 100,0% 50,0% 37,5% 12,5%
DIVE AHEAD 12,4% 87,5% 54,2% 29,2% 16,7%
VERTICAL JUMP 15,5% 83,3% 50,0% 33,3% 16,7%
JUMP INWARDS 28,0% 83,3% 46,3% 25,9% 27,8%
JUMP AHEAD 24,4% 68,1% 36,2% 36,2% 27,7%
JUMP OUTWARDS 10,4% 45,0% 30,0% 30,0% 40,0%
Table 17. Type of impulsion and target zone.
 Only a 16% of dive shots or vertical jump shots are targeted to the
upper third of the plane of the goalkeeper.
 Shots with lower effectivenesss (jump ahead and jump outwards)
share a balanced distribution of target zones.
17
TYPE OF DEPLOYMENT OF THE ARM – RANGE AND SPEED:
SHORT FAST
53 27,5% 79,2% 17,0% 3,8%
(FRONTAL)
FULL FAST
65 33,7% 73,8% 20,0% 6,2%
(POSTERIOR)
FULL with "PAUSE
67 34,7% 77,6% 17,9% 4,5%
(POSTERIOR)
RESOURCE
8 4,1% 100,0% 0,0% 0,0%
ARMING
Table 18. Type of arming regarding range/speed.
 The range of use of the 3 deployments is balanced (27,5%-
33,7%-34,7%).
 The short fast arming is over the average of effectiveness
(79,2%): surely due to surprise and anticipation.
 The full fast arming is the least effective (73,8%). Not accurate
observation proccess?
 It is outstanding that resource armings in these 22 matches reach
100% effectiveness.

TYPE OF DEPLOYMENT OF THE ARM – TRAJECTORY OF ARM/BALL:
LATERAL +
12 6,2% 83,3% 8,3% 8,3%
DIAGONAL
LATERAL +
68 35,2% 66,2% 29,4% 4,4%
PARALLEL
VERTICAL 97 50,3% 83,5% 12,4% 4,1%
RESOURCE
16 8,3% 87,5% 6,3% 6,3%
ARMING
Table 19. Type of arming regarding trajectory of arm/ball.
 Vertical arming is the most used deployment, and the second
most effective after resource arming.
 Lateral arming with diagonal trajectory of ball has virtually the
same effectiveness than vertical arming.
 On the opposite side, shots arming laterally and throwing the ball
parallel, are the least effective: 29´4% saves by goalkeepers.
 Finally, again like in the previous section, resource arming is the
most effective way: surprise and diversity (87´5%).
18
5 CONCLUSIONS
In this study, we have found an average of 4,34 shots from line-player position per
team every match. Most of them (82,4%) were made by line-players, followed by
wingers (12,4%) and back players (5,2%).
The global effectiveness is 77,7%. Line players reach a 79,2% effectiveness. The
wing playerséffectiveness is a bit lower than average (75,0%). And the back players
have a 60% effectiveness, which reveals a lack of training in this position.
One third of the passes (36,3%) to the line players are bounce passes. And 50% of
them are received with a one-hand grab. For direct passes, almost a third (31,7%) is
received also with one hand, which shows a high quality of reception. It has been very
interesting to find out that for one-hand grab (for both type of passes), the effectiveness
is higher than for two-hands grab. This surely has to do with a previous technical-
tactical work of body-check. A stunning 93,9% of success applies when bounce pass
and one-hand catch is combined.
Regarding the zone of action, as was predictable, there is a higher use and a better
effectiveness for central zones. The higher percentage of use of outer zones is when
there is numerical inferiority.
Lateral positioning is the most used (53,9%), but it is the least effective (76%). On
the opposite, the frontal positioning is only used 9,3% of the times, but it has an
effectiveness of 88,9%: the reason behind this is the difficulty to find a connecting pass
to the line player when frontally oriented, but he finds himself in a much more
favourably position to success. It is also worth to notice that, when frontally oriented,
66,7% of catches are with one hand.
The target zone which is most used to overcome the goalkeeper is the lower third
(43,5%), followed by medium third (31,6%), and upper third (24,9%). Shooting low or
up has a better effectiveness than average (81% and 79,2%), while shooting at medium
third only provides 72,1% of success (24,6% of saves).
The most remarkable previous technical-tactical actions are: Body-check 28,5% of
times with 89,1% effectiveness. Slipping inwards has a total of 23,3% occurences with
80,0% effectiveness. Slipping outwards is also among the most used (21,8%), but its
effectiveness goes down to 64,3%. The effectiveness of these last two actions are
closely related to the type of impulsion and type of arming. Standing is the previous
action 17,1% of times, but its effectiveness is below the average (75,8%): this fact
suggests a kind of relaxation at shooting.
80% of body-check actions are followed by one-hand catch, with an effectiveness of
90,9%. However, body-check actions with two-hands catch reduces its success to
81,8%. This comparison reveals the favourable situation in which the line player places
himself after struggling with one hand with the defender, and uses the other one to catch 19
the ball.
When connecting technical tactical actions with numerical balance, we find that the
action which is used most of the time is slipping outwards (50%) when line players get
a shot in numerical inferiority. In numerical superiority, the actions that are used most
of the time are standing (41,2%) and slipping inwards (35,3%).
The most effective type of impulsion are vertical jump and jump inwards (both
83,3%). The less successful impulsions are jump ahead (68,1%) and jump outwards
(45%). Those seem to be predictable outputs. However, it is surprising that standing and
dive shots (inwards, outwards and ahead), reach an effectiveness between 87,5% and
100%. This must be related to surprise and diversity factors. Finally, only 16% of dive
shots and vertical jump shots are targeted to the upper plane of the goalkeeper.
With reference to the type of deployment of the arm regarding range and speed,
arming fast and short (frontally) shows a better effectiveness (79,2%) than a fast full
posterior arming (73,8%). Arming full (posterior) with a brief pause for the unconscious
decision-making proccess remains in the average of effectiveness (77,6%).
Finally, analysing the deployment of arm regarding trajectory of the arm/ball, the
vertical arming used in 50,3% of the occurrences is the second most effective (83,5%).
Resource arming only used 8,3% of times shows a 87,5% of success. It is predictable
the difference of success between lateral/parallel arming (66,2%) and lateral/diagonal
arming (83,3%).
6 REFERENCES
M. Laguna (2016), Characteristic of training the Individual technical-tactical on the

high level of competition, Phase 2, Course Master Coach.
D. Barcenas, J. Román, (1991) Balonmano: Técnica y metodología. p.139-153
C. Bayer, (1987) Técnica del balonmano. p. 243-268
20
THE INTERVENTION OF THE PIVOT IN THE GAME OF HANDBALL
-CASE STUDY FOCUSED ON THE ATTACK IN SYSTEM
AND IN NUMERICAL EQUALITY
LUÍS FILIPE DE OLIVEIRA SANTOS
PORTUGUESE HANDBALL FEDERATION

PORTUGAL
I
1. ABSTRACT
In this paper we set out the need to interpret the views of various authors, listed in
various perspectives, in order to establish a conceptual framework that allows us to analyse
the behaviour of the pivot (subject acting), integrated in a structure of relationship with
colleagues and opponents.
In the first part of this work is the basic unit of handball game and particularly the
relationships that the pivot down with team-mates. In the second part, are presented and
discussed the results of the study of the games reviewed, looking for (i) describe and
analyse pivot intervention, confined to the attack phase in system and numerical equality
situations, (ii) relate the pivot intervention with players from the first line and the result
obtained by the team and (ii) find income indicators by expert assessment.
KEYWORDS: GAME, TACTICAL BEHAVIOR ANALYSIS, PIVOT, HANDBALL

PLAYER.
2. INTROUCTION
We can "look" to the game of handball from the perspective of building a
behavioural grammar apply to any practical scenario. But we must not confuse the need for
theoretical solid body about not only how to play or to assess the tactical performance of a
particular team, with a model of game itself, which must also respect a set of rules and more
general cooperation. For reasons unknown, and despite the great tactical and strategic value
assigned to the specific post to pivot by trainers, there are few studies that aimed only to
characterize the behaviour of the pivot or analyse their performance in competition situation
(Santos, 2012; Sobrino, 2011; Tavares, 2000).
This case study has an essentially exploratory and which aims to describe and
analyse the behaviour of the anchor, from the perspective of understanding better their way
of acting with reference to contextual situations of the game, involving several variables
(space, positioning, actions with and without ball) and stakeholders (colleagues and
opponents).
Handball is a sport with opponents and, therefore, with all the features common to
this group of sports and with some constraints that differ from the other and mark their
development possibilities, in particular the ball, the playing field, goal, goal, goal, duration,
number of players, possibilities of playing the ball and the behaviour with the opponent
(Antón García, 1997). Being the handball a sport at which establishes a direct contact with
the opponent (Czerwinski, 1993), the attack/defence relationship, conditioned by
possession, produces continuously throughout the game depending on particular strategies
or rhythms, through the well-known stages of game (Antón García, 1997). The attack
represents the phase of the game in which the team that is in possession of the ball performs
individual actions, collective or group with the objective of scoring a goal, while the
defence is the tactical situation in the player and the team using specific movements to
prevent the opponent from scoring goals and getting the ball (Cercel, 1990). And the
interaction of the players on the field not random, but in the light of the objectives of the
two antagonist’s teams, is the goal of the team that gives the players ' actions intentionality,
-2-
that is, players compete and collaborate on the basis of intentional constraints (Araújo &
Volossovitch, 2005).
The basic and fundamental unit of all the possible actions in game action and
developments which allows communication and strategic behaviors that go beyond the
individual decision is the two-on-two (Antón Garcia, 1998; Antón García, 2002; Bayer,
1994; Gréhaign et al., 2005).
In short, we can characterize the handball as collective sports game of

cooperation/opposition in common space, with simultaneous participation and where
uncertainty/variability-interacting present themselves as dominant features. Following this
line of thought, the informational dimension takes a first-order importance from the
perspective of various authors (Antón Garcia, 1998; Bayer, 1994; Gréhaign et al., 2005;
Mahlo, 1970; Moreno, 1994; Teodorescu, 1984).
2.1. The pivot in attack in positional game system
The pivot has a decisive role in the creation and optimization of offensive
superiority through the means of intelligence and tactical decisions during the moments of
the game (Freitas, 2004; Santos, 1999; Sobrino, 2011; Tavares & Arraya, 2012). The
specific post to pivot, the goalkeeper, is the greater specialisation in the handball game,
despite not being given due weight (Equisoan, 2000).
The area of intervention of the pivot is a zone wide, between the line of six metres
and ten metres, being the player with the highest potential space (varying according to the
defensive system). The trajectories and offsets may be made in the direction of the ball or
otherwise the movement (Sobrino, 2011). The same author refers to some particularities of
the pivot game such as: always look for the ball, which forces the play backwards to the
end, increased difficulty in passing lines, due to the almost constant contact with opponents,
technical actions with the utmost difficulty and in constant disequilibrium (with a lot of
pressure in terms of space and time of operation) due to the proximity of the line 6 m,
thanks to smart, perception and anticipating responses with high levels of concentration.
Equisoan (2000) also notes the predominance of the game in position with his back to the
goal, as the pivot must be permanently in contact with the ball. Therefore, the placement of
the pivot to highlight unique conditions of operation for the remaining players, since that is
almost always subject to a close and special attention (Freitas, 2004; Sobrino, 2011). The
mere presence in a zone or another field, their displacement, as well as the body position
put in motion the defenders (Sobrino, 2011). There are still problems of orientation, since
you can't get the ball at the same time you see the goal. So, when you receive should seek to
focus on the goal, with the largest possible verticality, as opponents are next, protect the
ball, have a great balance control, because the receptions and efforts will be made in
situations of imbalance (Petitgirard, 2009). In fact, already Juan de Díos (2002) found
statistically significant differences for the development of height and weight on this specific
post from 1974 to 1988 (+6,4 cm e +9,5 kg, respectively). These data reinforced the trend
then pivots, selection by the coaches, with greater capacity to fight and to the characteristics
of the specific post, pointed out earlier.
The main objectives of the game are pivot:
- Offer and enable numerical superiorities, breaking defensive fluctuations and

giving the carrier options to elect the best sense of game (Antón Garcia, 1998;
Freitas, 2004; Sobrino, 2011; Tavares & Arraya, 2012);
-3-
- Create free spaces in the defence, making six meters, penetrations through offsets
or locks (Antón Garcia, 1998; Sobrino, 2011; Tavares & Arraya, 2012);
- Get favourable situations to receive the ball and finish (Antón Garcia, 1998;
Freitas, 2004; Tavares & Arraya, 2012);
- To gain positional advantage through cancellations, disrupting defences, thus
having a decisive role in the quality of the actions of the attack of its teams (Freitas,
2004; Sobrino, 2011; Tavares & Arraya, 2012).
- Distribute the game starting offensive actions through changes of rhythm and their
offsets (Antón Garcia, 1998).
- Offer the continuity of play when a player from first line goes to six metres,
supporting the player in possession (Antón Garcia, 1998).
From the foregoing, it appears that the main functions of the pivot are: play in
coordination with comrades through locks, screens, crosses and serve as a point of support
(Freitas, 2004; Petitgirard, 1998, 1999; Petitgirard, 2009; Sobrino, 2011; Tavares & Arraya,
2012), conquer position on defenders, favoring receções and pass lines and late defensive
shifts front and sides and even the ability to shot between two players (Tavares & Arraya,
2012). So that the pivot perform these actions, you need to master the following technical
elements: adopting basic position, guide the body, move, receive, adapt, handle and pass the
ball (Freitas, 2004; Sobrino, 2011), rotations, changes of pace (Sobrino, 2011), 1 x 1 body
game, sleight of hand during steps and the variety of shots (Tavares & Arraya, 2012).
Equisoan (2000) features like qualities basic techniques, positions, offsets, reception
situations, feints, shots and dribble.
With regard to the pivot action tactics bases can refer to the time of
action/intervention time, locks in any space and offensive line, the cancellations, the feints
with opposition, as well as the 1 x 1 and pass (Tavares & Arraya, 2012). Equisoan (2000)
refers to the cancellations, coordination in the first defensive line, coordination between
rows, trajectories and changes of direction as tactical fundamental aspects of this specific
post. It is important that the pivot facilitates the action of the companion and develop
actions in open spaces, playing in small spaces and subject to proximity tagging (Teixeira,
1997).
Among the Group's most important tactical media in the pivot game are the
following (Antón Garcia, 1998; Sobrino, 2011):
- Blocking, which corresponds to an action of an attacker who momentarily stops

the trajectory of an advocate on behalf of a partner, through the body, to achieve a
momentary situation of numerical superiority(Antón García, 1997).
- Intersection-tactical procedure in which a player seeks to occupy the space created
by a fellow who has set his direct opponent (Antón García, 1997). It is also used
numerous times as a factor defence distractor.
- Ecrán, which can be performed by one or more players, aiming to block the actions
of defenders, disallowing or hindering player out kicker. It is also called front lock
(Antón García, 1997).
- The "give and go", it is necessary to face deep defences or individually and that is
to pass the ball to a support, run and clear in depth to back in favour of submission
(Antón García, 1997; Sobrino, 2011).
According to Andrés (1997) in a study in which examined four Bundesliga handball
teams, the locks are usually performed for the benefit of a pivot player in 1st line; are
dynamic and the pivot blocks searches after the space. The same author noted that most
-4-
screens observe and highlight are the sides and pivots to from central or lateral suspension
and that all these actions do not appear in isolation, but in many attacks analysed connect
forming collective tactics combinations. The successive penetrations and passes it and will
take place a few times and mostly in numerical inferiority defensive situations or against
defences open, respectively (Andrés, 1997). In the analysed games found the following
values for submission: 21.6% for the extremes, 51.6% for the sides, 15% to 11.6% for
central pivots, which demonstrates that the pivots are those who performed less often in the
game. However, haven't studied the impact that the centres had in other posts, specific
finishes and at first sight be attributed little importance to this specific post, if analysed only
the percentages of completion.Tavares (2000) analysed the influence of the intervention of
the pivot on finalization of the team and found that most of the goals achieved in the
organized attack involves the participation of the pivot and that in situations where the team
ends without the pivot action only 30.5% result in a goal. These data reinforce what we
mention earlier and attest to the great influence of the pivot in attack on system, despite
being the least concludes. Sobrino (2011) registered in the activity of seven major skills:
preferably pivot control, ask the ball, help (no ball) and penetrate, dribble, pass and shoot
(with ball).
With respect to the observed for pivot in threads different skills the author (op. cit.)
found the following:
1) Block the opponent, followed by clearing and shot;

2) Gain position, clearing and shot;
3) Block your opponent, gain position, dribble and shot;
4) Gain position and shot;
5) Clearing and shot;
6) Contain the opponent, clearing and shot.
In short, the pivot player performs during the game of attack in mostly stock system
without the ball and your performance is crucial in the middle of the opposing defences
(Sobrino, 2011; Tavares & Arraya, 2012).
3. MATERIAL AND METHODS

3.1. Sample
The sample results from the observation of 5 games in the final phase of the
National Championship 1st Division of 2014 of a team that, to date, was in the title. The
note focused specifically on the behaviour of the pivots of the selected team, focusing on
the special holder. It has not been possible to extend the study to a larger number of games,
as it would be desirable, for financial and logistical reasons. Moreover, even if considered
the use of footage of the games performed by the team visited (a task which, by regulation,
is), however the poor quality and little favourable angle, led to their non-use.
Proceeded to the observation and recording of the behaviours of both the pivots
(Holder and alternate), however the actual analysis focused on pivot holder given the
disparity of this compared to substitute. This pivot is considered one of the best national and
international centres and that is why we seek to understand what their action in the game.
The analysis of technical and tactical data performed by the players was held in
situation pivots of organized attack and only in numerical equality, not contemplating
-5-
situations for counterattack, fast attack and situations of asymmetry, for reasons of sample
number and for being where the pivot has increased (see presentation and discussion of
results).
3.2. Sampling procedures

The observation instruments available in the literature consulted revealed little
useful to the purpose pursued, in particular that the analysis of the actions of the pivot
bearing in mind the situational context, which includes a high diversity and complexity. It is
therefore crucial to the construction of flexible instruments, as it allows adjustments to
conduct in relation to each situation and the context in which they analysed the behaviours
(Santos, 2009). Accordingly, we elaborate a note taking into account the systematisation
and description of the behaviours that are assigned to the pivot function (Antón Garcia,
1998). The validation was carried out by three experts in the field of Sport Sciences. It
should be noted that was requested three experts (one researcher) to examine and make a
reflection spoken about the appropriateness of terms and concepts used in the face of what
was intended. After joining the various contributions and criticism were his final
preparation.
For the evaluation of the activity of the pivot on the part of the experts was used the
same instrument and each was asked to assess the intervention of pivot, using a qualitative
scale of 1 to 5, where 5 corresponds to the best option taken, by viewing the actions on
video and in person. Only we carry out logistic regression contemplating the evaluation of
the expert researcher.
The collection of images was carried out by two HD cameras, placed in the stands behind
each of the goals, in order to observe the behaviour of framed pivot with players of your
team.
For viewing of images obtained was used the program Windows Media Player.
3.3. Analytical procedures

For descriptive analysis we use the frequencies and percentages of cases in each of
the categories presented.
Were defined a priori 5 broad categories that we began to describe succinctly:
1- Characterization of the game;

2- Initial situation;
3- The displacement situation;
4- Situation in the intervention;
5- Result.
21 version was used in the IBM SPSS Statistics Data Editor for the descriptive
analysis and the program JMP statistical discovery software for visual – logistic regression.
Behaviours and intentions in the game – pivot analysis object
The various authors consulted, we elaborate a framework conceptual which served

the purpose of analysing the behaviour of the pivot player, that we began to explain and
justify.
-6-
We already refer, in the introductory part of this work, the processes used by the
pivot are integrated into the purpose of the team in possession of the ball-strive to achieve
the goal, the main goal of the game. Thus, as discussed earlier, the player on the team that
has the ball plays two key roles: player in possession and player without ball, visible on
the base unit or primary level of the game-the 2 x 2. Based on this theoretical framework,
we try to systematize the conduct underlying the function of pivot player. Focusing our
analysis only on offense in system and based on the condition of carrier or not the ball
carrier, the pivot can adopt different behaviours that reflect the different intentions tactics.
Because it is a very difficult analysis (the field of intentions) is natural that observe the
behaviour visible expression of intentions.
In Figure 1 we present briefly the intentions and behaviours that we started to

explain and which were referred to the present study:
With ball,
Protect the ball – This intention is fundamental for the pivot can execute the
movements when receiving the ball and especially due to the proximity of the marking
(Antón Garcia, 1998);
Finalize – intent associated with the behaviour of shot that the pivot player must
master, in its most varied forms and space-time very high pressure, due to the
characteristics of your "context" mentioned above (Antón Garcia, 1998; Sobrino, 2011);
Tip – associated with the behaviours of 1 x 1 and 1 x 2 crossover, which will be

held mostly in direct hand-to-hand combat conditions in the immediate vicinity of the goal
area, often from behind, despite also being possible to dribble in front of the goal when the
pivot exterior areas appears to 9 m (Antón Garcia, 1998);
Connect with partners- intent whose behaviour visible is the pass. It seems to us
that this behaviour will have little expression in most actions of the pivot since the pressure,
positioning, time and space available, upon reception, seem to indicate immediate rotation
for the goal and a few passing lines; exception in times when the pivot out to support on the
front line and that's without an appointment next (Antón Garcia, 1998).
With and without the ball,

Block or help direct body- reflected in the use of locks, very common in the pivot
game – for the benefit of the partner or for yourself; Although the medium tactical ecrán be
a form of obstruction, we believe more appropriate to classify it as a fixation of a defender,
and therefore associated with the intention of mobilizing supporter (Antón Garcia, 1998).
Mobilize- whose behaviour visible is the fixation or attraction of opponent (s),

visible through inner and outer offsets with partners ' benefit, or fixation on a certain area
avoiding the output of the Defender- ecrán (Antón Garcia, 1998).
The crossing is a form of mobilization with ball or without the ball. However, in the
case of pivots he will be used sometimes primarily as a distractor element (Antón Garcia,
1998).
Without the ball,
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Clear and ask for the ball- configured by shifts of support or yourself offering to
receive fleeing the direct opponent, occupying space free of defence and pass line opened.
We integrate this intention the behaviour to gain position/ask for the ball, as they consider
a positional clearing, in line with the thinking of Antón Garcia (1998). For this reason, will
be presented as a behaviour to distinguish the clearing or yourself-which involve
displacement.
The pass and go is a tactical media associated with this intention and that usually
appears before open defences (in between lines) (Antón Garcia, 1998).
The cancellations assume, therefore, an important role in the pivotal game, because
they allow the player to pass lines open within the defence and into the danger zone (Antón
Garcia, 1998; Sobrino, 2011 ).
These intentions and behaviour do not appear in sequence. There's a natural chain of
behaviours according to the requests of the context (Sobrino, 2011) – for example: the pivot
player can mobilize a supporter, drawing attention of the opponent to pass or Finish or
can try to unbalance the Defender through feint.
Figure 1 – based on Moreno (1994) and Antón Garcia (1998)
4. Presentation and discussion of Results
4.1. General description
In table 1 presents the number of cases recorded in the games analysed in this study.
It is appropriate to clarify that the actions do not correspond to the same number of attacks
(given by us not counted) as the pivot may submit multiple actions within a single attack.
We describe the actions taking into account the moment in which begins the attack effective
in finishing situations.
-8-
As you can see, the 372 actions identified, 250 had pivot intervention, making up
approximately 67% of situations in which the pivot's intervention. These data reveal a large
predominance of pivot in action study in the construction of his side's attack. Other authors
also found a great preponderance of pivot's actions in the game. Tavares (2000), for
example, by analysing the number of attacks per game, observed values of 60.7% of actions
that involve the pivot. Although our sampling account actions and no number of attacks and
the earlier study analysed all the numerical situations (equal, inferiority and superiority), it
is important that the values approach and support the great pivot player in attack
intervention in System.
When reviewed all occurrences recorded, 81.8% of records (278 in 372 actions)
refer to the pivot holder, of a total of 83.2% (208 in 250 shares) of the situations studied in
that there was some intervention Centre. This discrepancy justified, in part, the option to
delve into just the behaviour of the pivot holder, and the small number of cases in which the
Deputy not allowed us intervened pivot make a comparison between the two pivots with
reasonable statistical robustness or even behavioural. This is why only discussing the pivot
holder and if the two pivots for only covers the General descriptions of the game with pivot
intervention, since these figures reflect the great importance of the pivot holder in the game
of this team.
Table 1: Records according to the pivot used
TOTAL ACTIONS WITH

ACTIONS INVOLVEMENT
OF PIVOTS
Main Pivot 278 (74.7%) 208 (83.2%)

Pivot
Alternate 1 62 (16.7%) 42 (16.8%)
Without Intervention 32 (8.6%)
Total 372 250
When you discriminate the game situations according to the numerical ratio
between the two teams in game that 82.3% of cases occurred in equality. So, given the
reduced number of games in analysis and the high prevalence of numerical equality (7 x 7)
in the data obtained, we decided to restrict our analysis only in this context. However, this
option does not mean a lesser importance of the pivot game in game situations in numerical
asymmetry; It's just a methodological option, given the characteristics of the sample and the
purposes of this work.
When it scans the number of occurrences in the pivots have spoken (table 2),
observe the same trend previously noted-most situations occurred in the games are
numerical equality (229 situations in 250, corresponding to 91.6%). In view of these data,
our analysis focused only on situations of numerical equality. Thus, excluded the numerical
inequality situations and/or 5 x 5, given the small number of cases (21 events with
intervention of the pivots).
-9-
Table 2: number of cases on the basis of the numerical ratio between the two teams
ACTIONS WITH
TOTAL
INVOLVEMENT OF
ACTIONS
PIVOTS
6x6 306 (82.3%) 229 (91.6%)
6x5 31 (8.3%) 18 (7.2%)

Numerical
5x6 28 (7.5%) 0
situation
5x5 7 (1.9%) 3 (1.2%)
Total 372 250

As to the stages of the game that match each of the records (table 3), it turns out that
the attack on system represents about 80.6% of situations, so in this case if chose to analyse
this game phase. When limited the analysis to the game in attack, a high preponderance of
the pivot's role in building the attack game, by means of a high level of intervention, about
88.8% (222) of the situations recorded.
Table 3: number of occurrences on the basis of the game
TOTAL ACTIONS WITH

ACTIONS INVOLVEMENT OF
PIVOTS
Strike back (D) 23 (6.2%) 8 (3.2%)
Strike the 27 (7.3%) 9 (3.6%)
Game Fast attack 16 (4.3%) 7 (2.8%)

phases System 300 (80.6%) 222 (88.8%)
Against goal 6 (1.6%) 4 (1.6%)
Total 372 250

When it restricts even more the focus of our analysis, selecting only the attack in
game situations and system in numerical equality, six to six, you get 208 shares, of which
81% refer to the pivot holder, with intervention. Once again, points out the imbalance
between the pivot holder and substitute with respect to its use and involvement in the game
of the team being studied (table 4).
Table 4: Pivot holder Intervention in the different phases of the game and its numerical situation
Numerical situation ACTIONS Pivot holder,
6x6 6x5 5x5 equality and attack system
Strike back (D) 5 0 0 5

Strike the 6 0 1 7
Stage of the
Fast attack 7 0 0 7
game
System 168 17 1 186
Against goal 2 0 1 3
Total 188 17 3 208
- 10 -
Once the General description and justification of choices made, then pivot analysis
in study under attack in system and numerical equality.
4.2. Description of the intervention stock holder, pivot in 6 x 6 and the attack phase
in system
With regard to the offensive system (table 6), the 3:3 was used at 58.9% of cases,
followed by 3:3 system change the 2:4 (28.6%). So, if you can demonstrate that the team
analysed attack game passes by playing in 3 structure: 3 and in a few moments make a
transformation, with introduction of a second pivot. This trend seems to reinforce the
importance of pivot player in looking for situations of submission in a situation of
numerical superiority or positional, since the change of system places two pivots in
simultaneous work inside the opposing defence.
Table 6: offensive System used
ACTIONS Pivot
holder, equality and
attack system
3:3 99 (58.9%)
2:4 6
Offensive
3:3/2:4 48 (28.6%)
System
3:3/2:4/3:3 13
N/set 2
Total 168
With regard to the defensive system faced, 63.1% of attack were against 5:1 and, if
we add 5 defence situations: left back and right-oriented (corresponding to situations of
transformations in the attack), make up a total of 75.1%. This clearly shows that this is the
most used by the defence to attack opponents of the team being studied (table 5).
6:0 defence is only used in 10% of cases, and the remainder with alternative
defences and situations of asymmetry. This given by our training experience, should be
taken into account in time to analyse the behaviours of the pivot, since different defensive
provisions will be different spaces and, consequently, different pivot player behaviours.
Table 5: defensive System confronted
ACTIONS Pivot
holder, equality and
attack system
6:0 21 (12.5%)
5:1 106 (63.1%)
Defensive 5:1RB 22 (13.1%)
system 5:1LB 15 (8.9%)

confronted 3:3 1 (0.6%)
5+1 3 (1.8%)
Total 168
- 11 -
The initial positioning of the main pivot in the system (table 6), reveals that the
majority of the pivot in the second line, in the central zone (31.5% of cases) and left side
(27.4% of cases). The other two areas where the pivot is positioned more frequently are the
right side area on 2nd line (23%) and the central area of the first row (14.3%).
The fact that the team act mostly with deft player the right side may have influenced
the difference when it comes to positioning in left and right side of the second line, since
with right-handed player it is natural that the pivot if put less often than the right side.
For the positioning of the pivot in the central area, there are situations in which the
majority has the ball pivot connecting through 9 meters free and/or outputs in support of the
first line.
Table 6: aligning the pivot at the beginning of system attack
ACTIONS Pivot
holder, equality
and attack system
LE 11 (6.5%)
(C) 24 (14.3%)
LD 4 (2.4%)
Pivot's
2ld 23 (23%)
initial
2c 53 (31.5%)
position
2le 46 (27.4%)
2pe 7 (4.2%)
Total 168
When we examine what situation is marking the pivot (table 7), you can understand
that, at present, is typically in a position of 1 x 1 (42.9%) and 2 x 2 (35.7%), followed by 1
x 2 situations (19%). In the same frame that the pivot is rarely in a situation without an
appointment (1.2%). The values found are natural enough that the pivot be mostly framed in
the middle of the defence and, therefore, with opposition; Hence, the various authors alert to
the importance of the pivot play in reduced spaces and against markings on proximity
(Equisoan, 2000; Tavares & Arraya, 2012 ; Teixeira, 1997 ). However, contradict the data
recorded by Sobrino (2011), which found mostly pivot intervention in situations of 4 x 4
and 3 x 3.
Table 7: initial situation of the pivot at the beginning of system
attack
ACTIONS Pivot holder,

equality and attack system
1x1 72 (42.9%)
Initial 2x2 60 (35.7%)
situation 3 x 3 2 (1.2%)
of the 1x0 2 (1.2%)
pivot 1x2 32 (19%)
Total 168
- 12 -
If you look at the mark up that the pivot is subject in the initial moment (table 8),
you can see that it's usually marked behind (43.5%) and by the strong side and weak
(24.4%). The numbers may be associated with the large percentage of situations that
occurred before 5:1 defence, which seems to favour this type of marking; Although there
are coaches who in their daily activity to reinforce the strong or weak side marking,
depending on the position of the ball and avoid the mark up behind, especially with pivots
are physical characteristics of high dimension.
Table 8: defensive Marking the pivot at the beginning of system attack

Front 5
Pres 73 (43.5%)
Defensive Strong Side 22 (13.1%)
marking Weak Side 13 (7.7%)

the pivot without/mark up 2 (1.2%)
Strong/Weak 41 (24.4%)
Front/Back 12 (7.1%)
Total 168
When the pivot moves to perform actions (table 9), mostly occupies the areas: in the
second line (43.4%), in the first line (20.4%) and left side of the second line (16.8%).
Previously we had since these were areas where the pivot usually positions. Such suggests
that the pivot shift movements are short (within the same area is positioned initially or next
zone).
The situations in which moves to the central position on first line correspond
normally to support situations. So, these are the three zones of increased use by the pivot in
action.
Another important thing is that the actions in which the pivot 168 intervenes in the
game we found 113 with offset, which accounts for 67% of performance in offset. It follows
that most of the actions of this pivot implies its offset in the inter defensive space of the
adversary system.
Table 9: Pivot shift

LB 5 (4.4%)
(C) 23 (20.4%)
RB 8 (7.1%)
Scroll 2RB 7 (6.2%)

zone 2c 49 (43.4%)
2LB 19 (16.8%)
2LW 2 (1.8%)
Total 113 (100%)
- 13 -
If you look at the defensive marking which is subject at offset (table 10), it turns out
that in most cases the pivot continues to be marked by back (60.2%). The value of 22.1% of
situations in which the pivot moves without marking, can be a consequence of creating a
surprise for the defence, which can't keep up with the offset and so that gets in free situation
inside; or offset to the outside as a point of support and therefore be subject only to the
marking distance for not representing imminent danger of submission.
Table 10: defensive marking in the pivot shift

Front 5 (4.4%)
Pres 68 (60.2%)
Strong Side 6 (5.3%)

Defensive
Weak Side 65.3%)
marking
Without/mark up 25 (22.1%)
offset
Strong/Weak 1 (0.9%)
Front/Back 2 (1.8%)
Total 113 (100%)

In table 11 can be pointed out that the ball is usually in the central zone (56.6%) and
99.1% of cases on the first line, when the pivot moves. This trend had already been checked
by us on the initial situation of the pivot and also by Tavares (2000) who found 94.1% of
relationships with players from the first line, which confirms the values for us and justifies
the strong relationship essentially with the companions of these specific posts.
Table 11: position of the ball at offset

LE 28 (24.8%)
Ball (C) 64 (56.6%)
position LD 20 (17.7%)
offset PD 1 (0.9%)
Total 113 (100%)

When trying to figure out what makes the pivot when it shifts (table 12), notes that
mostly looking for three actions: fix or attract opponents without ball (35.4%), yourself with
request of ball and support request offset ball (23.9%). These values, associated with the
intention of clearing, are quite high when compared with those obtained by Tavares (2000),
which only found about 9% of these situations. Some authors (Tavares & Arraya, 2012),
point out that one of the main functions of the pivot is the creation of free spaces in the
defence, making six penetrations meters through offsets (Antón Garcia, 1998; Sobrino,
2011 ), as well as positional gain through cancellations (Freitas, 2004; Sobrino, 2011 ;
Tavares & Arraya, 2012 ), these aspects that our results confirm.
The value found for the actions (13.3%) is clearly lower than expected, given that
the literature suggests that this is one of the most used by players of this specific post
(Freitas, 2004; Sobrino, 2011 ; Tavares & Arraya, 2012 ). Tavares (2000) registered even
the highest values for blockage, pivot actions (56.6%). We cannot rule out the possibility of
- 14 -
being considered like blocking, by this author, the movements that we consider fixing
opponent on the line, apart from the fact that our study to focus only on a pivot and,
therefore, the individual characteristics facilitate the realization of other movements. Other
possible justifications may result of the features of the game model of the team analysed,
which can focus on certain types of behaviour and the fact that we are analysing the pivot
action in circumstances in which there is displacement, although, as we shall see later, the
trend is similar in the intervention action of the pivot without or after offset.
Table 12: Pivot Actions at offset

Fix/attract opponent (s) s/ball 40 (35.4%)
Block s/ball 15 (13.3%)
Displacement With support request offset ball 27 (23.9%)

action Yourself with request offset ball 27 (23.9%)
Gain position/ask the ball 4 (3.5%)
Total 113 (100%)
During the offset can check that the pivot is normally in contact (62.8%) and you
can about of 25.7% of non-contact situations (table 13). The number of cases found no
contact has to be examined with care, since it represents only the situations of imminent
danger; includes also the actions of offset for the first line and in a position to support and
therefore no direct danger. These data, however, do not confirm the pivot as a condition of
constant imbalance pointed to by Equisoan (2000). We will see later if the same trend is
observed in the intervention actions.
Table 13: contact at offset

Contact unbalanced 13 (11.5%)
Displacement Contact balanced 71 (62.8%)

contact type No contact 29 (25.7%)
Total 113 (100%)

By analysing the intervention of the pivot (table 14), either preceded or not offset,
which acts mostly on the second line in the central area (48.2%) and in the left side
(19.3%). Is still significant value for their intervention in the central area of the first row
(14%), both in support and in 9 m free situations. Tavares (2000) slightly lower than the
values found our central area second line (28.7%) being, however, also the most used by the
pivot area, followed by second-line left side zone (25.2%). These data may be due to study
of situations against different defensive systems, but, as the author does not specify, can
only be used as a reference in our study.
- 15 -
Table 14: Pivot intervention zones
ACTIONS quality
and attack system
LE 2 (1.8%)
(C) 16 (14%)
LD 4 (3.5%)
Intervention 2ld 11 (9.6%)

zone 2c 55 (48.2%)
2le 22 (19.3%)
2pe 4 (3.5%)
Total 114 (100%)
When the pivot is involved (table 15), is usually subject to defensive marking
behind (55.3%), reinforcing the data we found earlier to offset shares (table 16). It is also
visible a significant number of situations in which the pivot intervenes without marking
(16.2%).
Table 15: defensive intervention zone Marking
Front 4 (3.5%)
Pres 63 (55.3%)
Strong Side 12 (10.5%)

Defensive
Weak Side 13 (11.4%)
speech
Without mark up 15 (13.2%)
marking
Strong/Weak 6 (5.3)
Front/Back 1 (0.9%)
Total 114 (100%)

At the moment the pivot intervenes (table 16), can occur, as happened to the offset,
the ball is mainly in the first line (92.1%), accounting for nearly half of the central zone of
the first row (52.6%).
Table 16: position of the ball in the intervention
LE 27 (23.7%)
Position of (C) 60 (52.6%)
the ball in LD 18 (15.8%)

the 2ld 1 (0.9%)
intervention 2 c 5 (4.4%)
2le 2 (1.8%)
- 16 -
2pe 1 (0.9%)
Total 114
As for the actions taken by the pivot at the time of the intervention (table 17), it can
be noted that mainly seeks to gain position and/or ask the ball (47.4%), followed by (no
ball) of opponents (14.9%), making these situations more than 60% of shares. There is,
thus, the majority of the pivot player performance in the player without the ball, as
referenced Sobrino (2011 ).
These data reinforce the dominance of the game without the ball, which is
extensible to other posts, although with different weights if necessary. For example, Bayer
(1994), points out that a player can, at best, possess the ball about 10% of the total game
time.
If we look at the actions that the pivot performs with ball (24.6%) only-shoot,
dribble 1 x 1, 1 x 2, pass, dribble fix opponents with ball and block with ball-pass is one
that happens more frequently, reinforcing the situations of pivot support at first line
previously marked. In these cases, the pivot has no advantage to finish, so you can choose
to continue the action (Sobrino, 2011). However, we must not forget that actions with ball
are very dangerous due to the positioning of the anchor in the middle of the defence
(exclusion made situations already referenced to support abroad the first defence line).
Another interesting did not found any deadlock with ball held by the player in question,
pointing to this action to a minor in the game plan of the pivot.
The data obtained do not adhere fully to the statement of Tavares & Arraya (2012)
when defining the tactical pivot bases as the locks in any space and offensive line, the
cancellations, the feints with opposition (unless the authors refer to the feints without
contemplating ball clearing) as well as the 1 x 1 (unless the authors contemplate the fight
without ball).
Table 17: Pivot Action on intervention
STOCK Pivot holder,

Shoot 6 (5.3%)
Dribble 1 x 1 5 (4.4%)
Dribble 1 3 (2.6%)
Pass 10 (8.8%)
Shares in
Fix/attract opponent (s) with ball 4 (3.5%)
first
Fix/attract opponent (s) without ball 17 (14.9%)
speech
Yourself with request offset ball 8 (7.0%)
Total 114 (100%)

The actions of the pivot, at its first intervention in positional space (table 18), are
mostly with contact (62.3%). However, there is still an interesting number of situations in
which the pivot intervenes in 16.7%) (imbalance, denoting a constant struggle within the
defence.
- 17 -
Table 18: type of contact in first speech
STOCK Pivot holder,

Contact unbalanced 19 (16.7%)
Contact balanced 71 (62.3%)

Type of
contact in No contact 24 (21.1%)
first
speech Total 114
When it examines the second pivot intervention (table 19), it turns out that there are
3 most used actions as a result of previous interventions: 1 set dodge opponent without the
ball and yourself offset with request of the ball (53.4% of total cases); shot records only
8.9% of cases. Another important thing is that if accounted for 113, 114 offset actions as
first pivot and only 45 in the second intervention. These figures put quarterback in, mostly,
perform an action to offset with the possibility of an intervention and in a few cases two
chained interventions.
Table 19: Pivot Action in the second intervention

Shoot 4 (8.9%)
Dribble 1 x 1 9 (20%)
Dribble 1 5 (11.1%)
Pass 4 (8.9%)
Action in
Fix/attract opponent (s) with ball 1 (2.2%)
the second
Fix/attract opponent (s) without ball 8 (17.8%)
intervention
Vourself c/request offset ball 7 (15.6%)

Total 45
Interesting data on the type of contact in a second intervention (table 20) is very low
the number of shares without contact (only 8.9%) and balance-if more values in contact
(51.1%) and unbalanced (40%), which is normal since, as these actions chaining, the
defence will be closer and the pivot in that situation can pose imminent danger.
- 18 -
Table 20: Contact Type in the second intervention

Contact unbalanced 18 (40%)
Contact Contact balanced 23 (51.1%)
type in the No contact 4 (8.9%)

second
intervention Total 45 (100%)
When the third pivot intervention in a sequence of actions (table 21), you can check
that happens quite a few times (just 10.5% of cases), reinforcing the conclusions adopted
previously. However, mostly the pivot features as third action the pass (50%) and shoot
(33.3%).
Table 21: Pivot Action in the third intervention

Shoot 4 (33.3%)
Pass 6 (50%)
Third Fix/attract opponent (s) without ball 1 (8.3%)

intervention Gain position/ask the ball 1 (8.3%)
action
Total 12 (100%)
The contact at the time of the third intervention (12 situations) is largely balanced
(58.3%). This data can be justified for two situations: the pivot performs more often the
action, in support of the first line and so the defenders use a mark-up in the vicinity; or the
pivot is dual dial and use the pass to connect with the partner in better conditions (table 22).
Table 22: Contact Type in the third intervention
Contact unbalanced 3 (25%)
Contact balanced 7 (58.3%)

Contact
type in the No contact 2 (16.7%)
third
intervention Total 12 (100%)
When you search for realizing the pivot action chaining (table 23), a huge
dispersion, corroborating the idea presented by Sobrino (2011) I found a total of 58 pivot
- 19 -
game skills. This is very important, since it seems to translate the lack of a pattern of
behaviour for this specific post and a huge variety of actions, which may be a consequence
of the reduced space of the pivot, in constant contact and positioning changes in defensive
systems. So, you can infer that the player of this specific post will have to adapt
intelligently to your context and this is possible through a variety of actions.
In table 23 it is evident that the pivot in study presents as preferred actions chaining:
1) fix and/or attract opponent without the ball, followed by gain position and/or
requested by the ball, used by 7 times. Then, the pivot uses mostly the combination of
actions: 2) yourself offset with request of the ball, followed by fixing and/or attract
opponent without the ball, for 5 times.
The patterns found are distinguished from results obtained by Sobrino (2011) ,
remembering, however, that this study only falls on the way to perform a pivot of a team,
and it is also important to remember that the games studied may not be sufficiently
representative of the universe of the games and the teams encountered at the time in
question. In fact, I've found previously that the number of shares from the first to the second
and third speeches fell abruptly. Such suggests that the pivot in question performs mostly
isolated action with offset or an intervention. This factor may also be justified by great
physical power, comparing with opponents, allowing you to resolve the situations with less
actions; or for the first line, being very strong, resolves the attack without requiring great
continuity.
In table 23 you can check our pivot seldom performs 3 thread actions (24 situations in
all analysed), and rarely 4 actions (4 scenarios).
Table 23: more Threads used by the pivot
Number of
Action at offset first intervention action 2nd intervention action 3rd intervention action
occurrences
Offset yourself with Fix/attract opponent (s)
5
request of the ball without the ball
Shoot 4
Dribble 1 x 1 2
Fix and/or attract

Gain position and/or ask
opponent (s) without the 7
the ball
ball
Yourself offset with
3
request of the ball
Support request offset of

Pass 4
the ball
3
the ball
- 20 -
Fix and/or attract
Block without the ball 2
opponents without the ball
2
the ball
Gain position and/or ask Yourself offset with

3
the ball request of the ball
Fix/attract opponent (s)
3
without the ball
Dribble 1 x 1 2
Block without the ball 2
C/request support Fix and/or attract

Pass 2
displacement of the ball opponent (s) with ball
Yourself offset with
Pass 2
request of the ball

Dribble 1 x 1 Pass 2
the ball
When looking at the result of the actions of the pivot (table 24), you can check the
occurrence of essentially three situations: advantage untapped (30.4%), advantage (23.8%)
seized and loss of advantage (18.5%). Thus, there are plenty of situations in which the
advantage created by pivot player is not used by his team-mates. Such highlights the
difficulty of first-line players in identifying these moments and reinforces the key role in
creating pivot through superiorities decisions during the game, referred to by several
authors (Freitas, 2004; Santos, 1999 , 2012 ; Sobrino, 2011 ; Tavares & Arraya, 2012 ).
Verify that Thirdly, the pivot features result in loss of advantage, which can be justified by
their placement and permanent contact with the defenders. Notes that only 6.6% of
situations result in direct goal situation by the pivot and that only 1.8% of situations are not
used with goal by failed shot at 6 m. It follows that the intervention of the pivot is
essentially in order to collaborate with partners and for the benefit of these, more than for
their own benefit. However, don't forget that many situations of advantage are not exploited
(as seen earlier), which of course could increase the number of potential situations of goal
by the pivot. Our results go against the study of Andrés (1997), which, despite finding
higher values than ours for the finalization of the pivots (11.6%), confirms that are those
who performed less often at stake.
It turns out that there are few 7 m gain situations and/or sanction (only 4 in five
games), representing only 1 7 meters won per game. This surprises us, as expected, by our
empirical experience, that the pivot to get more free situations of m with or without
sanction.
Another important was the number of technical failures of the pivot (13 in five
games), representing 7.7% of cases, which can be justified by the proximity of defenders
and permanent contact with the same and less time to perform the skills.
- 21 -
Table 24: Result of the actions of the pivot

+ Penalty Goal 2 (1.2%)
Goal 9 (5.4%)
Advantage exploited 40 (23.8%)
No goal + penalty 1 (0.6%)
No goal 6 m 2 (1.2%)
Pivot 7 m + penalty 3 (1.8%)
Action 7 m 1 (0.6%)
result 9 m + penalty 2 (1.2%)
Advantage untapped 51 (30.4%)
loses advantage 31 (18.5%)
9m 13 (7.7%)
technical failures pivot 13 (7.7%)
Total 168 (100%)
To analyse the result of the actions of the pivot for the team (table 25), mostly
occurs maintaining possession of the ball (44%). This is very interesting and is related to
the result of the actions of the pivot described earlier-as there were many cases of advantage
not enjoyed and loss of advantage, it is natural that the team keep possession. Tavares
(2000) found very interesting values to pivot's intervention, 69.5% of goals since obtained
in the raid resulted from his action and the attacks in which there was no intervention of the
pivot, only 30.5% culminated in goal. These data reinforce the great influence of the pivot
in attack on system. Our values cannot be compared because we analyse stocks and do not
attack, and some of the situations in which the pivot, and that result in maintaining
possession, may end up in a goal at the end of that attack. Even so, 27.4% of shares result
directly in goal and that, if we add the situations in which there was no goal (13.7%), we're
talking about 40% of situations involving submission.
Table 25: Result for the team
STOCK Pivot holder,

equality and attack
system
Goal 46 (27.4%)
Result No Goal 23 (13.7%)
for the Keep possession 74 (44%)

team Loss of the ball 25 (14.9%)
Total 168 (100%)
- 22 -
When it scans the end zone of the team (table 26), is the highest percentage for the 9
m (62.5%) and then to 6 m (32.3%), indicating a first very strong line without much need
for the inner game to achieve success and/or a tendency in terms of game model that
focuses on exterior finishing. However, it must not be forgotten that only come with
numerical equality and situations in attack. This aspect is important because it skews the
analysis and explains, in part, the differences found by comparison with the data obtained
by Juan de Díos (2002) about the Junior Championship held in Luxembourg and where
found approximate finalization indices between zones of six meters (35.21%) and nine
metres (31.67%). In fact, it is expected that in a situation of numerical inferiority or
superiority of numbers search teams finish preferably at six meters, given the greater
likelihood of success, what to be analysed jointly with numerical equality situations changes
naturally data relating to forms and submission. Even so, the study conducted by Andrés
(1997) features very similar to ours (66.6% for finalization of 9 meters and 33.3% for the 6
metres), what if you can justify the fact that the study of this author have been held at the
German Championship, where there are great shooters, which approaches the behavioural
characteristics of studied teams with our team.
Table 26: submission of team
ACTIONS Pivot
holder, equality
and attack system
9m 60 (62.5%)
The end
6m 31 (32.3%)
zone of
7m 5 (5.2%)
the team
Total 96 (100%)
When analysing the situations in which the pivot uses the tactical means of
collaboration in the first intervention (table 27), is the ecrán (60%) and blocking (27.1%) as
the most significant. Confirm the results of Andrés (1997), who observed mostly
performing ecráns on the part of the pivot to the centre or sides. Tavares (2000) for his part,
found totally opposite values for these two tactical media, being that the blockade was used
56.6% while the ecrán 19.8%. This fact is very interesting because, although to confirm
these two means as the most used by the pivot, a huge difference between our case study
and the pivots analysed by the author (Op. Cit.). This may be due to the fact that the pivots
in a study by the author does not have a team so accomplishing on the first line; or be
related to defensive systems used by opponents of the pivots. Antón Garcia (1998) and
Sobrino (2011) they also these two tactical media as being the most important for the game
of the pivot.
This study Confirms that the matter goes cross-media collaboration are little used by
the pivot, coinciding with the completion of Andrés (1997) , it attaches little importance to
the successive penetrations and passes and goes in the pivot game, except in situations of
numerical inferiority to the first and attack the defences open to the second. It is natural that
the passes and will not be so used, due to the defensive systems faced in most cases
analysed were 5:1 or 6:0, which, being closed defences, not allow as much space between
lines – important condition for the use of this kind of tactical (Andrés, 1997). The already
low value found for the crossings may be related to game model that focuses not so much
this kind of tactical combinations means used by the team.
These numbers may relate to the fact that the team have a first line really accomplishing and
justify the values found for the submission mostly to 9 m (62.5%).
- 23 -
Table 27: tactical Media used by the pivot in the first intervention
STOCK Pivot holder,

Lock 19 (27.1%)
Tactical
Ecrán 42 (60%)
media in
crossing 2 (2.9%)
the first
Successive penetrations 7 (10%)
intervention
Total 70 100%)
4.3. Evaluation of experts
Was to relate the behaviour performed by the pivot in study with your performance
level, in a more integrated perspective and situational, thus avoiding a simplistic and
reductive evaluation based on achieving or not. So, we decided to interview coaches’
experts about the situations analysed, and it was requested that these vision’s the various
situations under study and assigned a value to the performance of the pivot. Subsequently,
and for each situation, was asked what was told to the other possibilities of action.
Nevertheless, it has not been possible to analyse the data obtained what we mean to do in
the near future. So, we mainly focussed on the assessment attributed by the expert and
researcher for a multinomial logistic regression from a wide range of behavioural
observations with a view to creating a model to allow the prediction of performance values
(in this case 1 to 5 ordinals) to the pivot position. However, the model created, based on the
components created from the original variables, submitted an explanatory power of only
4%, and it is decided to change strategy and return to the "cloud" of original variables.
Thus was the logistic regression statistical technique to, from a set of observations
concerning a limited number of categorical variables, produce a model that would enable
the prediction of the values assigned by the expert to the performance of the pivot. The
model created, built on six variables (defensive system, marking the displacement, marking
for intervention action in commuting, first intervention action and contact in the first
intervention) that adjusts 29, has an overall explanatory power of 68.5%. (Figure 2). The
greatest difficulty in the use of these tools has to do with the extremely low number of
cases; in the situation under discussion there are only 57 cases in which the selected
variables are all set. In this way, it turns out that this technique is promising and provides
some clues about the behaviours that explain the expert classification, i.e. allows to find
sense in the variables chosen to see what experts value in terms of performance of the pivot.
It should be noted that this path can be exploited, despite not having faced the results
obtained with the other expert assessment; and the number of games being reduced to more
robust conclusions.
- 24 -
Figure 2: logistic regression for the evaluation of the expert
5. CONCLUSIONS
Pivot's actions present a wide spectrum. However, resulted in this study clearly that the
pivot performs mostly an action in every situation of relationship with the first line. Among
the most used, and in order of importance, are: 1) fix/attract opponent without the ball; 2)
gain position and/or ask the ball; 3) yourself offset with request of the ball; and 4) block
without the ball.
The pivot analysed resolves the game situations by a reduced number of threads of
skills. Within these, you can see that this uses pivot, in order of importance: 1) fix/attract
opponents without the ball followed by gain position and/or requested by the ball; 2) offset
of yourself with good's request followed by fixing/attraction of proponent (s) without the
ball. We note further that when the pivot intervenes without offset, starts its action mainly
with position gain and/or request the ball to chain several actions. Finally, and not least, the
pivot rarely performs three or more actions chained together; and that when this happens
usually implies possession by that to pass or finish.
With regard to the result of the actions of the pivot for the team that mostly occur two
situations: (i) maintenance of possession by advantage untapped by team-mates and (ii) a
clear Situation of submission with a goal or no goal resulting apparent great influence of
this specific post in the game.
When evaluating the performance of the pivot, by expert investigator, and if they sought
evidence about the variables that have the greatest influence on your peak performance, the
- 25 -
following were found: (i) defensive System, (ii) defensive marking the displacement, (iii)
action on displacement, (iv) defensive marking in the first speech, (v) first action on
intervention and (vi) contact at offset, with an explanatory power of 68.5%.
We must stress once again that the data found are related to the case study of this
particular pivot, and the reduced number of sample games, limiting, so extrapolation to the
General.
PRACTICAL IMPLICATIONS IN SITUATIONAL CONTEXT
In practical terms, we think that it is necessary to find training methods of the specific post
anchor that suit the development of decisive actions to this specific post and permanent
confrontation, since their performance occurs in constant contact and with strong space-
time constraints, especially in 1 x 1 and 2 x 2.
Another important will be the assessment of the performance of the pivot player in game
situation, creating appropriate observation objects, so that you can improve the performance
of this specific post as important to the performance of the team..
6. BIBLIOGRAPHY
1. Álvaro, J. D., A.; González Badillo, J.; González, JL.; Navarro, F.; Molina, J.; Portoles, J.; Sanchez, F.;
. (1995). Modelo de análisis de los deportes colectivos basado en el rendimiento en competición.
INFOCOES, I(0), 21-40.
2. Andrés, F. (1997). Balonmano: Análisis de cuatro equipos de la bundesliga: T.H.W.Kiell,
V.F.L.Gummersbach, Dusseldorf, S.G.Wallau. Apunts Educación Física y Deportes(47), 52-57.
3. Antón Garcia, J. (1998). Balonmano: Táctica Grupal Ofensiva - Concepto, estructura y metodologia.
Madrid: Gymnos Editorial.
4. Antón García, J. (1997). Balonmano - fundamentos y etapas de aprendizaje: Gymnos.
5. Antón García, J. (2002). Balonmano - Táctica Grupal Defensiva: Concepto, estructura y metodología:
Grupo editorial universitario.
6. Araújo, D., & Volossovitch, A. (2005). Fundamentos para o treino da tomada de decisão: uma
aplicação ao andebol. In D. Araújo (Ed.), O contexto da decisão. A acção táctica no desporto (pp. 75-97).
Lisboa: Visão e contextos, LDA.
7. Bayer, C. (1994). O ensino dos Desportivos Colectivos (Machado da Costa, Trad.). Lisboa.
8. Cercel, P. (1990). O Treino de Equipas Masculinas (C. Gonçalves, Trad.). Linda-a-Velha: Biodesporto.
9. Czerwinski, J. (1993). El balonmano: Técnica, Táctica y Entrenamiento (P. Rouba, Trad. 1ª Edição
ed.). Barcelona: Editorial Paidotribo.
10. Dicionário Priberam da Língua Portuguesa. (06/08/2013). http://www.priberam.pt/dlpo/
11. Dicionário Priberam da Língua Portuguesa. (20/02/2013). http://www.priberam.pt/dlpo/
12. Equisoan, J. (2000). Contenido y entrenamiento del pivot. Manuscrito não publicado, VII Clinic de
treinadores da Associação Andebol de Braga
13. Fernández, J., Viaño, J., Cerdeira, C., & Cancela, J. (2000). Enseñanza de los juegos deportivos
colectivos a través del balonmano. Madrid: Editorial Gymnos.
14. Freitas, R. (2004). Treino Específico dos Jogadores de Campo no Ataque. artigo não publicado.
15. Garganta, J., & Pinto, J. (1998). O ensino do futebol. In A. Graça & J. Oliveira (Eds.), O Ensino dos
Jogos Desportivos Colectivos (3ª Edição ed., pp. 244). Porto: Centro de Estudos dos Jogos Desportivos
FCDEF-UP.
16. Gréhaign, J.-F., Richard, J.-F., & Griffin, L. (2005). Team Sports and Games. London & New York:
Routledge.
17. Henriot, J. (1969). Le Jeu. Paris.
18. Juan de Díos, S. (1997). Conceitos básicos da aprendizagem tática em andebol. Comunicação
apresentada em Clinic da Associação de Andebol de Braga.
19. Juan de Díos, S. (2002). 2001 Men's youth european championship Luxembourg. EHF Periodical for
coaches, referees and lecturers(2), 8-15.
20. Mahlo, F. (1970). O acto táctico no jogo (A. Serzedelo, Trad.). Lisboa: Compendium.
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Moreno, J. H. (1994). Fundamentos del deporte - Análisis de estructuras del juego deportivo. Barcelona.
21. Oliveira, J., & Tavares, F. (Eds.). (1997). Estratégia e Táctica nos Jogos Desportivos Colectivos.
Porto: Centro de Estudos dos Jogos Desportivos FCDEF-UP.
22. Oliveira, R. (2000). A planificação táctica em Andebol - A Condução da equipa durante a
competição, os Momentos determinantes e as Estratégias de Intervenção no Jogo de Andebol. Madeira:
Madeira.
23. Petitgirard, G. (1998). Le jeu du pivot en attaque - Première partie. Approches du Handball(48), 2-6 e
25-28.
24. Petitgirard, G. (1999). Le jeu du pivot en attaque - deuxième partie. Approches du Handball(49), 2-7 e
25-28.
25. Petitgirard, G. e. a. (2009). La formation du jouer pivot en attaque. Approches du Handball(109), 14-
23.
26. Pinaud, P., & Díez, E. (2009). Percepción y Creatividad en el Proceso de Aprendizaje del
Balonmano. Barcelona: Stonberg Editorial.
27. Ramos, F. (2009). Futebol - a competição começa na "rua". Lisboa: Calçada das Letras.
28. Román Seco, J. (1989). Ideas para un juego de ataque moderno y atractivo. Manuscrito não
publicado, INEF - Barcelona.
29. Santos, F. (1999). Perfil de Excelência do jogador pivot de andebol definido a partir de indicadores
somáticos, técnicos e tácticos. Porto: Dissertação de Mestrado apresentada a FCDEF-UP.
30. Santos, F. (2012). O jogador pivô no jogo de andebol: análise da sua actividade no processo ofensivo
das seleções nacionais masculinas no campeonato mundial 2007, campeonato europeu e jogos olímpicos
2008. Coruña: Mário Santos. Dissertação de Doutoramento apresentada a Universidade da Coruña.
31. Santos, J. F., M. Oliveira,C. Leitão,T. Anguera, J. Campaniço. (2009). The pivot player in handball
and patterns detection - Instrument [Versão eletrónica]. Motricidade, 5 (3), 29-36 disponível.
32. Sobrino, G. D. (2011). Las habilidades del pivot en la alta competición de balonmano. Barcelona:
Dissertação de Doutoramento apresentada a Universitat de Barcelona.
33. Tavares, R. (2000). A importância do pivot no ataque organizado - estudo descritivo realizado com
equipas do campeonato nacional da 1ª divisão séniores masculinos 2000/2001. Porto: Ricardo Tavares.
Dissertação de Licenciatura apresentada a FCDEF-UP.
34. Tavares, R., & Arraya, M. (2012). A influência do pivot no ataque organizado. In M. Arraya & P.
Sequeira (Eds.), Andebol - Um caminho para o alto rendimento (Visão e Contextos, Edições e
Representações, Lda. ed., pp. 231-243). Lisboa.
35. Teixeira, F. (1997). Balonmán: Plan anual de adestramento. Santiago de Compostela: Edicións Lea.
36. Teodorescu, L. (1984). Problemas de teoria e metodologia nos jogos desportivos (J. Curado, Trad.).
Lisboa: Livros horizonte.
37. Xesco Espar, M. (1997). Análise do jogo de ataque em jovens. Comunicação apresentada em Clinic
da Associação de Andebol de Braga.
- 27 -
MASTER COACH THESIS
SPAIN/PORTUGAL 2015/2016
"THE DISCOVERY AND

MONITORING OF SPORTING
TALENTS IN HANDBALL”
EUROPEAN HANDBALL
FEDERATION
Manuel Laguna Elzaurdia

Royal Spanish Handball Federation - SPAIN
INDEX
Summary
Key words
1. Introduction
2. Players Selection and Age
3. Talent Identificationat Early Age
4. The system used by the Royal Spanish Handball Federation
4.1. The Qualities to Observe
4.1.1. Biological characteristics
4.1.2. Physical abilities
4.1.3. Psychological characteristics
4.1.4. Qualities for playing development
4.2. The Measurement
4.2.1. Measurement of Biological Features
4.2.2. Measurement of Physical Abilities
4.2.3. Measurement of Psychological Features
4.2.4. Measurement of Qualities for Playing
Development
4.3. The Data Processing System
4.3.1. Making a Map of Abilities
4.3.2. Capacities Map Interpretation
4.3.3. Grading the Group
4.4. The Monitoring
4.4.1. The concept of “trainability”
4.4.2. The evolution control
4.4.3. Capacities Map Interpretation in the Evolution
Control
4.4.4. Others Applications
5. Conclusions
SUMMARY
The performance in open sports, like handball, depends on many aspects of different nature and this
makes it difficult to define a typical profile of high-level players.
However, qualities of different nature may be measured and the right treatment of this information
could lead us to detect players with potential for the high performance.
The common criterion for all of these abilities is to select the player with abilities that cannot be
learnt by training.
KEY WORDS
Talents Detection, Potential, Performance, Genetics, Evaluation Fields, Biological
Age/Chronological Age, Objective Measurement/Subjective Measurement, Capacity Map,
Monitoring, Group Map
1. INTRODUCTION
High performance sportis based in threeelements. It is like a bench with three legs, if one
fails, the bench will fall down.
These three elements are:

• Volume of work.
• Quality of work.
• Quality of the “raw materia”.
Almost all technical studies are focused in explaining how the work must beor which is the
right volume of it in order to get the best competitive
development in a high performance level. However,
frequently these investigations do not take into
account that third leg, which is essential.
The reality is thatathletes can hardly reach a high
level of performance without a suitable genetic
material.
In a more colloquial way we could say that a player
who wants to be a top level athlete must carefully select
his/her parents.
One of the basic skills that a good coach,linked to top level handball, must have is to know
how to identify appropriate players.
This research has traditionally been left to the experts as the onlytool for this process.
The experience cannot be denied, but currently there are a lot of studies and ways of
observation, which can complement the appreciations of the coaches and help them to be
more accurate at future researches.
Every sport has its specific needs, so the identification of sports talents has its
particularities.
Handball is an open sport and the factors that influence in the performance are numerous
and varied. As a consequence, there is not a unique profile which can be considered a
model.This meansthat we can observe different personal characteristics amongst top level
players.
However, not everybody can reach the top level.
The problem lies in the principle of finding a system which can guide ustothe potential of
the players. In addition,it is necessary to do anotherconsideration: nowadays, in sports you
cannot be competitive if you do not accumulate a big volume of work, in spite of all natural
conditions you have This means that the individual who starts practicing a sport in a late
age has a huge disadvantage, which could make it difficult for him/her to reach the high-
level.
Therefore, the real problem is not onlydetecting the individuals with capacity for the top
level but also to identify the athletes in an early age who could reach better performance
than others in the future.
2. PLAYERS SELECTION AND AGE.

Selection for present performance / Selection for the future high-performance
Many times when a selection group has been made between children, the only criterion
used is the performance of the moment, that is, the players chosen are the ones with the best
performance.
This criterion is the most precise if the only goal is to attend a competition and win
it.However, if the aim is to make a group of work to reach the high level competition in the
future, we could be making a huge mistake.
The performance depends on two factors: The genetic features of the player, in other
words, the potential, and the accumulated work. In a given moment,one player can get a
better performance than the other, not because he/she has better qualities but because
his/her relationship with handball has been more intense (more training sessions, better
coach, better competitive experiences…).
When the players are adults, the ones who have not accumulated work, have limited
possibilities to get it in the future, therefore, the player chosen must be the one with a better
performance, no matter his/her characteristics.
The opposite happens when we talk about young players. In this case the future is always
the main factor to take into consideration and the most important part of the work could be
made in the future.
In this case, the criterion is to separate the real performance, and just choosing the player
with Potential, with natural qualities.
It is necessary to know how to choose, sometimes you can reach the top performance
sooner, but you can be limiting it.
As always, you cannot talk only of “black or white”, there are shades of grey.
It seems clear that in case of young players the basic criterion is the genetic characteristics,
and for adults it is the performance, but what happens in intermediates ages?
The answer seems simple: mixed criteria.
The criteria must be adapted to the age when they are selected.
The influence given to the Potential or to the Performance according to the evolution
moment of the player to choose, is drawed in similar curves as what is shown in the
following graphic:
3. TALENT IDENTIFICATION AT EARLY AGES.
Currently the competitive requirements in high-level sports, force the players who want to
get to this level, to start their education at early ages.
It is like this for two reasons: on one hand, as we said before, it is necessary to work a lot
before getting the high-level, but on the other hand, there are many abilities that can be
developed in optimum conditions if we work on them at concrete ages. What is more, if the
work in critical moments is not the appropriate, the player can acquire habits that limit
him/her in order to get the expected performance level.
The work with kids and teenagers for high performance, implies an important economical
investment assumed by private or public organisms, but also needs an investment in effort,
as well as for the athlete involved in this programme, which will condition his/her life
project.
The wrong choice of the individuals who must work in high performance, beyond being
bad economic management, can cause that these players face a challenge that they cannot
overcome, this means, they are ontheir way to frustration.
The responsibility of the choice is really huge. Before issuing an assessment, the coach
must get believabledata that allows him/her to think that the possibilities of the chosen
player to get to high-level are reasonable.
Thus a method which determines in a believable way the future potentialof young players
is necessary.
4. THE SYSTEM USED BY THE ROYAL SPANISH HANDBALL FEDERATION

On this report, I am going to explain the system currently used in theRoyal Spanish
Handball Federation.
This Method of Talents Discovery and Monitoring was born from many experiences over
years of work. Different groups of coaches, doctors, psychologists and specialist in fitness
training have participated on it. creations This is not a personal idea; it is based on the ideas
and proofs of many experts.
In order to explain the proposed method, I will follow a line of argument which considers
the key aspects.
4.1. THE QUALITIES TO OBSERVE
When we talk about talent detection at early age, the first question is, what is the
difference between the possible talents and the rest of the population? Or, in other
words, what qualities must young people have to think that they can get to reach the
high-performance?
Our answer to this important question can be summarised in this generic statement:
It is necessary to identify individuals w ith

im portant qualities in handball, but also abilities
im possible or really hard to get by training
Of course, this is an easy concept explained in a general way, but not so simple determining
the details and putting it into practice is
not so simple.
As I said in the introduction, in the
performance there are many qualities
from different nature, which means that
the player evaluation will be
multidisciplinary and will involve
specialists from different areas.
In this regard, we have four areas of
observation.
In each one of these areas, there are a
number of qualities with a large genetic
background which affects the
performance. These are the qualities to observe in the possible sports talent.
Now, it is time to define in a concrete way the qualities that can be observed in a group of
similar nature.
4.1.1. Biological Features

If we want to do a serious work, this must be controlled by specialist, this means, doctors,
and if it is possible, sports doctors.
There are three main aspects for the performance linked to a genetic background.
• Bio-sanitary features
The bio-sanitary observation has a double purpose:
 On the one hand, it is focused to determine the biological potential of the
individual
 On the other hand, to prevent diseases or another problem that could
affect the athlete’s development.
• Anthropometric features
The most connected features to handball are:
 The height
 The weight
 Wingspan
 The biacromial diameter
 Hand transverse measurement
 The body composition
• Determination of the biological age

The childhood and the adolescence are phases where the individual changes a lot.
But these changes do not happen at the same moment for individuals at the same
chronological age.
The maturing can be advanced or be delayed, and this is an important phenomenon
when you evaluate an athlete.In fact, it is really common to see players at early
maturation who play with the team mates at the same chronological age that are
really good at early stages. However, with time these players lose their “star
moment” and the others are able to reach their level.
Thus, it is really important to define the biological age reliably; since this is an
aspect which conditions all of the other features observed.
4.1.2. Physical qualities

In Handball, physical qualities are basic for the performance.
The strength, the resistance, the speed and the flexibility, are necessary for any player who
wants to achieve the top-level sport.
However, not all of them have the same genetic dependence.
The resistance, the strength or the flexibility are qualities that can be improved by
training. Nevertheless, it is more difficult to improve the speed and its qualities, like the
agility or the explosive strength.
Thus, players who have these qualities in an innate manner have better chances of
performance in the future.
The main physical qualities observed in order to select players are:
• The speed
• The lower body explosive force (jumping ability)
• The upper body explosive force (throwing ability)
• The agility
4.1.3. Psychological Features
This is another area which has to be controlled by specialist, in this case, by psychologists.
What psychological qualities, that have influence in the performance, are really hard
to improve with work?
This is the doubt asked and for sure answered in different ways depending on the specialist.
In order to give some orientation, I will take the criteria made by Spanish Handball
Federation psychologists: Mr.Claudio Gómez Navarro andMr.Antonio Lozano
Cáceres.
After a systematic examination, taking into account their experience and those of other
important specialists (coaches, psychologists, etc…) they conclude that the psychological
features to observe in a player in order to determine his/her potential are:
• Emotional Control
It is the athlete's capacity to determine what the adequate feelings are to deal with any
situation and what comes with it. This level of assertiveness indicates the athletes that show
balanced behaviour and find themselves on the positive side - being constructive of things
and situations. Well-managing this factor leads to self-confidence.
• Focus of attention
Ability if the athlete to securely establish the path to their senses, avoiding disrupting
stimulations which would jeopardize their performance.
• Analytical Capacity(intrinsic feedback)
Conscience of the execution status, which allows the athlete to discriminate as per the kind
of taskbefore, during and after the same.
• Motivation
Understood as the athlete is will to succeed, expressed in the intensity and excitement when
doing the work.
• Receptivity(extrinsic feedback)
This means the ability to get concepts, instructions, etc… in order to modify physical and
technical structures, but also tactical and psychological.
4.1.4. Qualities for the game development
In all three fields we have seen qualities that tell us about the size of the players or their
physical and mental capacity. However, we are used to seeing not so big players and not so
strong or fast players who make a good performance.
That is because in open sports there are other capabilities that also influence the final result.
Players who are able to perceive the most significant aspects of the game, are able to
develop more surprising and effective solutions to the problems. Those who know how to
adapt the best to the demands of the game’s movements, have several advantages over
those who don’t.
Traditionally a technical-tactical assessment to cover this field has been made.
Nevertheless, the specific technical-tactical ability is improved with training. Therefore,
withyoung players, if we simply observe how they solve the most common situations of our
sport, we are not evaluating their innate ability but their current performance, which will be
influenced by their level of training.
In this part, we have tried to define qualities that have a great genetic component. We
believe that these are the basis of future technical and tactical performance.
Basically what we are looking for are players " with a good range of motion " and who
“make good decisions " during the game.
Therefore, what we observe is:
• The specific motor skills
It is specifically focused in these two qualities, significant for a competitive
performance.
 Specific travelling ability:
This means, the ability to travel, jump, spin, change the rhythm and direction,
stop surprisingly.
But beyond the mechanical efficiency, the really important thing is how to use
these resources in order to stop or avoid other players.
 Specific handling capacity
The general ability to throw, receive and handle the ball; searching not just the
mechanical efficiency, also the logic in the movements.
• The tactical intelligence in general

Understood as ability to sense and link different elements which affect in a given
action, and deciding about them and the goals of the game in an effective way.
4.2. THE MEASURING

Once that the qualities we need to observe have been detailed, it is necessary to define how
we can measure them.
The measure is a fundamental procedure; with it we can give to each quality a numerical
value, and compare in this way the potential of different players.
Not all of the qualities here explained can be measured with completely factual ways. In
fact, only the physical and anthropometric qualities can be factual. The rest of them are
going to depend on the subjectivity of the observer.
In these cases, we can propose observation and measure methodsthat define the discretion
of the technics. Thus, the evaluated measures become factual.
To measure the qualities that we had described before, we can use different ways. Here we
will use the Spanish National Program Modernization in Handball.
4.2.1. Measurement of the Biological characteristics.

In this field, we combined objective and subjective ways. In any case, these measures must
be made for sport professional doctors.
The protocol that our Medical Service’s proposes, it is filled with different tests. The tools
designed for this measurement are also different, due to the existence of objective and
subjective tests.
• Biohealth feature
It is important to detect any illness or other problem that limit the practice of sports.
If during the evaluation any pathology is detected, this athlete will be out of any
high performance program.
To determine the potential of the athlete we make these tests:
a) Functional Respiratory Tests:
 Ergometer
 Spirometer
 Electrocardiogram
 Analytical
b) Medical Rating
 Clinic history
 Physical Plunder
With the results, we can make a clinic evaluation and know the potential of the athlete.
Then, the therapeutic orientation needed is created.
• Anthropometric characteristics
Anthropometric characteristics are measured by factual ways (height rod, scales,
tape measure, etc)
There are some protocols that need to be respected. That is why we describe them
here.
The measure will be made with the following tools.
Height ----> Height rod
Weight ----> Scale
Wing span ----> Tape measure
Biacromial Diameter ----> Compass
Hand Measurement ----> Tape measure
Body Composition ----> Regular skin -fold measurement
• Determination of the biological age

There are different methods to determine the biological age, and not all of them are
completely reliable.
The best analysis is the carpal bone scan, but it is also the most expensive and
requires a specialized doctor.
If we have the correct doctor, we can determine the biological age with almost no
mistake.
4.2.2. Measurement of physical qualities.
These measures can be made by reliable methods.
The tests used by the Programmeof Discovering Sporting Talents in Handball at national
level are:
QUALITY TEST USED FOR THE MEASUREMENT
Speed 30m Race
Long Jump
Lower Body Explosive Power
Penta Jump
3 kg. Ball Throw (two hands)
Upper Body Explosive Power
800 gr. Ball Throw (one hand and three steps)
Agility Agility Circuit
4.2.3. Measurement of the psychological characteristics.

The five psychological characteristics that we need to check are evaluated with:
• A specific test
• A personal interview with a phycology doctor
• The systematic observation during the activities.
Then, we can determine a specific value for each quality.
As we can observe, this measure can be subjective, but the mix between the test, the
interview and the systematic observation can make it more reliable.
4.2.4. Measurement of the qualities for the game development.
As it happens with the psychological characteristics, there is not a measuring method which
is completely reliable.
That is why we need to propose a way to determine the observation, making the
measurement more reliable
In the case of the qualities for the game development, we propose the evaluation through
descriptive scales.
Below there arepictures of the descriptive scales with which we propose to measure the
three qualities defined above.
4.3. DATA PROCESSING
After observing and measuring the player’s qualities, we have a lot of numerical
information.
It is important to know how to process this information in order to do a correct
interpretation and evaluation of the player.
The first point is to transform these numerical data (that express things not homogeneous)
on scales that are comparable, i.e. if 2m in height is a remarkable quality in anthropometric
measures, what extent is equally remarkable a tactical intelligence valued at 4, or a jump of
1.90m capacity?
We are going to use statistics to make these scales comparable.
During many years we have accumulated data of young players and cadets (U16), who
have participated atthe Talents Discovery Programme. These data are enough to convert
numeric data in others. These new data will be expressed in graduated scales from 1 to 10
that are equivalent with the normal frequency statistic relatedto the players’ age.
Once these numeric data are transformed into equivalent scales, and in order to know the
potential of the players, we can make what we called the Capacities Map. This is a graphic
treatment that gives a visual, easy and quick profile of the player. With it, we can see if the
player is good enough for top-level competition.
4.3.1. Doing aCapacities Map
This Capacities Map has four axes. In the quadrants (made out with the axes) we will write
the four fields observed: Biological characteristics, physical qualities, psychological
characteristics and abilities for the game development).
In each quadrant, lines that correspond to each of the observed qualities (located within the
respective) will be drawn.
The assessment of each quality and characteristic (transformed to the equivalent scales)
takes the corresponding line from the point of intersection of the axes.
The union of these points will make a spot graph called Capacities Map.
4.3.2.Capacities Map Interpretation
The map interpretation is really simple.
First of all, it is good to make a circle as 10 as a value in all the scales. This mark will
represent and utopic situation. It will not happen, but we will have it like a reference.
In the same way, we should make a lower circle putting together the values that represent a
limitation in the high performance handball.
The clearest example to illustrate this case may be in the bio healthanalysis, when a heart
disease appears that forbidsto practice sports. It does not matter how many qualities you
have in other fields of observation.
These points that means a limitation for the sport will have the value of 1. These points will
be call “limited scales”.
Once these points are clear, the interpretation of maps capabilities could be done based on
the following points.
 There is not a unique profile for high performance; different maps could
describe really good players.
 Any player that we want to train as a high performance player, should have an
extensive map, a map with small surface will not be enough.
 A player with an extensive map but with a limited scale, will be rejected.
 The Maps with the most symmetrical aspect correspond to balanced players.
 The asymmetric Maps correspond to players who have big values, but big lacks
(even this way, they can be selected if his/her map is extensive).
4.3.3. Grading the Group

This kind of data processing allows us to do collective maps that could be used as
comparison with the individuals. Then, it is possible to know the exact situation of the
players’ potential regarding the national and territorial average, the team, the specific
position, etc.
Also it can help us to define the work depending on how we grade the evolution of the
group, the fields where there are fulfilled the expectations or the aspects where collectively
we can appreciate lacks.
The study of the group map is fundamental in order to make a team.
An unbalanced map of an individual can indicate that he/she is a player with potential, the
map of the group that is selected must not be slanted. This would derive in the formation of
a team with big differences, differences that are difficult to compensate.
The group map must be the most symmetrical possible.
4.4 THE MONITORING
The discovery of a young player with potential to get the high performance is only the
beginning of the selection process.
We do not have to forget that we are treating with live subjects in constant evolution.
When we choose an individual we are doing a hypothesis: from this moment and during
the evolution of the player towards the maturity this hypothesis will be fulfilled or not.
It is not enough, the early discovery of players, it is also important to plan the monitoring to
fit the work of the player or redirect him/her towards goals that he/she could assume.
One of the basic tasks of a trainer is to do the players' follow-up in a systematic way and
with objective criteria.
4.4.1.The concept of “Trainability”
When we start training with a player we do not know exactly how it will react to the work
that we realize with him.
Not everyone answers in the same way to equal stimulus.
We call trainability to:
The capacity that a player has to assimilate the work and to improve across training.
The trainability is determined by different factors, from biological factors to social factors.
Some of them can be controlled or at least can influence positively in the training.
In any case it is important to determine, so even if it is not completely objective, the level
of the trainability of the players. This avoids constantly tripping over with problems
perhaps inevitable.
The trainability, by its own nature, it is impossible to measure in a single moment. You
must make a diagnosis through an evaluation control.
4.4.2. The evolution control
In order to control the development of the players, it is necessary to follow a process of

systematic evaluation.
We think that controlling the evolution is really simple and easy, using a Map of
Capacities, described when we talked about detection.
To be more precise we can design a map of specific capacity. On it, there are qualities that
were not included in the first map, we have included only qualities of great genetic basis.
The option used in the Royal Spanish Handball Federation is to design three types of maps
according to the age. The 4 basic fields of observation are kept and the qualities that are
measured in each field are increasingly related to the performance and not to the potential.
The three stages marked in the evolution control are:
• Child Stage / Cadet (U16): the map already explained, based primarily on
the potential.
• Youth Stage (U18) / Junior Stage (U21): It is used a map where the
evolution of physical qualities and conditions for game development gives more
importance to the performance.
• Senior Stage: It is the stage of performance and, therefore, the map is

oriented exclusively to control the evolution of performance
When the players are growing up, the potential qualities are not enough, and it is necessary
to control the evolution of the performance. It is important to give more value to the
efficiency of the game, including the aspect related with it. In this regard, the control of the
evolution of performance in all 4 phases of the game has a relevant value.
Physical assessment also relates more directly to the specific demands of the game.
With it, this will be the evolution of the quality map:

To control the evolution, there is not point to create a map in a specific moment, the
interesting thing is to check the evolution of it.
4.4.3.Maps Capacities Interpretation in the Evolution Control
We can say that the successful evolution makes:
• Maps grow.
• Maps more balanced (have a more symmetrical shape).
When this is not like this, we should think that something is wrong.
The problem as we have seen can be located in several places. In order to make a particular
diagnosis,it is necessary to focus on the knowledge that we have of the circumstances of the
individual concerned.
The coach is interested, above all, if the cause of an unsatisfactory evolution is related to
the work done. For this reason, it is useful to check the capacity map of the players, but
also to control the map capacity of the group.
Obviously, if the group does not evolve properly, this means, if the map does not grow up
or if it has not been balanced, it is necessary to think about what problems we have in our
work.
If the group map evolves properly and it is the one from one player which does not, it is
necessary to search the causes of the player.
4.4.4. Other possible applications
The making of group maps, give us lots of possibilities, as:
 Comparison withnational averages, territorial averages, by age, by sex, category,

etc.
 Group training evaluation and orientation.
 Rethinking of the criteria of choice.
 Profiles Standardization by ages and sexes.
 Good orientation to specific positions.
 Evaluation of game trends.
5. CONCLUSIONS
In view of thereof, we can reach the following conclusions:
• The Talents Discoveryat Early Ages can improve the future performance in the
high-performance handball, due to allows teamsto focus the work in person with
potential and to train specific abilities at the correct stage development.
• The Potential is marked by the abilities of an individual which are very important
for the Handball performance, but it is really difficult to be taken by training.
• The criteria for choosing individuals for high-performance are based in the
CURRENT PERFORMANCE or in the POTENTIAL OBSERVED.
Depending on the age, it is better to use one or another: The Potential criterion
must be used with Young players, and the Performance with adult players. At
intermediate ages, we must use mixed criteria.
• The performance depends on many different elements, which means that in order to
determine the Potential, we have to watch the abilities in different aspects.
• Once determined the qualities to watch, it is really important to define how to
measure them.In this regard, we can see that in the qualities chosen there is a
group of them that could be measure by an objective method; but here are
others where the subjectivity of the observer cannot be avoid.In these cases, it is
important to design observations tools that unify the value really measured.
In this proposal, we give as an example the"Detailed Scales"
• When all of the capabilities are measured, it is necessary to put the data in a scale,
in order to compare all of the measures.
• In order to give sense to the data, it is necessary to determine how are they going to
be treated to drive us to determine the Potential.
In this case, we suggest making a “Map of Capacities”
• From the study of the “Map of Capacities” we can conclude that there is not a
Perfect Model to define a handball player, not even for specific positions.
The only thing in common of the individuals with potential is that they have a Large
Map in extension.
We can see two kinds of individual with potential:
• The ones with a Symmetrical Map, players with a balance in their
qualities.
• The ones with an Asymmetrical Map, players with many virtues but also
weaknesses.
Both cases are eligible players.
• The map made with the average of the eligible players, must be symmetric if
we want to make a competitive team.
• The group maps help us to, by comparison, observe the development of the
individuals, both strong points as weak points.
• For the monitoring, we do not have to use forever the same map of abilities, because
the goal is not to measure the potential at each moment, but the development of
the performance.
In this case, according to being older, the abilities to observe are more linked to the
PERFORMANCE and less to the POTENTIAL.
The detection is just a prognosis and it is necessary to check during the training if
the forecast was good or not.
6. BIBLIOGRAPHY
ÁLAMO, J (1996): "Las Conductas Motrices en el Balonmano. Estudio Comparativo entre Puestos
Específicos". Revista Entrenamiento Deportivo. Tomo X Nº 1. Ed. Boidecanto. A Coruña
ÁLVARO, J. (1996): "Análisis y Evaluación en Balonmano". Seminario Europeo'96. Sevilla
ANTÓN GARCÍA, J.L. (1994): "Balonmano: Metodología y Alto Rendimiento". Paidotribo.
Barcelona
ARNÁU, J. (1981):"Diseños Experimentales en Psicología y en Educación". Trillas. Mexico
BROHM, J.M. (1993): "Materiales de Sociología del Deporte". pp. 57-82. La Piqueta. Madrid
CAMPOS, J. (1995): "Análisis de los Determinantes Sociales que Intervienen en el Proceso de
Detección de Talentos en el Deporte". Investigación en Ciencias del Deporte Nº 3. Consejo
Superior de Deportes. Madrid
DAMASIO, A. (1994): "El Error de Descartes". Crítica. Barcelona
DAMASIO, A. (2010): "Y el Cerebro Creo al Hombre". Destino. Barcelona
FERNÁNDEZ ROMERO, J.J. (1999): "Estructura Condicional en los Preseleccionados Gallegos
de Diferentes Categorías de Formación en Balonmano". Tesis Doctoral. Universidad de A Coruña
KERLINGER, F.J. (1988): "Investigación del Comportamiento". Mc Graw Hill. México
MORENO, F. (2004) "Balonmano: detección, selección y rendimiento de talentos". Gymnos.
Madrid
Relationships between throwing velocity and
strength of the lower and upper limb muscles
in male handball players
Manuel Alejandro Ortega Becerra

(ESPAÑA)
ABSTRACT
This study aimed to examine the relationship between muscle strength of upper and
lower limbs and ing velocity. Fifteen male professional players from the same club
handball (age 25.30 ± 5.09 years, height 184.50 ± 6.97 cm; mass 87.50 ± 14.90 kg).
Significant correlations between ing velocity and time at 20 m height in CMJ jump (r =
0.597 and r = -0,563; p <0.05, respectively) were found and also with the load of a
maximum repetition in the squat exercise and the load of a maximum repetition in the
bench press exercise (r = 0.604 and r = 0.689; p <0.01, respectively).
There are significant positive relationships between muscle strength of the lower body
and upper body and ing velocity in handball.
Keywords: handball, strength, vertical jump, radar gun.

Relationships between throwing velocity and strength of the lower and upper limb muscles in male handball players
TABLE OF CONTENTS
ABSTRACT .............................................................................................. 1
1.- INTRODUCTION............................................................................... 3
1.1.- RESEARCH PROBLEM................................................................... 7
1.2.- AIM OF RESEARCH ..................................................................... 7
1.3.- HYPOTHESIS ................................................................................ 7
2.- METHODS .......................................................................................... 7
2.1.- SUBJECTS ..................................................................................... 7
2.2. - DESIGN ......................................................................................... 8
2.2.1 Study variables............................................................................. 8
2.3 MATERIALS AND METHODS........................................................ 8
2.3.1 Test .............................................................................................. 8
2.3.2 Matherial and instruments used. ................................................ 10
2.3.3.- Procedure ............................................................................... 11
2.4.- STATISTICAL ANALYSES......................................................... 11
3. RESULTS ........................................................................................... 11
4. DISCUSSION ..................................................................................... 12
5. CONCLUSIONS................................................................................. 13
6. REFERENCES ................................................................................... 14
Manuel A. Ortega Becerra 2

1.- INTRODUCTION
This study is part of the analysis of motor actions applied to sports performance
concretely, to the team sports and specifically to the handball.. Depending on the
sporting event and, therefore, their structural characteristics, there are a number of
factors that determine the achieving the highest levels of response, adjusted to the
efficacy parameters of each mode. These should be the contents related to the learning
process and training of the athlete, in pursuit of the highest levels of athletic
performance, seamless integration and synchronization of all being necessary.
Interconnection and dependence on various factors, depending on the demands of the
sport of choice is key in obtaining a level of appropriate and adequate response to each
skill situation.
The study is located in the analysis of a specific technical skill in handball as is ,

specifically, it is to know what relationships exist between the ing velocity and strength
of the lower and upper limb muscles.
To delimit the study, due to the existence of a variety of types of in handball, the study
focused on measuring the speed of direct shots, made with loaded classic arm when the
player after the third step player jumps to in the air. Being realized to a distance of 9
meters from the goal.
The is considered to be one of the most important aspects of performance in many

sports (van den Tillaar, 2004). Therefore, in handball the throw is a fundamental skill
that athletes need to develop for the attainment of major sports achievements. The basic
factors influencing the efficiency of release handball when getting score are accuracy
and speed of release (Fleck et al 1992;. Van den Tillaar & Ettema, 2003, 2004). The
faster the ball is thrown, the less time they have the defenders and the goalkeeper to act
on his path to try to stop or deflect (Gutierrez-Davila, Rojas, Ortega Campos, &
Parraga, 2011). In turn, the determinants of the rate of release depends on the strength
and power of the upper and lower segments, with the release technique and sequential
chaining of actions of body segments (Gorostiaga, Granados, Ibanez, & Izquierdo,
2005).
In literature it can find several perspectives to study the throwing velocity in handball
attending to the issues mentioned above, on the one hand a group of studies related the
throw speed with anthropometric characteristics of handball players (Chaouachi et al,
2009;. Debanne & Laffaye, 2011; Hasan, Reilly, Cable, & Ramadan, 2007; Mohamed et
al, 2009;. Rogulj, Srhoj, Nazor, Srhoj, & Cavala, 2005; Visnapuu & Jurimae, 2008).
On the other hand a group of studies that analyze the speed of release trying to explain
how the segmental involvement occurs in the throw and how it influences their
participation in the final ball release speed (Bideau et al., 2004; Schorer, Baker, Fath, &
Jaitner, 2007; Van den Tillaar & Cabri, 2012; van den Tillaar & Ettema, 2007, 2009;
Wagner, Buchecker, von Duvillard, & Muller, 2010; Wagner & Muller, 2008; Wagner,
Pfusterschmied, von Duvillard, & Muller, 2012).
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Finally, they are another group of studies that show the relationships that occur
between throwing velocity and some aspects of physical fitness, especially related to
strength and power, age and competitive level of the players. Due to connection with
this study we highlight some of them.
The study Bayios, Anastasopoulou, Sioudris & Boudolos (2001) shows the relationship
between the strength of internal and external shoulder rotation and speed of the ball
handball players in several levels, and although it has no relation to conditional aspects
related to force, is exposed because it presents data on throwing velocity in different
groups and in different situations, some of them similar to those that are studied in this
research although the methodology used for measuring the throwing velocity is different
of this study. The research was conducted in three different groups of players: a group
of 15 handball players Greek first division (A1), another group of 12 handball players in
the Second Division (A2) and a group of 15 physical education students. The release
speed of the ball was calculated in three types of throw: whitout jump, with a
preliminary step and vertical jump. The results regarding the throw speeds show that the
group reaches higher values in all types of release are the players of the highest category
(A1) with a maximum pitch of 26.27 ± 3.21 m / s in throws a step in whitout jump.
Van den Tillaar and Ettema (2003a, 2003b and 2007), analyzed the throw speed of
Norwegian handball players second and first division by three-dimensional (3D)
photogrammetric techniques. Throws were made with a foot in constant contact with the
ground seven meters from goal and unopposed, obtaining average values for each of the
proposals of 20.1 m / s for players from second division and 21.55 m/s players for first
division.
Fradet et al. (2004), studying throwing velocity in second division players and top
professional players. Throws made for players with both feet on the floor to nine
meters from goal, with the aim of giving a target located in the center of the goal,
obtaining means records throwing velocity of 23.4 ± 2.5 m / s.
Gorostiaga et al., (2005), analyzed throwing velocity made by players from a team
handball at the highest level and those made by handball players in an amateur team, the
speed of release was determined using photocells . They measured the speed of release
of both groups throws, from the seven meter line with at least one foot on the ground
and throws made without exceeding line nine meters with a previous displacement of
three steps, obtaining throwing velocity mean 1.9 ± 23.8 m / s (throws seven meters)
and 25.3 ± 2.2 m / s (throws nine meters) to the group of top-level players. In the group
of amateur players an average speed of 21.8 ± 1.6 m / s and 22.9 ± 1.4 m / s was
achieved for each of the situations studied. They also found that there were significant
correlations for both groups (r = 0.67 to 0.71, p <0.05 to 0.01) when they analyzed the
relationship between 30% 1RM load bench press and velocity values of static release. In
the previous displacement throw they showed positive correlations (r = 0.72, p <0.05) in
the group of top-level players with 30% load of 1RM bench press. In a similar previous
Granados study, Izquierdo, Ibanez, Bonnabau, & Gorostiaga (2007), but performed with

equipment female category, found significant correlations in both groups of players

between casting speed static and press 1 RM of (r = 0.61 and 0.69, p <0.05, for the
group of top-level and amateur groups, respectively). The group of top-level players
also present a significant correlation between the rate of release with previous
displacement with 30% load of 1 RM bench press (r = 0.55, p <0.05).
Marques, Tillaar, Vescovi & González-Badillo (2007), using a radar measured the rate
of release of elite players handball, who performed throw without opposition, without
exceeding line nine meters and after making a previous three steps displacement. In
their study they had an average output speed ball 23.98 ± 1.70 m / s, plus throwing
velocity and strength as upper body in the exercise bench press showed significant
correlations with r = 0.637 for 1RM bench press (p <0.05).
Rivilla (2009), studied the influence of the opposition caused by the action of the
goalkeeper in throwing velocity in handball players in elite, amateur and training,
comparing the ratios obtained in throws to goal without the presence of goalkeeper and
made with the presence of this. They players performed throws without exceeding the
line of nine meters, with at least one foot on the ground. Throwing velocity was
measured registering with photocells. The following results were obtained: a) novels
throwers got some average speeds of 21.3 ± 1.68 m / s without opposition and 19.99 ±
2.2 m / s in opposition throws; b) amateur players scored a average speeds of 24.66 ±
1.5 m / s without opposition and 23.75 ± 2.36 m / s in opposition; c) the elite players
scored a average speed of 27.23 ± 1.25 m / s without opposition and 26.02 ± 2.2 m / s in
opposition.
Chelly, Hermassi & Shepard (2010) made a study with 14 top level players and over 8
years experience, the relationship between throwing velocity and strength of the lower
and upper body was analyzed. For this, players performed test of 1RM in exercises
bench press and pull-over to measure upper body strength and lower body strength was
measured with a cycle ergometer. Throws studied were executed with one foot on the
floor and after making a previous run three steps, throwing velocity was measured with
a radargun. The results obtained show that the rate of release averaged a value of 23.0 ±
1.8 m / s and the correlation coefficient with the load of 1RM bench press was 0.56 (p
<0.05), while the coefficient maximum correlation with lower body strength measured
cycle ergometer was 0.62 (p <0.05).
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Hermassi, Chelly, Tabka, Shephard, & Chamari (2011), measured the effects of an
eight-week training training with heavy loads of peak power, throwing velocity and
performance in sprint 20 meters in male handball players elite. Some of the tests that
were conducted to evaluate the improvement were test countermovement jump (CMJ),
which experimental subjects jumped 43 ± 0.02 cm in the pretest and 48 ± 0.02 cm in the
posttest, also measured indirectly using video techniques, throwing velocity in three
different situations, standing throw with one foot on the ground (throw speed 29.4 ± 2.7
m / s in the pretest and 34.6 ± 1.2 m / s in the post); with one foot in contact with the
ground and three previous steps (throw speed 31.9 ± 2.7 m / s in the pretest and 38.1 ±
1.8 m / s in the post) and shoot jump with previous run (throw speed 30.1 ± 3.5 m / s in
the pretest and 35.4 ± 2.8 m / s in the posttest). Another test that was performed 1RM in
the bench press exercise, the results indicate that in the pretest the average load was
80.4 ± 5.0 kg. and in 96.2 ± 3.6 kg postet.
Vila et al. (2012) made a study with elite handball players in comparing the
anthropometric profile, vertical jump and speed for specific play positions. As for the
throwing velocity, measured with radargun, in different situations: throw support and
static from the line of 7 m; throw support and static from the line of 9 m; l throw
support three previous step and shoot jump, no significant differences between the
players were found, although the players playing in the specific position of center of
throwing at a higher rate in all cases and concierges the least . As jump height measured
with a CMJ, they also found significant differences, although the central players
jumping higher and pivots the least.
Despite the importance of the throw in handball for the final performance, there is not a
large scientific production dedicated to the study and understanding of how they can
increase performance in this action technical and tactical as important during the game
development. As can be seen from the above, there is no equal methodological criteria
that allow the generalization of the results of these studies, which means that the
comparison of the results of the investigations should be approached with great caution.
Therefore, due to the paucity of studies on the relationship of the speed of release with
conditional performance aspects of handball player, methodological heterogeneity
regarding the use of different tests for evaluating the physical condition of the subject,
use large variety of recording techniques to measure the rate of release and the
heterogeneity of the samples under study; it is not possible to establish a state of
generalization of knowledge, which this research aims to contribute to the development
of knowledge about the proposed theme.

1.1.- RESEARCH PROBLEM
After the review of the current state of knowledge about the throwing velocity in
handball, we can conclude that there are conditions that justify the formulation of
research problems on the subject in question:
• There are few studies that try to know how it affects the lower body strength in
throwing velocity.
The following research problem is proposed:
• What is the relationship between throwing velocity in jump with arm loaded "classic",
run and three steps before the release the ball and muscle strength of the lower body
and upper body?
1.2.- AIM OF RESEARCH
According to the problems posed the aim of to achieve with this research are:
• Examine the relationship between muscle strength of upper and lower limbs and
throwing velocity.
1.3.- HYPOTHESIS
In relation to the contribution of muscle strength and lower and upper limb whit the
performance in throwing velocity, it is proposed the following hypothesis:
Hypothesis 1:
Muscle strength of lower body and upper body presents a significant positive
relationship with the throwing velocity in handball.
2.- METHODS
2.1.- SUBJECTS
15 male players handball (age 25.30±5.09years, mass 87.50±14.90 kg, height

184.50±6.97 m) participated in this study. As criteria for inclusion in the sample have
been taken into account the following criteria: a) be at the time of the experiment in
active (official competition handball), b) agreeing to participate in the experiment
voluntarily, c) sign informed consent participate in the experiment, d) not having been
injured for four months before conducting the test.
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2.2. - DESIGN
For this research and based on the proposed objectives, they have made a correlational
analysis to study the possible relationship between the throwing velocity and variable
strength of the lower and upper body in order to check the degree of concomitant
influence of certain variables on others.
2.2.1 Study variables
The dependent variables studied were:
• Throwing velocity (VT).

• Time in 20 meters (T20M).
• Height in countermovement jump (CMJ).
• Load a maximum repetition in the squat exercise (1RM-SQ).
• Load a maximum repetition in the bench press exercise (1RM-PB).
2.3 MATERIALS AND METHODS.
2.3.1 Test
Throwing velocity in handball
Throwing velocity in handball was evaluated in an indoor multisport facility equipped

for the practice of handball, by throwing in support and three steps run with classic
loaded arm without goalkeeper
Subjects had to go bouncing the ball from the midfield (20 m. from the goal), before
arriving the shoot area (10 m. from the goal), they had to perform three specific steps
approach to make jump throw and subsequent to this action should make the release
without exceeding the free-throw line would regulate (9 m. from the goal).
After 10 minutes a standardized warming, which consisted of making passes ball in

pairs with two hands and specific handball passes, in addition to 10 shots on goal which
was to gradually increase the execution speed progressively, subjects were informed
they should conduct five throws with a regulation ball, size III (mass 480 gr. and 58 cm.
in circumference), with the highest speed of execution possible and led to a goal would
regulate (3 m. wide and 2 m. high), considered null those shoots that did not enter the
goal or enter previously touching the ground. To ensure recovery, were executed with a
time of two minutes pause between each throw.
Coaches oversaw the execution of test was in accordance with the rules laid down and
the theoretical model of execution, being void if such standards were not met. As a
motivational subjects were informed immediately of the speed obtained on every throw
made.

The measurement by the same investigator with a Stalker Radar Gun Sports (Applied
Concepts, Inc, Texas, USA), located on the longitudinal axis of the field two meters
behind the goal was always performed. Of the five shoots, the outliers were eliminated
(best and worst) and the average of the other three, for the validity of the throw, was in
addition to the rules set out above was considered that there was a difference of more
than 1 m / s between shoots so as to ensure the consistency of the measurements.
Time 20 meters
Time in 20 meters was measured using a wireless photocells Polyphemus (Microgate,

Racetime2Kit Light Radio, Bolzano Italy). The measurement was performed in a
multisport indoor practice facility equipped for handball.
All subjects performed a standardized warm 15 minutes, which consisted of 5 minutes
of light jogging, 2 progressions of 30 m., 3 repetitions of 20 m. 70, 80 and 90%. Rest
between warming sets was 1 minute. For the measurement of the test three photocells
and their reflectors, including four meters apart, in the starting line, 20 m. of the starting
line at a height of 1.40 m. ground. Once done warming, the subjects had to stand one
meter behind the starting line in which the first cut was photocells. Taking time was
carried out between 0 and 20 m. Each subject made two attempts in each were informed
of the mark made, using test results for further analysis the best of them.
Countermovement jump
The CMJ is a vertical jump is performed by a rapid flexion-extension legs with minimal
stop between the eccentric and concentric phases, which aims to achieve the highest
elevation of center of gravity. For its implementation, the subject is placed standing
with hands on hips (to prevent the aid of the arm action) and performs a bending legs
until it reaches approximately a 90 degree angle, then it proceeds to the leg extension
and off the ground.
This test was performed immediately after the test of 20 meters, so that subjects only
performed two sets of five progressive CMJ in intensity with a two-minute break
between sets to complete the warm-up before performing the test.
The measurement took place in a conditioned indoor hall for sports and performed with
a platform Optojump of infrared (Microgate, Bolzano, Italy). Each subject performed
five jumps, with a recovery time between jumps a minute, being informed of the height
reached after each run. Marks obtained, outliers were eliminated and the average of the
three central records made.
Muscle strength in squat

With the squat test the strength of the extensor muscles of the legs and hips, its
performance is analyzed, the subject stands with the load (bar) resting on the shoulders
behind the head, from this position performs a deep flexion legs until buttocks fall
below the line forming knees and then a leg extension is performed.
This test was performed with free weights, in the same space and immediately after the
previous so the subjects performed three repetitions with the first load (10 kg) to
complete warm-up. The execution of the test was to perform a squat with free weights,
in which the extension phase of the legs should be at the highest possible speed to the
full extent of them, without jump even if it were allowed to subject lifted heels off the
floor at the end of the route. The greater or lesser extension of the legs depends on the
mobility of the subject but always should be enough for the situation discussed above
occurred.
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The initial charge of the test was 10 kg which was progressively adding loads was 5 by
5 kg. in each run to the speed of 1m / s in implementing the squat. If the execution was
not successful, the subject had to repeat the same load until the proper implementation
was achieved. The recovery time between sets was 3 minutes. Once the test is
completed if the subject had not reached the exact speed of 1 m / s, the load
corresponding to this speed was interpolating between the two loads (upper and lower),
closer to the speed of 1 m / s. Has chosen the load corresponding to 1 m / s as the limit
of the test, because it is considered to be a representative of the maximum repetition
load, besides being loaded with subjects will perform your workouts.
To register execution speed linear velocity meter, T-Force System (Ergotech
Consulting, Murcia, Spain) was used.
Muscle strength in bench press

With the test bench press strength upper body, particularly the chest muscles and
extensors of the arms for execution analyzes the subject is placed lying on a bench with
the load at chest height, from this position a maximum length of arms is carried out until
they are fully stretched.
This test was performed with free weights in the same space as the previous ones but
the next day they and immediately after the tests to measure the rate of release, so that
players performed three repetitions with the first load (10 kg ) to complete warm-up.
The test had the same protocol as the squat test, described above, but performing the
exercise bench press and the execution speed as in the previous test also was recorded
with a linear velocity meter T-Force System ( Ergotech Consulting, Murcia, Spain).
2.3.2 Matherial and instruments used.

Both the data collection as for further processing we used the following equipment and
instruments:
Data collection equipment
- Radar
To register throwing velocity it used a Stalker Radar Gun Sports (Applied Concepts,
Inc, Texas, USA).
- Wireless Photoelectric cells
For timekeeping at 20 m they have been used a wireless photocells Polyphemus
(Microgate, Racetime2Kit Light Radio, Bolzano, Italy).
- Infrared Platform
The height of the jump and CMJ tests have been obtained by using infrared or a
platform Optojump of (Microgate, Bolzano, Italy).
- Linear speed transducer
Records execution speed in the test squat and bench press have been obtained by a
linear velocity transducer, T-Force System (Ergotech Consulting, Murcia, Spain).
Data processing equipment.
- T-FORCE Software System
- SPSS 20.0 (IBM Statistics, Ilinois, USA).

2.3.3.- Procedure
The test took place during the third week of August 2015, coinciding with the second
week of the preseason team .
The tests were conducted during two sessions on consecutive days, temporarily
organized as follows:
Day 1
Lower body strength: Test of 20 m, height in CMJ jump and squat test
Day 2:
Upper body strength: throwing velocity test and bench press test.
Groups of 5-7 subjects were established with the aim that the breaks between the
execution of each test and in the test itself were appropriate, to respect these times
always maintained subjects the same order of participation in each test.
The order of execution of the test was the same for all groups and for all warm-up was
the same as described in the previous section, all subjects performed the test under the
same conditions and with the same indications. The learning effect did not exist, since
subjects were familiar with the exercises were performed in each test.
2.4.- STATISTICAL ANALYSES

It has been used descriptive statistics, based on the mean (m) and standard deviation
(SD). The correlational analysis the Pearson correlation coefficient (r) was applied with
a significance value of p <0.05. The reliability of the measurements of the VT, CMJ,
and T20M test has been carried out using the intraclass correlation coefficient (ICC) and
the coefficient of variation (CV).
3. RESULTS
This section will present the results of the investigation concerning the dependent
variables cited in the corresponding method, supported by tables, in order to facilitate
the interpretation of the same section.
It be performed a correlational analysis to determine the relationship between the related
throwing velocity and other proposed variables. The results have been analyzed using
the Pearson correlation coefficient (r) as a value for determining the relationship
between the variables studied.
Previous to the implementation of the above analysis, we analyzed the dates obtained in
the tests performed for variables VT, CMJ, T20M in order to meet the reliability
thereof, based on the coefficient of variation (CV) and intraclass correlation coefficient
(ICC). Table 3.1. the results are shown for the variables listed above, it can be seen for
all variables as ICC, higher than 0.9 are obtained. Furthermore, this fact is reinforced
with the values obtained for the coefficients of variation, below all to 2.5.
Table 3.1- Coefficients of variation and correlation coefficients obtained.
CV (%) ICC IC 95%
VL-S 1.46 0.99 0.991 0.997
t20m 0.97 0.96 0.941 0.980
CMJ 1.81 0.99 0.992 0.997
CV = coefficient of variation; ICC = intraclass correlation coefficient;
95% CI = Confidence Interval
Master Coach 11
2015-2016
Table 3.2. descriptive statistics of the sample in which the mean values (m) and
standard deviation (SD) of the records obtained in each of the tests carried out for
studying the research variables are collected is presented.
Table 3.2. - Descriptive statistics of the results in each of the variables studied
VT T20m CMJ 1RM-SQ 1RM-PB
(m/s) (s) (cm) (kg) (kg)
23.8±1.96 2.93±0.25 36.9±3.53 92.67±13,29 86.38±15.04
Table 3.3 shows the correlations between the values of the variables related to throwing
velocity and the variable time in 20 meters T20M, jump height reached in CMJ, load
presented repetition maximum in the squat exercise (1RM-SQ) and load a maximum
repetition in the bench press exercise (1RM-PB). It is noted that for the variable
referring to throwing velocity, the highest coefficients of correlation are those that relate
to this variable with the load of a maximum repetition in the exercise bench press is
reached (1RM -PB), r = 0.689 and (p <0.01). Also, it should be noted that all values of
the correlation coefficients observed between the variable throwing velocity and the
other variables studied have different levels of significance.
Table 3.3.- Correlation coefficients between the values of the variables related to
throwing velocity, time in 20 meters, jump height in CMJ, load a maximum repetition in
the exercise of squat (1RM-SQ) and load a maximum repetition in the bench press
exercise (1RM-PB).
T20M CMJ 1RM-SQ 1RM-PB

(s) (cm) (kg) (kg)
VT
-0.563* 0.597* 0.604** 0.689**
(m/s)
**p<0.01; *p<0.05
4. DISCUSSION
The main objective of this part of the research was to examine what relationship exists
between the muscle strength of the lower body and upper body with the throwing
velocity, the data obtained confirm the hypothesis that muscular upper body strength
and lower body contribute performance significantly in throwing velocity in handball.
Thus, according to the results presented in the previously, the throwing velocity
presents correlation coefficients confirm the existence of significant relationships with
other variables, of which highlight the relationship is variable with the a variable load
repetition maximum bench press exercise (1RM-PB) = 0.689 and r (p <0.01).
No studies have been found to analyze the possible relationship between throwing
velocity and loading a squat repetition maximum (1 RM-SQ) but with other variables
related to lower body strength, as the mean squat. Gorostiaga et al. (2005) found that
between the load in half squat and speed release in support there is a correlation
coefficient of r = 0.62 (p <0.05), and Chelly, Hermasi & Shephard (2010), also derive a

significant relationship between lower body strength measurement cycle ergometer (r =

0.62, p <0.05) and the rate of release in support. Given the greater accuracy squat
exercise as well as the fact that the burden of a maximum repetition is easy to measure,
this test could consider more applicable than those used so far as an indicator of the
strength of the lower limbs.
Throwing velocity presents statistically significant correlation coefficients with variable

for maximum repetition load in the exercise bench press (1RM-PB), r = 0.689 (p <0.01).
As set and following Goluch (1982) the output speed release of the ball in handball
depends essentially force acceleration pulse in the horizontal component, increasing the
speed of the larger ball is the force pulse horizontal acceleration. According to the same
author, in shooting in vertical jump, the output speed ball has dependency, although
very little of running speed. That is, faster than in the previous run will be an increase
(although to a small extent) of pitch speed.
As for the relationship between the strength of the upper limbs and throwing velocity,
there is a study that found similar results to those found in this research. (P <0.05 r =
0.67) in the study (. Gorostiaga et al, 2005) a significant positive relationship between
the load of 30% 1RM bench press and release rate found support. In addition, when
taken as a reference 1RM in the bench press also found significant relationships (r =
0.56, p <0.05) with the speed of release (Chelly et al., 2010).
5. CONCLUSIONS
• There are significant positive relationships between muscle strength of the lower body
and upper body and throwing velocity in handball.
• The development of muscle strength of both lower body strength as the upper body for
performance improvement in throwing velocity in handball is necessary.
Master Coach 13
2015-2016
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21-29.

Parameters for the definition of a
handball game model
- Defensive phase -
Marco Jeronimo Gonçalves de Castro Guimarães
June, 2016
Parameters for the definition of a handball game model - Defensive phase -
Index
Summary 1
Keywords 2
Introduction 3
Model definition 4
Group pinciples 9
Individual principles 11
Transition attack - defence 13
Conclusion 16
References 17
Marco Guimarães 1
Summary
There are numerous construction tools as well as directions that a game model can take.
Since it is enriched by all stakeholders, it is necessary to prioritize goals, defining
behavior profiles and implement ongoing evaluation systems.
The objective of this work relates to a reflection on the compilation, transmission and
evaluation of parameters required for the construction of a model for the defensive
phase on the handball game. In it are addressed the collective, group and individual
principles and transition attack - defense (group and individual principles).
In its genesis are a number of issues that drove the development of this work, trying to
reach the answers that best fit the different contexts of practice.
The parameters that underpin the whole dynamic of construction of this model were the
reaction to loss of the ball, structure, group relationships, attitude, tactical intent and
system consistency.
This discussion aims to highlight some of the concerns of handball coaches in their
daily lives by helping them equip themselves with an instrument capable of serving as a
basis for permanent and consistent building a game model for their teams in different
competitive contexts.
Keywords
Handball; game model; defensive phase; behavioral principles.
Marco Guimarães 2
Introduction
When starting a new sports season, the coach is faced with several decisions relating to
the performance of their profession, all of urgency, since the construction of the squad,
the technical team constitution, defining the competitive calendar, setting the schedule
of training sessions, building a behavioral model (for training and competition) to the
preparation of training sessions. However, the main working tool is the team game
model. And is not the coach game model, as this designation does not seem appropriate.
A set of model defines a set of behaviors inherent in a particular context, a specific time
with own stakeholders (coaches, athletes ...). Besides this time setting, the model being
imminently dynamic, "must be able" to adapt to the changes that arise in the
competitive context.
It should reflect the team's goals (in a defined timeline), fit the competitive model,
respect the needs of individuals who are part, be based on the principles set for each
stage of the game, have a constant adaptability and growth and not lose their identity
(for athletes and coaches do not get lost in the defined tasks). It is essential that you can
evaluate it with previously defined parameters and known by all stakeholders. There are
a number of large items that compose it.
This is intended to reflect on the defensive phase of the handball game. More than
elaborate the practical behavior for one athlete in each moment for a specific model, it
is intended to define the structure of its construction. Only in this way it will be possible
to organize the coach behavioral ideology, so it can be adapted to the context of each
sports season, or at different times in a competition.
Marco Guimarães 3
Model Definition
The first phase of construction a model (defensive phase) is supported on a number of

issues that arise empirically and trying to answer then, the coach takes the first steps
towards its development.
These are issues that have to do with the team's goals and the performance of athletes:
how will the team behave immediately after the loss of the ball? What is the best
available athletes for effective defensive system? What will be the relationship between
codes defenders, so that everyone knows how to adapt to the requirements of the game?
How to stimulate a constant improvement in the defensive performance of each of the
athletes? What is the intention behind the use of certain defensive system? How to
develop, transmit, evaluate and constantly improve a model of consistency so that
information is always quick and easy to understand?
In seeking the answers for these questions (and others that may arise from the
specificity of each competitive context) the coach can start your definition process.
Construction of a model for the defensive phase
Reaction Essential parameters Coherence

to the loss
Group Tactic
Structure Attitude
work Intent
Figure 1 - Parameters for setting a handball model for the defensive phase.
Marco Guimarães 4
Reaction to the loss of ball possession
This may be the first step of the defensive phase of a team, although some coaches look
to their teams anticipate the defensive moment as have the ball. However, in this work
this designation is not considered.
Although the chain of actions in the handball game is constant, the existence of different
phases of the game makes your approach and your training easyer, but the current
approach increasingly the designation of transient states.
This parameter holds up in response to five key questions:
• Behaviors defined at the moment of our shooting?
• Acting in the middle offensive or defensive field?
• Prevent certain attackers to get the ball?
• Transient or defensive end system?
• Condition the center of the game for certain corridors or allow free dribling?
Structure
It refers to the occupation of space by the defenders and why these spatial distribution.
For this setting must be evaluated the characteristics of defenders, goalkeeper and
opponents.
Players Distribution
Occupying the useful space … …or other criteria

6:0 Individual
5:1 Mixed
4:2 Number of lines
3:3 …?
…?
Figure 2 – Defenders forms of spatial distribution on a handball team.
Marco Guimarães 5
Work group
Communication is a key element in all phases of the game. More significant than the
qualitative sum of the individual quality of each of the defenders is the end result of
these relationships. Only with a well-defined communication system it is possible to
have an effective defense. Defenders in addition to knowing very well their role must
perceive a high speed as they should relate to their partner. You must define what kind
of assistance that is to be established between all defenders, since this is one of the
principles of behavior that brings more difficulty to almost all defensive systems
currently used.
Defensive aids
AFTER ERROR BEFORE THE ERROR
Mandatory on all systems Defensive “zonal” systems
Figure 3 - Behavioral criteria for defining two or more defenders.
Attitude
If there is a mental disposition of defensive process for athletes it is impossible to

respond to communication requirements and relationships necessary to build a coherent
defense system to react as a single structure and not just as a set of uncoordinated units.
The mental predisposition should be encouraged continuously, becoming the coaching
team as the main catalyst of this work.
Marco Guimarães 6
Tactic Intent
Characterized by the relationship between defensive and offensive system (opponent),

resulting in a set of behaviors that need to be addressed:
- Sliding to the side of the ball;
- Greater depth in certain areas of the field;
- Physical contact (how and in wich space);
- Use of faults;
- Behavior of close defenders of opposing pivot;
- Occupation of space due to the center of the game and the opponent's pivot
position.
Coherence
It is perhaps the most overlooked parameter of all which are addressed in this document.
The consistency of the model does not refer only to its construction, but above all to its
transmission, drilling and evaluation.
All the technical team work of reflection will allow to define a model which then will
be transmitted to the athletes and exercised in all training units.
The selection of the type of exercise that make up the training unit must always be set in
accordance with the model. One more evidence of the importance of a clear and
comprehensive definition.
Such consistency will allow monetize training time and maximize quality. As an
example may be mentioned that more than tactical periodization it is truly desired to
stimulate behaviors that we want to see in competition. There are thousands of exercises
for handball training, but among those who are known in the current bibliography is
there one that fits in all parameters to the game model defined by all coaches at same
stage?
Marco Guimarães 7
Group principles
This working methodology is sustained in the field of defined tactical intentions and
understanding the variables that affect the defensive behavior (center of the game, time,
space, opponents and teammates).
The hierarchy of objectives in this stage of the game should always be present in the
minds of defenders. Obviously a multifactorial analysis becomes very attractive in this
phase, however, we can not forget that all these decisions often occur simultaneously or
with very small time intervals.
Defensive methodology
Goals
Prevent goal Regaining ball possession
Tactical objectives
Prevent the ball carrier

reaches an end zone
Opposition transport and Possession of recovery
ball movement in discussion
Opposition to all shots
Figure 4 - Methodologycal objectives for handball defence.
For the definition of these principles the dichotomy between stop goal and search for
recovering ball possession has to be balanced. That is, the model must include the
decision of selecting a position more "retracted", relying on the quality of their
defensive relationships or more proactive in the most dynamic demand for recovery the
ball possession.
Marco Guimarães 8
Individual breakdown
Slip if the exchange is not
possible
Maintaining responsibility for
the direct opponent so that he can
Positioning after not clear
Group principles
exchange
Framework
Dial exchange that would enable the exchange of

marking
Figure 5 - Group principles for the defensive phase of the handball game.
Individual breakdown
- It is effective and is called for indicating your opponent.

- It is the first phase of communication.
- It is objective to the choice of contact distance and should clearly show who the
opponent is.
Maintaining responsibility for the direct opponent
It implies a constant readjustment of the contact distance and communication with the
next teammatte, even if the initiative to deter or intercept.
This responsibility ends when the defender finds that his colleague has already framed
with the new opponent.
Marco Guimarães 9
Framework that would enable the marking exchange
It is a moment where communication is very important, the defender physical evidence

to a colleague its intention to carry out the exchange dialing or answering a tactical
change. It allows the continuation of opponents in his field of vision and the other
defenders.
Marking Echanges
It is one of the most delicate actions to perform because it requires a perfect opponent's
action perception throughout the monitoring and anticipation of future opponent. It may
be more advantageous to perform action in their own space to have a more intense
contact with the opponent.
Positioning after exchange
It is important that the defender after the exchange can control a new opponent and be
able to prevent the trajectories for the central of the field, wining time to adjust the
contact gap.
Slipping
It is the consequence if the change fails, may result from a lack of attention or the fact
that the defenders are not on the same defensive line. The defender is forced to follow
the movement of his opponent, because none of his colleagues was able to carry out the
exchange.
This logic reaction in most cases reveals more disadvantages than advantages.
Therefore, it is possible to verbally prevent this, anticipating it by adopting a more
advantageous position for the exchange.
Marco Guimarães 10
Individual principles
For its development it is necessary to find a balance between the characteristics of the
athletes and the different defensive positions. It involves the development of a suitable
training process to the demands of the game model. To achieve this goal should be
sought in the implementation of individual defensive technique, the stimulation of
conditional capacity and the development of defensive initiative.
However, it is now established that an effective technical gesture on handball as several
possible manifestations. We should adapt the technical gesture to the demands of the
defensive position.
Mental predisposition
It is essential a strong mental willingness of athletes to this stage of the game. Without
it, it is impossible to satisfy the requirements of communication and relationship
necessary to build a coherent defense system to react as a single structure and not just as
a set of uncoordinated units.
Having as central pillar one high quality slips, valuing the decision making, respecting
the basic principles and specific to each post, you can explore most of the defensive
principles:
- Responsibility for the ball carrier;
- Communication to the framework;
- Replacement as an individual tactical decision;
- Positioning based on the direct opponent.
Own position training
The specific work in different positions includes: the acquisition of knowledge for each
position, learning favorable positions, displacements and own techniques of a specific
post, as well as theoretical and practical notions of the other positions.
Marco Guimarães 11
This work is based mainly on a reduced number of athletes, always encompassing a

player in a specific post, a teammatte, one or more opponents and one or more goal –
keepers.
The work in a defensive position, even though theoretical and practical has value only
when these two aspects are applied at the level of relations between all positions. This
joint allows increase operations and team operating principles.
Regardless of the individual defined principles, they must be in line with the group and
collective principles. However the frame notion has a prominent superior, since it brings
all foundations for a new adjustment (regardless of position), where a defender is at a
disadvantage.
Marco Guimarães 12
Transition attack - defense
Group principles
The collective relationship in transition attack - defense is mediated by gathering

information from all defenders on:
- The position of the center of the game and the closer “potential” attacker;
- The position of the first opposing susceptible to reach a position in the back of
the defensive system.
Primordial Objective:
1. Neutralize the ball carrier as far as possible of our goal;
2. Perform this action while colleagues try to occupy all the space that can be used
by opponents.
Never let opponents occupy the spaces on the back of defenders
However, it is not always possible to neutralize the ball carrier. The nearest athlete
should press the ball carrier trying to delay his movement to allow your colleagues to
occupie all the space that can be used by opponents.
In the final moment of defensive transition:
- The defensive system must be perfectly defined forming a compact block in the
area where the ball is located;
- The defenders further from the ball carrier should occupie the possible paths to
the center of the defensive system.
Marco Guimarães 13
Individual principles
Perception
Communication Collection of information
Transition defense
Orientation Induce ball carrier
attack
Occupation interdiction of
Positioning
interior space
Acting on the big field
Figure 6 - Individual principles of defensive phase on handball game.
Perception
It involves gathering information on the finisher in order to anticipate the reaction of

defenders and significantly increase the contact distance, stalling for time and space.
Collection of information
Quickly understand the result of the shot or the ball possession loss according to the
contrary defensive system. The current position and the visual field of each athlete will
determine the choice of action.
Cause the ball carrier
The closest athlete to the ball carrier must condition their action both in terms of
handling and collecting information.
Marco Guimarães 14
Occupation interdiction of interior space
The ball carrier farthest defenders must seek to prevent the penetration, action or
transmission of the ball that can be carried on the back of the first defenders.
Acting on different paths
Defences who are still in recovery situation should analyze the passing lines that the
ball carrier offers and work in space near a potential receptor to regain possession.
Positioning
If the opposing offensive transition is disturbed, leading to a decrease in the pace of

play, athletes should take their position in the predetermined defensive system.
Guidance
The defender must take a position that would enable simultaneously: to gather
information about the position of the ball and the opponents.
Communication
This is to enable the communication channels between all athletes who make up the
defensive system in order to make it consistent and organized.
Marco Guimarães 15
Conclusion
Many are the paths that can be set by the coach when even starts its work the course can
be changed during a sports season. However, all decisions must be grounded in its main
working tool, the game model. All the conditions for its construction should come from
your game idea, knowledge of their athletes, the competitive model, the analysis of your
opponents and definition of team goals.
Start by defining the whole (the expected behavior for the collective) will allow a
building from the macro cycle to the more consistent workout plan. Implying less time
in ancillary activities and above all a return on training time. Defining collective, group
and individual principles will allow a transmission, drilling and evaluation of all
training exercises more accurately, clearly and objectively, to give all players the
maximum possible knowledge.
Each coach must have a set of basic parameters on which sustain the game models that
will help create throughout his sports career.
This reflection intended to realize the distinction between the ideology of the coach and
the contexts that he will finding on his carreer. Once the coach must necessarily adapt to
the context lying on each side (and vice - versa). Therefore, an approach does not have
the same effects in different contexts or different stakeholders can achieve the same
results with the same methodologies. As there are no equal groups, there are also no
equal models!
Only respecting these specific and adding the ideologies of each technical team in the
search for a balance, the handball teams will meet the constant demands of the game at
full speed and with minimal loss of effectiveness.
Marco Guimarães 16
References
• Costantini, D. (2002). The use of anticipation in defence as a tool to organise

counter attacks. Handball‐Periodicalfor coaches, referees and lecturers, EHF,
1/2001, (43‐47).
• Cuesta, J. G. (2001). When to use an open defence and why? Handball, EHF
Periodical, Vienna, 1, (27‐32).
• Czerwinski, J. (1998). Statistical analysis of the men’s European Championship

held in Italy in 1998.European Handball p.2, 10-18.
• Juan L. Anton Garcia (Granada 2007): “Analisis evoluitivo estructural y
funcional del sistema defensivo 3:2:1”.
• Olsson, M. (2004). The cooperation between the coalkeeper and the defence.
Handball, EHF, Per., Vienna, 1, (53‐58).
• Pokrajac, B.: Defence adaptation of transformation of attack with two pivot

men, 2010 Extracted 14. 3. 2011, from
http://www.eurohandball.com/publications.
• Rogulj, N. (2003). Effectiveness of tactical models in handball. In Croatian.
(Doctoral dissertation, University of Zagreb). Zagreb: Kineziološki fakultet
Sveučilišta u Zagrebu.
• Vuleta, D., Milanović, D., & Sertić, H. (2003). Relations among variables of
shooting for a goal and outcomes of the 2000 Men’s European Handball
Championship matches. Kinesiology, p.35(2), 168-183.
Marco Guimarães 17
The importance of rebounding
TABLE OF CONTENTS
Pag.
o Introduction……………………………………….…………1
o Elements involved………….…………………...…………...3
o Throwing diagram and abridgment………….……………....6
o Rebounds diagram and abridgment ………………...………9
o Conclusions……………………………………….……….10
o Analysis………………………………………….…..……..12
o Defensive situations – Rebounds………………..……..…..18
o Semi Final and Final of Final4 “Taça de Portugal” of SL
Benfica - Analysis…..…………………………………....21
o Discussion…………………………………………………26
1
Introduction
In handball there are many factors that influence the final result and being succeed, or not, depends
on them. All of these factors can be anticipated and therefore trained and improved.
Handball is a team sport in which, following specific rules, two teams fight for the ball to get more
goals. During this attempt, all actions are performed in specific conditions and their selection and
execution depend mostly on the situations in the match. When the team takes the ball into
possession, the aim is to throw it into the goal of the other team and consequently score, while the
other team try to avoid it. In handball there are four MAIN STAGES (fig. 1)
Fig.1
Defence:
It is known that one of the most important aspects of a team is its defence, so, we spend a lot of our
training sessions improving this stage. Even when we are focusing on training the attack, we are
indirectly working the defence. Depending on the players we have and the opponents that we will
face, we usually work open and closed defences, varying outputs, facing deterrents or not, with
blocks ahead or behind, with change of opponent or defences, etc.
Transition attack:
Transition attack is one of the stages in which the handball has clearly developed. This stage starts
once the ball is recovered and it can be a direct transition attack or occur after the first or second
wave, beginning in width, depth, with one or two pivots, etc. It is made with a flexible number of
players and a variable intensity, depending on the game situation.
Attack:
Attack and undertake action. The positional attack begins once transition attack STAGE finishes.
There are different ways to overcome the rival defence, like basic means, simple as crosses,
exchanges, blocks, etc., or complex as the sum of all the simple ways. But the attack is more than to
do these movements well, it is overcoming, exploiting, deceiving, surprising, ending, etc., to be
succeeded and score. This is the STAGE in which we spend more time on.
2
Defensive system:
Transition attack has improved a lot in recent years and it is due to the defensive system. Defensive
balance acquires the same importance and therefore it is necessary to work and improve it every day
so that it would be possible to be a competitive team.
To compete at the highest level it is necessary to consolidate these stages so we have been spending a
great part, if not all, of our training sessions to them. But when everyone works, the aspects that can
lead you to the victory are simple details. These can be intrinsic to the work itself, like a good block,
a great pass, ball adaptation, etc, or extrinsic to these tasks, like staying focused after an error,
without being affected by an arbitration decision or a bad movement, etc. But there are still some
very important aspects which could be improved and therefore worked. These aspects, which could
be related to the main handball stages or to the quoted details, are the transitions between the
different MAIN STAGES, which I call INTERMEDIATE STAGES (fig. 2).
What should we do when there is no ball possession?
INTERMEDIATE STAGES are the transitions between MAIN STAGES.
Fig.2
In INTERMEDIATE STAGES it is important to remember a very important aspect of the game: the
ball. In transition attack and attack MAIN STAGES, we are in possession of the ball but it does not
happen during the defensive balance or in defensive situations. However, in two of the
INTERMEDIATE STAGES none of the team is in possession of the ball.
INTERMEDIATE STAGES:
1st. Defence-Transition attack (D-C), there is no ball possession.
2nd. Transition attack-Attack (C-A), we are in possession of the ball.
3rd. Attack-Defensive Balance (A-DB), there is no ball possession.
4th. Defensive Balance-Defence (DB-D), we are not in possession of the ball.
As mentioned before, at first and third stages there is no ball possession. That means that
3
there is no ball possession until it is goal, it goes out or the goalkeeper rejects it. After a
rebound, the moment, in which the ball remains in the field and none of the teams are in
possession of it, is sometimes when the result is decided and, therefore it becomes a very
important aspect of the game, being important to analyse, improve and, of course, work it.
When an attacker shots, the ball can go out of the field, lead to a goal or be rebound from the goal or
by the goalkeeper. What can be done to retrieve the ball that was rejected? Firstly, the best thing to
do is to analyse the elements that are involved in the action.
Elements involved
The goal:
Most of the shots that are performed in a game go to the post or to the crossbar, so the goal is an
important element to consider and to analyse. The goal has a regulatory measure and it is located in
the center of each outside line. The goals must be firmly attached to the floor. Each goal is two
meters high and three meters wide. Goalposts are attached to the crossbar and its subsequent edges
are aligned with the rear side of the goal line. The goalposts and the crossbar must have a quadratic
cross section with sides of eight cm and the three sides of the beams visible from the playing field
must be painted in two contrasting colours that clearly contrast with the field background.
The field:
The field where the game is played can be made of different materials, like parquet, rubber, plastic,
etc, which make its hardness, friction and damping change. Consequently, the contact of the ball
with the field will also be different.
The ball:
According to the oficial regulations, in male categories, the ball must weigh between 425 and 475
grams, with a 58-60 cms circumference and, in female categories, it has to weigh 325-375 grams
with a 54-56 cms circumference. The ball must be made of leather or similar synthetic material. The
rules also determine that the ball must be completely spherical and aproved by IHF (International
Handball Federation). In every game there must be two available balls. Resin is allowed to be used
by the players.
So the ball is also one of the elements to consider because it can influence a lot, depending on the
type of ball. Due to the fact that it can be made of different material and it is not an accurate
measure, its behaviour depends on many factors that can alter shot trajectory and field or post contact
(fig.3). It is possible to say that its behaviour depends on many factors, like its inflation, material,
resin quantity, temperature, game duration, weather conditions, etc.
4
Fig.3
Throwing:
Throwing depends on the attributes and motion mechanics involved on it, as impulsion, gravity,
trajectory effects and angles, distance, etc. Once it requires a lot of variables, throwing type and
quality will consequently influence the rebound, which can take one direction or another.
Concluding, in handball there are infinite types of shots as a result of a lot of players with different
physical attributes (height, strength, flexibility, speed, etc) and ability to coordinate them. They are
also dependent on if the thrower is right-handed, left-handed, if it is a shot in place, a leaning back
shot, a vertical jump shot, a stride jump shot or a shot while falling, etc…, the specific player
position (fig. 4) is also very important, so if the player is a center, a left or right back, a circle runner
or a left or right winger.
Fig.4
Specific throwers:
Other elements that should be analysed are the throwing position, technique, moment and, above all,
the player that performs the shot. A lot of players, while throwing, are predictable in their basic
technique (power and precision) and their technical-tactical skills (variety, observation and surprise
capacity) and the same happens with the type, place and moment of throwing. In high-level
competition it is critical to study the opponents in this aspect.
The goalkeeper:
A goalkeeper has a great influence in the game and in the final result, he is very important to avoid
the goal, so, he is extremely important in the team. Depending on his physical characteristics, his
style of playing and his capacity to spark fast attacks could change. However, a lot of situations
created by throwing and consequent rebound are very similar independently on the goalkeeper. The
way he puts his feet and his hands or the way he attacks the ball ou creates anticipated situations, will
change ball trajectory and this is an important element to consider and analyse.
5
Defence types:
Another important element to condition the rebound is to limit the throwers, so that there are some
different defensive systems. As a goalkeeper has to stop the ball, defensive system has to difficult or
prevents the shot. The type of defence limits the thrower and, consequently, throwing conditions and
rebound situations.
Throwing diagram and abridgment

Due to its endless number of variables and elements, it is impossible to know or predict rebounds, so
it is easier and important to abridge and diagram them.
We decided to choose and sum up them according their variety, type and place, as it is possible to
check.
Influence zone was divided in six different parts: outside area 9 meters right (1) and left (2), where
the most first line shots are performed, 6 and 9 meters zone was divided in four, from the middle of
the area to the right end zone (5) and left end zone (6) and outside areas, where the greatest part of
end shots are performed with a trajectory of 7 meters (3 and 6) (fig. 5).
Fig.5
As a result of an enormous amount of elements related to each shot, we decided to simplify and to
limit it to a few areas: from zone 1 to 6. First and second zones correspond to the exterior shots,
while forth and fifth zones correspond to center shots with pressure and pivot shots and third and
sixth zones mainly belong to the wingers.
Since shots can be very varied, we have in mind the following thought. A long down shot of a left-
handed right winger, thrown from the same distance, angle, etc, it is similar to a shot of a right-
handed player or a left-back with identical technical features, so that the rebound will go to same
side. The same way a 9-meter lateral shot, a shot while moving of a winger in the same area or a shot
from a pivot to the center.
We also decided to simplify the place of the shot, as it is possible to confirm. We divided the goal
into four halves (fig. 6) with a vertical center line that divides right from left and a 1/3 yards
horizontal line (this division was made considering that most of the shots are armed over the
shoulder, so that every shots performed below this line will be considered a high-low shot and even
more when considering jump shots).
6
Fig.6
For this reason we distinguish direct shots (high-low shots) from bounce or side shots (low-high
shots), but we do not distinguish half-height from low shots due to the fact they usually show a high-
low trajectory and, consequently, it will rebound down in most cases. Besides, we considered
shooting skills, such as lob shot, crew shot, etc. A goalkeeper rebound or a rebound from the goal
does not change a lot one from another. Still considering the goal, we also distinguish left rebounds
from right rebounds, plotting a bisector from the ball to the two goalposts, short/long shots, short
shot to the first goalpost and long shot to the second goalpost.
At least, considering handball features and its offensive system, the type and the technique of the
shot can be very specific and concrete. A winger player shot will not be similar to a transition attack
shot, so, it is logical to distinguish them, as it is possible to check below.
We will analyse shots performed in the following situations:
Positional attack:
Positional attack can be very diverse and wide, depending on defensive systems used, inequality
situations or free moves. It is a characteristic of the first line open defences (5: 1, 4: 2, 3: 3, etc.), due
to the fact of having more throwing spaces, having more shots with pressure and depth, while the
main characteristic of tight defence (6:0 in block, deterrence, with changes of opponent, etc) is
usually support or jump shots with a vertical direction. While wingers and pivot do not have a great
difference in an open or closed defence, wingers shots show different angles and pivot, in spite of
having more space, show similar shot results. Concerning to the high shots, characteristics are very
similar to open defences, while low shots are equivalent to a closed defence. Therefore, both
defensive systems have different rebound situations, but its direction is the same if throwing is from
the same area.
Transition attack:
Refering to transition attack shots, it is important to distinguish first wave transition attack from
second wave, because their characteristics will be different, mainly shooting types and goalkeeper
position. Transition attack shots are similiar to the positional attacks shots, however jump shots in
transition attack will have a different trajectory and speed. This will change goalkeeper position and,
consequently, its rebound. To analyse transition attacks, we decided to choose different zones:
transition attack from the right side (Zones 2-3-4) and transition attack from the left side (Zones 1-5-
6).
7-meter shot:
In 7-meter shots there are specific characteristics and consequences.
7
REBOUNDS diagram and abridgment
Having in mind shots and previous situations, to study the consequences of the actions and to predict
rebound directions, we decided to divide influence zone (fig. 7).
Zone 1: rebounds in the central zone which makes difficult to intercept players in that zone.
Zone 2-4: all kind of rebounds (straight, lob, screw, etc) that rebound in that zone or go out.
Zone 3: all kind of rebounds in the central zone.
Zone 5: a rebound stopped by the goalkeeper or by the goal in which the ball stays in 6-meter zone or
the goalkeeper catches until it goes out 6-meter line.
Fig.7
CONCLUSIONS
Considering all the elements, we distinguish three groups that we can work and therefore improve.
The first group does not depend on us, it is similar for both teams and we can not change its
components. However, it is possible to adapt our work to the circumstances. It is related to the goal,
to the field and to the ball. The second group does not depend on us, too, but on the opponent. In
spite of being dependent on it, we are able to predict all the elements and, therefore, to work and to
improve them. It is possible, for example, to predict the shooting style of the opponent team and their
players. On the other hand, in the third group all the elements depend exclusively on us and that is
preparation that will allow us to overcome most players we have to rebound against. For that reason,
it is important to reinforce goalkeeper work and improve defensive system.
Goal, field and ball
Although, in every court, goals have the same dimensions, they are not the same. Its material and
density can be different, as its anchor, which gives different swings and ball impacts. In spite of
being an important part of the game, it is another element that we can not change, so, the key is to
adjust ourselves to it.
The field, as mentioned before, is also a relevant element that implies an adaptation.
For all these reasons, it is possible to conclude that not only the goal but also the field and the ball
can influence both teams’ actions and despite being impossible to change these elements, we have
the power to work with them and to be well adapted to them. Most of our adjustment consists in
training on the field with a ball similar to the competition ball.
8
Shooting types
We analysed eight different matches during Fidelidade Andebol 1 Portuguese championship. There,
we got information about shooting frequency, type and consequences (fig. 8 and 9).
Fig 8 Fig.9
Specific throwers:
To analyse this information, we used “VideoObserver” program and it was possible to get specific
data of each player. We made several video sessions, not only individual but also collectively.
Besides that, we performed a lot of different exercises and sessions where were simulated shootings
of opponent players.
Goalkeeper:
It is important to remember that the main goalkeeper task is to stop the ball. With that thought in
mind, the key is to work different situations to limit the trajectory of the rebound. Keeping a previous
shooting position, with a right feet and hands position.
Training rebounds implies not only performing different shooting exercises, limiting rebound
direction (hands adjustment, tipping the ball back and down, controling its strength, etc) but also
simulating throwing exercises/situations from different zones, with or without resistance, reduced
visibility, prior preparation, etc. Goalkeeper has to stop the ball and, at the same time, to limit its
rebounds.
Defensive type:
As mentioned before, defence is very important and, so that, we often dedicate a lot of time to it. It is
relevant not only stop or limit shots, but also work to be in possession of the ball again, preventing
that the opponent team do it. This usually leads to the next MAIN STAGE, known by transition
attack.
Defensive system has guidelines to every situations and opponents, such as transition attack has.
Once in possession of the ball, it is important to have “after throwing” guidelines. We have some that
will be discussed later.
Another aspect that should be considered is the match, where, depending on the situation, the
rebound becomes more important and, therefore, there are guidelines to follow as well.
9
ANALYSIS
To know or to intuit where rebounds will occur, we analysed eight different matches belonging to the
Fidelidade Andebol 1 Portuguese championship. Once we analysed both teams in each match, it was
possible to obtain data from sixteen situations.
Analysed matches:
 Second Match Regular Phase SL Benfica – FC Porto 19 – 23

 Second Match Regular Phase SL Benfica – Sporting CP 31 – 32
 First Play Off Match FC Porto – SL Benfica 31 – 32
 Second Play Off Match SL Benfica – FC Porto 30 – 29
 First Play Off Match ABC Braga/Uminho – Sporting CP 31 – 32
 Second Play Off Match Sporting CP – ABC Braga/Uminho 29 – 32
 “Taça Portugal” Semi final SL Benfica – FC Porto 26 – 25
 “Taça Portugal” Final SL Benfica – Sporting CP 36 – 35
We also analysed the sum of shots with rebound and rebounds that occured in specific situations in
the following zones (fig. 10).
Fig.10
o Shots with rebound and positional attack rebounds:
Shots with rebound from their zones:
 Exterior shots, Zone 1: 31 and Zone 2: 12.

 6-meter and 9-meter shots, central zone, Zone 4: 29 and Zone 5: 41.
 Exterior zone shots, Zone 3: 19 and Zone 6: 19.
Rebounds of these shots:
 Outside rebounds, Zone 1: 9.

 Central zone rebounds, Zona 3: 68.
 Exterior zone rebounds, Zone 2: 20 and Zone 4: 25.
 Rebound zone, Zone 5: 28.
10
o Shots with rebound and rebounds from direct transition attack:
Shots with rebound:
 Shots Zones 2-3-4: 3.

 Shots Zones 1-5-6: 5.
Rebounds:
 Rebounds Zone 1: 2.
o Shots with rebound and rebounds from 7-meter line:
Shots with rebound from 7-meter line: 14.
Rebounds:
 Rebounds Zone 3:9.
We analysed every shots and their rebounds, differentiating short and long shots and, after that,
analysing all shots performed during these matches and their rebounds. Then, it was possible to
obtain the following information:
o Shots with rebound and positional attack rebounds from the center (fig.11):
Fig.11
Considering 359 shots performed in the central zone (zones 1-2-4-5), there were 221 goals and 148
missed goals.
This corresponds to 41% missed shots and 72% of them rebound.

11
 Rebounds zones and percentage:
50% rebounds in the central zone (Zone 3).
7% rebounds in the central zone (Zone 1).
30% rebounds in exterior zones: 17% Zone 2, right and 13% Zone 4, left.
13% 6-meter zone (Zona 5).
o Shots with rebound and rebound from exterior zones in positional attack (fig.12).
Fig.12
Considering 202 shots performed in exterior zones (zones 1-2-4-5), there were 130 goals and 72
missed goals.
This corresponds to 36% missed shots and 79% of them correspond to rebounded balls in exterior
zones.
 Rebounds zones and percentage:
79% Rebounds in exterior zone (Zone 2-4): 24% Zone 2 right and 55% Zone 4 left.
10.5% Rebounds in central zone (Zone 3).
10.5% 6-meter zone (Zone 5).
Shots with rebound and rebounds from direct transition attack (fig.13):
12
Fig.13
There were 93 direct transition attacks, which gave 73 goals and 20 missed goals. It corresponds to
21.5% missed attacks, 40% rebounded balls and 75% rebounded balls in the central zone (Zona 1-3).
Shots with rebound and 7-meter rebounds (fig. 14):
Fig.14
In 7-meter line there were 86 shots, 57 were goals and there were 29 missed goals (34%).
In 48% transition attacks the ball rebounded and 78.5% of them were performed in the central zone
(Zone 1-3).
DEFENSIVE SITUATIONS - REBOUNDS

Having all this information in mind, in a defensive system and facing the moment of shooting, it is
important to remember in which zones there are a bigger probability of rebounding, so that it would
be easier to anticipate the action.
Defensive systems change towards a lot of elements, but it is primordial to take into account the
closest defensive players in the influence zone.
13
There are different situations that can occur during a match and, consequently, different defensive
systems:
o Different defensive systems situations:
Fig15 Fig.16 Fig.17
In these defensive systems examples (fig.15, 16 and 17) players should anticipate the movements of
the closest opponent player and pay attention to the pivot and to the influence zones, specially shots
from central zone and exterior zones.
o Special superiority situations (fig. 18) and inferiority situations (fig.19):
Fig.18 Fig.19
During superiority situations, it should be given a special attention to the pivot and to the exterior
zones, while, in inferiority situations, due to the fact of having less defenders, there is more free
space, so, it is important to select the zone.
o Direct transition attack situations (fig.20):
Fig.20
A direct transition attack is dependent on the quantity players near the action, so, the most important
is to pressure the thrower and the central zones.
14
o 7-meter zone situations (fig.21):
Fig. 21
During 7-meter zone situations, depending on the number of players in that zone, it is important to
have a defender to each attacker, specially in the central zone, and a defender in the central zone
(zone 1) so that it would possible to be concentrated in defence when the ball rebounds after the
goalkeeper’s defence.
SEMI FINAL AND FINAL OF FINAL4 (TAÇA DE

PORTUGAL) OF SL BENFICA - ANALYSIS
We analysed the number of shots with rebounds and respectives rebounds (FIG. 22) of the semi final
and final of final4 (Taça de Portugal). Later on, we did another analysis differentiating the short
shots and the long shots (fig. 23).
Fig.22
15
Fig.23
It is possible to see that there were not direct transition attacks shots, nor 7 meters zone shots. In fact,
there were 13 shots with rebounds performed in the central zone, from which 8 were from central
zone (Zone 3) and 4 from exterior zones (Zones 2-4), one shot in the exterior zone and 2 rebounded
balls in 6-meter zone (Zone 5).
Considering the shots performed (fig. 24) and the shots localization (fig. 25), it is possible to see:
Fig.24
Fig.25
16
FC Porto team scored 47% for efficiency and 75% for precision. From all goalkeeper defended shots,
there were 14 rebounded balls.
From 53 shots, 25 resulted in goal and 28 were missed shots.
Adding all the shots performed and the ones with rebounds we can conclude that:
 53% of missed shots in which 50% of those resulted in rebounded balls.

 57% Rebounds in the central zone (Zone 3).
 28% Rebounds in the exterior zones: 21% Zone 2 (right) and 7% Zone 4 (left).
 14% Rebounds in 6-meter zone (Zone 5).
From all the rebounded balls, 9 were taken back by SL Benfica defence and 5 by FC Porto attacker.
We analysed the number of shots with rebounds and respectives rebounds (Fig. 26) of the final of
final4 (Taça de Portugal). Later on, we did another analysis differentiating the short shots and the
long shots (fig. 27).
Fig.26
Fig.27
17
It is possible to see that there were 7 shots that lead to rebound in the central zone, 2 in the left
exterior zone, 1 from transition attack and 3 in the 7-meter zone. There were 7 rebounded balls in the
central zone (Zone 3), 5 rebounds in exterior zones (Zones 2-4) and 1 in 6-meter zone (zone 5).
Considering the shots performed (fig. 28) and the shots localization (fig. 29), it is possible to see:
Fig. 28
Fig. 29
Sporting CP team scored 61% for efficiency and 89% for precision. From all goalkeeper defended
shots, there were 3 shots without rebound, 13 rebounded balls, 3 shots from 7-meter zone with
rebound and a transition attack.
From 57 shots, 35 resulted in goal and 22 were missed shots.
Adding all the shots performed and the ones with rebounds we can conclude that:
 38.5% of missed shots in which 59% of those resulted in rebounded balls.

 54% Rebounds in the central zone (Zone 3).
 38% Rebounds in the exterior zones: 23% Zone 2 (right) and 15% Zone 4 (left).
 8% Rebounds in 6-meter zone (Zone 5).
18
From all the rebounded balls, 9 were taken back by SL Benfica defence and 4 by Sporting CP
attacker.
Comparing the global percentage (fig.34) to the Semi final (fig. 35) and Final (fig. 36) of Final4
(Taça de Portugal), it is possible to see some differences, so that it is possible to predict rebound
direction.
Fig.34
Fig.35 Fig.36
DISCUSSION
It is clear that it is necessary to analyse a lot of elements and components to be able to win a
competition, from a good defence to a great attack, for example. All of them are primordial, but it is
important not to forget that without dedication, enthusiasm, work, time, etc, is almost impossible to
get good results. When the balance exists, details can make the difference. It is very hard to predict a
rebound, however with the assessment of all the elements mentioned above and with hard work it
gets easier to condition it.
The tactical system, the opponent anticipation, the lack of attention or the rebound difficulty also
correspond to causes that dificult it. In my opinion, a rebound is a relevant part of the game so it is
important to give it the same importance as an interception, a stop or a goal.
Ensuring a rebound will not guarantee the team success, but it would certainly be closer.
Mariano Ortega Martínez

SL Benfica Coach
Real Federación Española de Balonmano
19
“Analysis of the defensive system of Portuguese
National Team within EHF EURO W19 2015
Valencia”
Mário César Navarro

EHF Master Coach

2016
EHF Master Coach
Spain & Portugal 2015
Index
Summary …………..……………………………………………………………………….. 3
Keywords …………………………………………………………………………………... 3
Introduction …………………..…………………………………………………………….. 4
Methodology ……………………...………………………………………………………... 4
Defensive System ..………………………………………………………………………..... 5
Defensive System 3:3 ...………………………………………..............…………... 5
Analysis ……..…..………………………………………………………………………..... 7
Conclusions ..…………...……………………………………………………………..…... 11
References ………………………………………..…………………………………..….... 12
Mário César Navarro 2|Page

EHF Master Coach
Summary
This study aims to effectively analyse and evaluate the defensive system which was used by
the Portuguese National Team within W19 EHF Spain’ 15, Valencia, more precisely, the
defensive system 3:3.
Keywords
Portugal, Defensive System, EURO W19 Valencia 2015

EHF Master Coach
Introduction
This paper was concluded as part of the First Unit of EHF Master Coach that took
place in Valencia, which was precisely the location where EHF Euro W19 Spain’15 took
place. Therefore, it is our intention to bring to the reader an effective analysis of the defensive
performance of the Portuguese national team, in particular, with regards to the defensive
system 3:3, which has been the most commonly used throughout the competition.
Methodology
For drafting this paper, the proposed and used methodology consisted in the
observation and subsequent analysis of the seven matches in which the Portuguese national
team intervened within W19 EHF Spain’15 in Valencia; for that purpose, the below described
action map was used, where action zones of the first forward line are defined in zones 4, 5
and 6, while the action zone of the second line are situated in zones 1, 2 and 3, so that we can
determine which are the most vulnerable zones of the Portuguese defensive system.
Figure 1- Action Map

EHF Master Coach
1. Defensive System
Portuguese national team has chosen to use an aggressive and open system in two
lines, more precisely the defensive system 3:3, taking into account the team’s physical
structure, as well as the adversary team’s. Only in one match the Portuguese national team
has chosen to adopt a more classical defensive system, 5:1.
1.2 Defensive System 3:3
The defensive system 3:3, mostly adopted and performed by the Portuguese team,
had as main purpose to difficult the first line shots, increasing the distance between the first
line and the beacon, through the pressure made by the defenders. However, this system leads
to a higher physical attrition, considering the huge level of individual responsibility due to
its deepness, which generates large spaces for the strikers to penetrate.
Figure 2 - FRA vs POR
During the competition, the system turned out to be, several times, and in certain
situations, an actual 3:2:1 defensive system and a 4:2, whenever there was a back player
entrance of one of the first line adversaries. Notwithstanding this, due to the enormous level
of demand of this defensive system, an efficient performance can only take place when all
the athletes bear high concentration levels due to individual responsibilities implications.

EHF Master Coach
1.3 Defensive System 5:1
Apart from the one that had been its usual system, the Portuguese national team still
performed the classical 5:1 system, when playing against the Spanish national team, during
certain periods of the match.
According to the presented performance of the system, this turned out to be easily
transformed in a 3:3 system, due to the pressure that Portuguese second defenders made to
the lateral adversary back players.

EHF Master Coach
2. Analysis
By analysing the 150 goals suffered, within running game, by the Portuguese national
team, we conclude that 81 % of these goals were suffered in the second line, which clearly
illustrates the defensive weaknesses for the using of an open, aggressive and deep system,
just like it was the case due to the team’s height.
Fast Numerical Numerical

3:3 5:1 Total
break prevalence inferiority
Zone 1 10 3 9 4 1 27 18%
Zone 2 12 2 17 3 8 42 28%
Zone 3 26 3 12 3 8 52 35%
Zone 4 1 0 2 0 0 3 2%
Zone 5 10 1 0 3 2 16 11%
Zone 6 7 1 0 2 0 10 7%
66 10 40 15 19 150 100%
44% 7% 27% 10% 13% 100%
2.1 Analysis to the defensive system 3:3
Subsequently to the analysis of the actual defensive performance of the Portuguese

national team whenever performing a 3:3 defensive system, we have concluded that, despite
the pressure that wasp put on first line players, most of the goals suffered happened in the
second line, and are mostly due to defensive errors by penetrations and entrances through the
second line-player.
This system envisages to put pressure on the first line players with a strong
finalization power, keep them away from the beacon, and make them get less chances to shot.
Although, as a disadvantage, we would say that, in order for the system to be effective, a
higher level of concentration and communication by the defenders is required, so that the
open spaces, that appear in the back of the first line, are not taken by the adversary’s attack.

EHF Master Coach
Open spaces in the back of first line defenders
As we can see in this picture, in 3:3 defensive system, individual responsibility’s

requirement is extremely important, since this system leads to multiple 1:1 situations as well
as penetration situations, which requires the defenders to have the technical, tactical and
physical abilities that are required to defend, which caused, in this case, several difficulties
to the Portuguese defenders.
Open spaces in the back of first line defenders

EHF Master Coach
In the 3:3 defensive system, due to the open and deep defence, various open spaces
appeared and were often used by the adversaries, through wing and second line-player
entrances, and also being used by the attacking players of the first line. Additionally, several
mistakes were made in the decision-making process by the Portuguese defensive players with
regards to the defensive helps, as well as with regards to the body position of the players
themselves, which was not the most correct.
Blocking first line defenders
The blocking, by the attacking player in the line-player position, exercised to the first
line defenders was another dangerous situation we had the chance to observe, which
generated advantage situations through penetrations, by giving rise to finalization situations
in the second line; this fact was extremely explored by adversaries.

EHF Master Coach
Open spaces in second line
In the situation in the picture, we note that, after the entrance of the left wing to second
line-player, followed by the cross between the right back-player and the playmaker, there is
an open area with a single defender, where the playmaker, by exploring and attacking the
area, generates a finalization situation with open angle for the left wing.
Mário César Navarro 10 | P a g e

EHF Master Coach
Conclusions
By elaborating this paper, we have analysed the defensive system presented by the
Portuguese national team in EHF Euro W19 Spain’15, which took place in June 2015 in
Valencia, with a big emphasis in the 3:3 defensive system, which was use during most of the
competition.
Therefore, we have noticed that this system led to positive results by allowing the
team to suffer only 19% of the goals, in running game, through shots performed in the first
line.
Notwithstanding this, the fact that this requires a huge defensive individual
responsibility and generates open spaces in the second line led to 2several difficulties felt by
the Portuguese national team, which suffered 81% of the goals in running game in that zone,
which is easy to understand given the physical abilities of the various national teams that
have participated in the competition, as we can observe in the aforementioned cases.
Therefore, we can conclude that athletes that have represented the national team and
who mostly played in the Female Senior Level of the First Division of National
Championship had several technical and tactical fragilities in what concerns to the defensive
tasks, which is easily justified by the fact that they did not have any defensive training, they
did not use such system in their respective national-based teams and championships and they
did not know deeply enough the used system, which puts at risk the entire training of athletes
in Portugal, where professionals pay generally more attention to training earnings, instead of
making sure that the training effectively shows results. I tis, therefore, publicly known that
the participation of every national teams of the Senior Level in Finals of big competitions is
very insignificant or even inexistent (in the male or female teams), being by this way
questioned for how long will this be the future of Portuguese handball performance.

EHF Master Coach
References
Videos obtained through https://www.youtube.com/user/RFEBM.

ANTÓN GARCIA, J.L.; CHIROSA RÍOS, L.J.; ÁVILA MORENO, F.M.; OLIVER
CORONADO, J.F.; SOSA GONZÁLEZ, P.I.; Balonmano: alternativas y factores para
la mejora del aprendizaje. Madrid: Editorial Gymnos, 2000.
FERNANDEZ, E.E.; MELENDEZ-FALKOWSKI, M.; Los sistemas de juego defensivos.
Madrid: Esteban Sanz Martines, 1988.

Tactical and Technical Situations used by the teams from the VELUX EHF
CHAMPIONS LEAGUE 2015/16 FROM THE GROUPS A AND B with equals
endings in the last five minutes of the match
Miguel Ángel Velasco Encinas
Royal Handball Federation of Spain

Spain
1
Miguel Velasco

INDEX:
1. INTRODUCTION……………………………………………………………3
2. KEY OF THE TABLES ……………………………………………………4,5
3. MATCH TABLES GROUP A ………………………………………5,6,7,8,9
3.1 Summary tables of group A …………………………………………….9

3.2 Percentage table of group A …………………………………………….9
3.3 Summary table of superiorities group A ………………………………10
3.4 Summary table of inferiorities group A ……………………………….10
4. MATCH TABLES GROUP B …………………………………11,12,13,14,15
4.1 Summary tables of group B ……………………………………………..15

4.2 Percentage table of group B ……………………………………………..15
4.3 Summary table of superiorities group B ………………………………..16
4.4 Summary table of inferiorities group B ………………………………...16
5. CONCLUSION ……………………….…………………………………...17,18
6. BIBLIOGRAPHY ……………………………………………………………18
KEY WORDS:
5 last minutes, tactical and technical procedures, one on one, shot from a distance
and success.
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Miguel Velasco

1. INTRODUCTION
The new format of the VELUX EHF Champions League allow us to see top-
level matches every weekend. The greatest clubs from the world have a maximum level
of equality and this gave me the idea to analyze the ends of even matches to make the
development of the thesis.
The theme of the thesis it’s about the different tactical attacking procedures
which are used by the greatest teams in Europe in the matches with even endings of the
top-level team’s competition (VELUX EHF Champions League).
To do so, I have analyzed the last five minutes from each even match. Against
which kind of defense is made each attack and if those ones are in numerical equality or
quite the opposite in superiority of inferiority.
This analysis is based on the tactical and technical procedures with which the
attacking team achieves a throwing, or which are the final actions of each ball
possession.
The observation and previous analysis of the last five minutes from the even
matches, it will allow us to see which are the most used and effective tactical
procedures and the kinds of defenses which are used by the teams in the last minutes of
the game.
I have analyzed the games from the group stage from the groups A and B from
the VELUX EHF Champions League 2015/16, like an example of the top-level
competitions and a maximum indicator of high-level performances.
In the group A we have 20 matches with even ending and in the group B we
have 23.
During the development of the thesis we will show in different tables above
each one of them, the result of the match in the last 5 minutes, that’s how we can check
who can achieve to come back if in this moment it’s under the lead, which team can
keep the difference if they are having advantage and the matches that remain even until
the end.
Inside of this analysis we can see in which tactical situations they can achieve to
provoke a successful penalty and which teams can achieve to score in direct
counterattack.
In the summary tables we can see which of the attacks were the most effective
and which were the most used.

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Miguel Velasco

2. KEY OF THE TABLES

X: It means the tactical and technical situation which was played by the team.
Tactical and technical situations in phase 3 of attack:
1x1: It means that the tactical and technical action in phase 3 of attack finishes in one-
on-one.
2x2: It means that the tactical and technical action in phase 3 of attack is playing two-
on-two.
LAD: It means that the tactical and technical action in phase 3 of attack finishes with a
shot from a distance.
PDA: It means that the tactical and technical action in phase 3 of attack it develops with
a supporting point.
BLOCK: It means that the tactical and technical action in phase 3 of attack finishes
with a play of a block.
CROSSING: It means that the tactical and technical action in phase 3 of attack is
playing crossing.
CIR. DIR: It means that the tactical and technical action is to achieve a direct
circulation.
Types of defensive systems:
. : It means defense 6:0.
.. : It means defense 5:1.
… : It means defense 4:2.
…. : It means defense 3:3.
., : It means defense 5:0.
*: It means defense 3:2:1.
#: It means individual defense.
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Miguel Velasco

Numerical situation of the attackers:
, : Means 6:5.
,, : Means 5:5.

,,, : Means 5:6.
+ : Means 7:6 (goalkeeper as a player).
Successful situations:
$ : Means that the tactical and technical action finished with a goal.
$ : Means that the tactical and technical action finished with a penalty and that
this one has been converted.
$ : Means goal from a counterattack.
3. MATCH TABLES GROUP A
The result 5 min before 22:26
1X1 2X2 LAD PDA BLOCK CROSSING CIRC.DI

PLOCK 27 X.$ X.$ X.$ X.,$ X.$
VESZPREM 27 X.. X.. X. X,,,# X..$
X.. X..
X..


CELJE 20 X. X. X. X.
X.,
ZAGREB 21 X.,,, X.,,, X.
X.$


ZAGREB 20 X.,,, X.
X.,,,$
X. X.
VESZPREM 21 X.,$ X.$
X.,$
X.$

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Miguel Velasco


VESZPREM 29 X….,,,$ X*$
X*$
X.,,$
KIEL 27 X.$ X.,,, X.
X.,$ X. X.
X.,

CELJE 30 X.$ X. X.,,,
X$
PARIS 32 X.$ X., X.,$

KIEL 35 X$ X$ X.,$ X.,$
X.$ X.,$
CELJE 32 X*,,, X* X*,,, X*,,, X*
X…,,,$

BESIKTAS 32 X#$ X.$
X…
X…
ZAGREB 30 X.$ X.$ X.$ X. X.
X$


PARIS 29 X$ X. X.
X.$
X$
VESZPREM 27 X$ X.,,, X.$ X.
X.

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Miguel Velasco


FLENSBURG 28 X.. X…$ X.,$ X.,$
ZAGBREB 27 X.,,,$ X.$
X.
X.$


CELJE 23 X*,,, X. X*$ X.$
X#
KIEL 23 X$ X. X..$ X.,$

FLENSBURG 27 X..$ X..$ X… X..
X..
PLOCK 25 X.$ X.$
X.$


KIEL 25 X$ X.
X.$ X.$
VESZPREM 24 X. X.$
X.$


PLOCK 23 X* X* X* X*$
X*$
ZAGREB 23 X.. X..$
X.. X..


ZAGRB 23 X. X.$ X. X.$
PARIS 25 X*$ X* X*
X*

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Miguel Velasco


VESZPREM 27 X.$ X.$
X.$
X.$
ZAGREB 25 X.$ X.$
X.$

FLENSBURG 28 X.$ X.$ X.$ X.$ X.
X. X.
VEZSPREM 29 X.. X.$ X.. X..
X..$
X..$

ZAGREB 24 X.. X.. X.. X…
X..
CELJE 23 X.$ X. X. X. X.
X.
X$


VESZPREM 27 X* X.. X.. X.$
X*
PLOCK 25 X.$ X. X.$
X.$


KIEL 31 X..$ X..$
X..$
X..$
ZAGREB 29 X.$ X.$ X*$ X*$
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Miguel Velasco


KIEL 26 X$ X.$ X.
X.$
X.$
PLOCK 24 X. X. X.$ X.+

3.1 Summary tables of group A
6:0 5:1 3:2:1 4:2 3:3 PRESSURE

1X1 22 14 13 4 4 1 2 1
2X2 5 3 1 1 1 0 1 1
LAD 30 16 7 5 1 0 2 0
PDA 17 10 3 0 7 5
BLOCK 5 3 1 0 2 1
CROSSING 13 5 5 1 3 1 1 0
CIRC.DIR
AGAINST.D TOTAL 11
PENALTY TOTAL 11

All of the actions played against different defenses.
Actions that finished with a goal.

3.2 Percentage table GROUP A
6:0 5:1 3:2:1 4:2 3:3 PRESSURE

1X1 64% 31% 25% 50%
2X2 60% 100% 0% 100%
LAD 53% 71% 0% 0%
PDA 59% 0% 71%
BLOCK 60% 0% 50%
CROSSING 38% 20% 33% 0%
CIRC.DIR
In this summary table we can find all of the data from the matches from the
group stage in which is numerical equality in the different tactical situations from the
group A.
In the table we can see that the most usual dominating defenses (6:0 or 5:1), are
followed by 3:2:1. We can barely find 4:2 defense and individual defense, and finally
the defense 3:3 without any action.
9
Miguel Velasco

It is obvious that the teams at maximum level in the last five minutes are using
standard defenses. We only have a few actions where the teams are taking risk and
using more open defenses. This normally happens in the final moments of the matches
when the losing team have to make a risk in order to make a turnover. A good example
from the group A is the match between Besiktas and Zagreb. The last attacks of
Besiktas are against open defenses (two defenses of 4:2 and one with individual
defense). Even so, Zagreb did not achieve to make a comeback in the game.
In the analysis of the group A we can find more attacks against defenses of 3:2:1 as
same as we can see later in group B. This is due so that the teams as Kiel and Zagreb
can use this defensive system in a normal way.
Regarding the most used tactical situations, the ones that stand out are the situations of a
shot from a distance and the 1x1. But, are these situations the most successful? In 6:0
for example the most effective with 64% is the situation of 1x1 while in 5:1 the
percentage drops to the 31%. The actions with a shot from a distance are a little bit low
from the one with 1x1 in 6:0, 53%, although they can go up to in 5:1 with a 71%.
3.3 Summary table of superiorities group A
1X1 2X2 LAD PDA CRUCES CIRC.D

SUPERIORITIES 2 1 3 2 5 2 4 4 1 1
Total of the played actions against different defenses

Actions that finish with a score
In the group A were played 15 superiorities and 10 of them finished with a success.
Around 67%. All of them against defense 5:0.
The most used tactical situations are the shot from a distance and the supporting points.
3.4 Summary table of inferiorities group A
INFERIORITIES 6:0 5:1 3:2:1 4:2 3:3 PRESION

1X1 1 0 2 0 1 1 1 1
2X2 2 0 1 0
LAD 5 2
PDA 1 0
BLOCK 1 0
CROSSING
CIRCU.DIR
Total of played actions against different defenses.

Actions that finished with a goal
In the group A we have analyzed a total of 15 inferiorities with a limited percentage of

hits on the goal. Around 27%. Regarding the tactical procedures which were the most
used ones in numerical inferiority, the shots from a distance are dominating and also the
situations of 1x1 above all the others.
Bellow we can analyze the 23 matches from the group B which had an even
ending.
10

Miguel Velasco

4. MATCH TABLES GROUP B

SZEGED 31 X. X..,,, X..
X…. X.
X#
KIELCE 30 X.$ X., X.,$ X.$
X. X.$
X.,

R.NECKAR 22 X.$ X.$ X. X.
X.$
X..
BARCA 21 X*$ X*$ X* X.$

BARCA 34 X.. X. X..$ X….
X…. X.$
KRISTIANST. 32 X.$ X.$ X.
X.


SZEGED 28 X.$ X.$ X.$
BARCA 30 X..$ X.. X.$ X.$ X.
X#$


R.NECKAR 32 X., X. X.$ X.,,,
X.
KIELCE 32 X$ X., X.,
X.$
11

Miguel Velasco


KIELCE 30 X$ X. X.$ X.$
X#
BARCA 30 X.$ X.,$ X. X.
X.
X.$

KOLDING 33 X..$ X…$ X…
X…$ X…
VARDAR 31 X. X. X. X.$
X.$ X.$
X.$


BARCA 28 X.,,,$ X.,,$ X.$
X…$
KOLDING 25 X$ X.,,$
X.,,
X.


SZEGED 28 X. X., X.$ X.$
MONTPEL. 27 X.,,,$ X. X.,$ X. X.,,,


BARCA 31 X.$ X.$ X.$
X.
VARDAR 30 X.$ X.$ X. X.
X.$
12

Miguel Velasco


MONTPEL. 28 X.$ X. X., X.$ X.$
R.NECKAR 30 X… X… X.,,,$
X…$ X…$

VARDAR 25 X. X. X.
X.$
BARCA 27 X$ X. X.$
X.. X..$


KIELCE 33 X$ X.$ X.$ X.$
X.$
KOLDING 31 X$ X.$ X.$
X. X.$


KRISTIANST. 32 X$ X.$
X. X.$
SZEGED 34 X. X…$ X..$ X…
X…$


MONTPEL. 29 X$ X. X. X.$
SZEGED 29 X… X.. X..$


BARCA 31 X.$ X. X..,,,
KIELCE 33 X.$ X.,$ X.,$ X#

13

Miguel Velasco


KRISTIANST. 29 X. X.,$ X.$
X.,
MONTPEL. 30 X.$ X..,,,
X.$
X#

KRISTIANST. 35 X. X.
X.$
X.
X.$
X.
KIELCE 35 X.$ X.. X.$
X.$
X.$
X.$

R.NECKAR 28 X.$ X.
X.$
VARDAR 27 X.$ X. X.,,,$


KIELCE 28 X# X.$ X.,$ X.,$ X#
R.NECKAR 27 X$ X.+ X.. X..$
X.+$


VARDAR 38 X. X.$ X.$ X.
X…$
KRISTIANST 36 X. X.$ X. X.$
X.$

14

Miguel Velasco


KOLDING 27 X.$ X.$
X.
MONTPEL. 26 X.$ X.$ X.
X. X. X.

KIELCE 27 X.,,, X.,$
X.
X$
SZEGED 26 X.,,, X., X. X.+

4.1 Summary table group B

6:0 5:1 3:2:1 4:2 3:3 PRESION
1X1 24 14 2 0 1 1 5 4 2 0 4 1
2X2 8 6 3 2 1 1 2 1
LAD 45 26 1 0 3 2
PDA 17 9 2 1
BLOCK 17 11 3 1
CROSSING 17 9 3 2 2 0 1 0 3 0
CIRC.DIR 1 0
AGAINST.D TOTAL 10
PENALTY TOTAL 16
All of the actions played against different defenses.

Actions that finished with a goal.
4.2 Percentage table group B
6:0 5:1 3:2:1 4:2 3:3 PRESSURE

1X1 58% 0% 100% 80% 0% 25%
2X2 75% 67% 100% 50%
LAD 58% 0% 67%
PDA 53% 50%
BLOCK 65% 33%
CROSSING 53% 67% 0% 0% 0%
CIRC.DIR 0%
15

Miguel Velasco

In this summary table we can find all of the data from the matches from the group in
which there is numerical equality in a different tactical situations in the group B. In this
table we can verify that the most used defense with a lot of differences is 6:0. This one
is followed by the defenses 5:1 and 4:2. The defense 3:2:1, pressure and 3:3 are not that
much present. Unlike the group A in this group we can see more technical and tactical
situations of attacks against more open defenses.
One huge part from those open defenses is gathered in three matches (Kolding-Vardar,
Montpellier – R. Neckar and Kristianstad – Szeged) where the losing teams are using
more open defenses (4:2) so that they can perform a comeback. Even though, none of
the three teams achieves it.
Regarding the mostly used technical and tactical situations, the ones that stand out, are
the situations of a shot from a distance the same as in group A, with a similar
percentage of hits 58%. It’s followed by the situations of 1x1 and crossing with 58%
and hits with 53%. Situations of 2x2, blocks and supporting points are also presented
but less than the previous ones. And last but not least we have only one situation of
direct circulation.
4.3 Summary table of superiorities group B
1X1 2X2 LAD PDA BLOCK CROSSING CIRC.D

SUPERIORIDADES 0 0 0 0 4 1 10 5 4 3 0 0 0 0
Total of the played actions against different defenses

Actions that finish with a score
In the group B are played 18 superiorities and 9 finished with a success. Around 50%.
All of them against defenses of 5:0.
The most used tactical situation are the situations of a supporting point, followed by the
shot from a distance and block.
4.4 Summary table of inferiorities group B
INFERIORIDADES 6:0 5:1 3:2:1 4:2 3:3 PRESSURE

1X1 3 2
2X2
LAD 2 1 2 0
PDA
BLOQUEOS
CRUCES 3 1
CIRCU.DIR

Total of played actions against different defenses.
Actions that finished with a goal

In the group B we have analyzed a total of 10 inferiorities with a scarce percentage of
hits, but a little bit higher than in the group A. Around 40%. The used tactical situations
are very similar: shots from a distance and situations of 1x1 and crossings.
16

Miguel Velasco

3 CONCLUSION
We can verify in the summary tables from the matches that the most used defense is 6:0.
In these even matches, the teams are loyal of their defensive system and they barely do
some risk with an open defense. It’s not strange that the most used tactical and technical
situations in the combination of the two groups against this defense is the shot from a
distance with a total of 75 actions, and a 55,5% of hits. It is followed far away by the
situations of 1x1 with a total of 46 actions and 61% of hits.
We only have three matches in which the team who has the disadvantage in the last five
minutes, it’s the winning team in the end. Two from the groups A (Kiel-Celje) (Kiel-
Plock) and one from the group B (Kielce-Szeged), which how normally happens: the
teams which do the comeback is normally the local team. In this matches we can verify
that the losing team is loyal of their defensive system and do not make a risk of
changing it. The tactical and technical actions of the teams which have a disadvantage
on the scoreboard are variated and they are not following a pattern.
We have other seven games where the losing team finished with a draw. Three in the
group A and four from the group B. Just as in the previous matches we cannot see that
the losing teams are changing their defensive system for another, more risky.
Therefore in the rest of the games (33), the team which is leading all the time, achieves
to win the game too. We could say that the teams from the high-level competitions
which get some advantage in the last five minutes of the match are those one who are
controlling well the scoreboard and achieve to win the game.
Regarding the ball possession of the teams in the last minutes are not even 5 for each
team. Without the direct counterattacks (21).
In the numerical inferiorities prevail the defense of 6:0 and the most used technical and
tactical situation is shot from a distance. The numerical superiorities are defended by all
of the teams of the most usual way (5:0) and the most used tactical situation are the
supporting points followed by the shots from a distance.
Bellow in the table we can see the sum of all tactical and technical situations which are
played in the combination of the two groups, without making a difference of the used
defensive systems.
GROUP A GROUP B TOTAL GOAL

1X1 41 38 79 40
2X2 8 14 22 15
LAD 40 51 91 49
PDA 27 19 46 25
BLOCKS 8 20 28 16
CROSSING 22 26 48 18
DIRECT 0 1 1 0
CIRCULATIONS
17

Miguel Velasco

We can see in the sum of the table that the most used tactical and technical situations is
the shot from a distance, with a total of 91 actions. In the group B we can value the 11
situations more than in the group A which finished with a shot from a distance, and for
this we can find the reason in the additional 3 matches with an even ending in this
group.
The second most used situation is one-on-one with a total of 79 actions. With these
three situations more in the group A and with three matches less, we could consider
making a question: Are the teams from the group A have better players who do feints?
It would be interesting to analyze it.
In general we can see that in almost every proportion, the actions that are used in one or
another group in the matches with even endings are similar, which can make this study
more trustworthy and it can contribute a lot of objectivity in the obtained conclusions.
4 BIBLIOGRAPHY
Analysis of the matches with an even ending of the VELUX EHF Champions
League 2015/16, Groups A and B.
Anton, J., (1994) Handball: Methodology and the high-level performances. (1st
Ed.) Editorial Paidotribo.

18

Miguel Velasco

DEFENSIVE SYSTEM 6:0 -
DEVELOPMENT AND CURRENT
TENDENCIES
Miguel Simões Catarino

Master Coach 2015/2016

Table of Contents
Summary .............................................................................................................................................. 3
Introduction .......................................................................................................................................... 4
Method ................................................................................................................................................. 5
Defensive system analysis ................................................................................................................... 6
Historical background ........................................................................................................................ 6
1970s ................................................................................................................................................ 6
1980s ................................................................................................................................................ 6
1990s ................................................................................................................................................ 8
2000s ................................................................................................................................................ 9
Defenders individual tasks ............................................................................................................... 10
1st defenders .................................................................................................................................. 10
2nd defenders ................................................................................................................................. 11
3rd defenders .................................................................................................................................. 12
Outcome and Discussion ................................................................................................................... 14
Conclusion ......................................................................................................................................... 16
Bibliographic References ................................................................................................................... 17
Pictures Index
Picture 1 - Yugoslavia's Defence 6:0, 1972 Olympic Games .............................................................. 6
Picture 2 - Teka Santander's Defence 6:0 with depth, 1989 ................................................................ 7
Picture 3 - Players defensive shift in deep zone, Teka Santander, 1989.............................................. 7
Picture 4 - Pivot guard through the passing lines, Teka Santander 1994............................................. 8
Picture 5 - Block work in a zonal 6:0, Barcelona (1994) ..................................................................... 8
Picture 6 - Pressure of the first defender against the wing. Yugoslavia 1995 ..................................... 8
Picture 7 - Barcelona defending with depth and pressure in the passing lines, 2001 .......................... 9
Picture 8 - Portland San Antonio's pressure over the ball and movement antecipation....................... 9
Picture 9 - First defender in a one-on-one situation with the RB in a deep zone. PSG, 2016 ........... 10
Picture 10 - First defender in close defence to the LB without ball. Granollers, 2013 ...................... 11
Picture 11 - First defender guarding the pivot in deep zone. Poland, 2013 ....................................... 11
Picture 12 - Second defender defending in very deep zone due to physical characteristics. Sport
Lisboa e Benfica, 2016....................................................................................................................... 12
Picture 13 - Third defender in anticipation against a shooting central. Kiel, 2016 ........................... 12
Picture 14 - Shift of direct opponent, 2nd/3rd, in deep zone. Kielce, 2016 ....................................... 13
Picture 15 - Third defender in a 1x1 situation in depth and wide space. Kielce, 2016...................... 13
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Abstract
This thesis aims to analyse the defensive system 6:0, following a brief historical background on the
evolution of the defensive system, accompanying the evolution of the game on its technical area
and offensive tactics - not forgetting that the changes to the rules of the game over time were
making the speed of game gain a new dimension, allowing handball to become a game of high
intensity.
The need for defence to overlap the attack has been one of the major tactics struggles,
demanding for each coach to develop a capacity to adapt and read increasingly sophisticated tactics,
adapting their defensive procedures to the characteristics of the attacking opponent, searching for
increasingly aggressive defences - able to stop the long distance shooting and the increasingly
preponderant game of six meters with the pivot.
We, therefore, have a defence 6:0 ever more distant from its original form, adapted to the
tendencies of an each time faster game, centred in the ball recovery and the development of quick
transitions, transforming what was once a closed defence increasingly eclectic and dynamic.
Keywords: Transform, Adapt, Shorten Spaces, Develop
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Introduction
This work is based on a reflection regarding the evolution and current tendencies of the defensive
system 6:0. All aspects of this reflection comes from a research by chronological order, based on
authors, coaches and researchers who, throughout time, were giving their contribution to the
evolution of the system, as well as the direct application of the training methodology and
development of game models.
Although this work contains a personal opinion about the defensive system developmental
tendencies, it is not my intention to bring a new perspective on this system.
All content derives from direct observation of coaches' work that I have as a reference due
to their major abilities, and research done over the last few years, above all for the elaboration of
this thesis.
Looking briefly at handball's history, we can conclude that the system 6:0 has been one of
the systems that more evolved, from a closed defence to an increasingly aggressive defence,
moving further and further away from its first principles, gaining a totally different dynamic,
constantly adjusting to the need to overcome the opponents tactical development, as well as the
increase of attackers technical capabilities, especially regarding the possibility of long distance
shooting.
It was argued that, initially, the system 6:0 was a defence zone with short spaces between
defenders, taking each defender for his defensive zone, working as a moving block - depending of
the changes on the side of the ball under attack. We then assume from a zone principle (with a
reduced individual responsibility) in a low depth defence based on a principle of containment,
seeking to prevent situations of shooting at six meters.
In the mid 1970s, the initial assumptions of the system 6:0 began to be questioned according
to the needs at the time, rising a new way to approach the system regarding the individual
responsibility and, in a general way, getting of the norms initially advocated, identifying the most
common errors in the teaching methodology of the system. It is therefore fair to say that it was at
this time that the defensive system 6:0 began giving its first developmental steps.
It is then that the defence process began getting off its original, gaining new outlines with
regarding its adaptability regarding its adversary and its versatility, thus leading to a natural
development in the training methodology, seeking to give new skills to the defender - allowing
better integration into a defensive system setting off to become a more profound and of greater
individual responsibility.
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Method
This thesis is based on a research that follows conferences in coaches courses and articles in
publications about the modality, from the 1970s to current days.
The images were gathered from video files available online - World and European
Championships, Olympic Games, European competitions, and national competitions - from the year
1970 (year of the oldest video).
In addition to the research performed, this work also includes a brief personal opinion about
the current tendencies and developments regarding the defensive system under analysis.
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Defensive system analysis
Historical Background
It is with the comparison of some game situations that the assessment in terms of concrete terms is
possible, i.e., the differences of the defensive process and its development over time.
The system 6:0 starts as being a closed defence with little depth, based on a system of
contention by the defenders.
“There is a general principle is valid, but the most common is that players stand
half a meter in front of the row of six meters. As to the depth, as a general rule,
players should only go to a line of nine meters”
(CZRWINSKY, J., 1976)
The ability of lateral movements, blocking, approximation, indentation in jump, and ability of ball
stealing are favoured.
The 1970s
You will then be in the mid-seventies that these premises are beginning to be questioned in
function of the needs resulting from the development of the game offensive and the valences of
opponents..
“However, lately, the needs have increased and sometimes the circumstances
require to go beyond that borderline”
(CZRWINSKY, J., 1976)
The central block of the defensive system was identified as crucial for its success, divided
into three subgroups: central defence and central defender/second defender on each side of the
defensive system.
Picture 1 - Yugoslavia's Defence 6:0, 1972 Olympic Games
The 1980s
The turning point regarding to the amendment of the principles of the 6:0 can be established
for the mid-1980s (in Switzerland's World Championship 1986), creating then a totally different
dynamic, where we can also include some changes in the philosophy of basic teaching, beginning a
new era of system 6:0, closer to the principles defended nowadays. The model that marks this
turning point was born in Spain after the participation of its National Team in that World
Championship, then being possible to distinguish between the "traditional model" and the "Spanish
model".
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New goals are set in the game's concept: the depth and anticipation, in clear search to
cause the error in attack in a earlier stage of its development, breaking down the barriers of space
that until then defined that the defence would not go beyond the of nine meters line.
“Goals of defence 6:0: anticipation in space; the pursuit of depth defensive; avoid
disciplinary sanctions.”
(SECO, J. 1987)
The principles used in open defenses begin to appear in the defensive concept 6:0 which
began now to be seen. The shifts of attacker begin to be carried out in deep areas, always seeking a
greater depth defensively and greater pressure over the ball and on the closer passing lines, leading
to more dangerous passes. The role of the defenders on the opposite side to the ball begins to gain
relevance, promoting the pressure on the peerless, searching ball interception, hence taking
advantage of the attacker's mistake.
“Goals: That the opponents attack does not succeed. Promote an error or the end
of the opponents attack on an early stage.”
(SECO, J. 1987)
Picture 2 - Teka Santander's Defence 6:0 with depth, 1989
As a result of the change of the defensive principles, the defenders are required to gain new
skills that will enable them to succeed in an aggressive defence, with more one-on-one situations in
deeper areas, forcing the wider movements, either before the attacker with the ball, either in
pressure on the passing lines. According to SECO, J. (1987), "All players perform wider
movements regarding the speed and efficiency required, similar to considerations of second
defenders in 3:2:1".
Another fundamental aspect for the defence success regards the movements speed in
the shift of opponent situation, motivated by the depth of the defence, taking as a good example of
this situation the blockade of the pivot in deeper areas, trying to create a situation of 2-on-2 with the
first attacking line.
“Improvement of travel at the rear of the defender, in order to facilitate the shift
of opposing party”
(SECO, J., 1987)
Picture 3 - Players defensive shift in deep zone, Teka Santander, 1989 7 | Página
The 1990s
The 1990s are a period of continuous study and development of this model, exploring the
different possible variations.
One of the discussions worthy of a higher registration has been the respect to
marking the player pivot. It is discussed the question of the marking of the pivot through the pass
line, translating to this marking in defence more capability (although already away from their
original design, which limited the placement of defence in an area very close to the six meters), less
profound, based mainly on the ability to block and not in demand of error adversary.
Picture 4 - Pivot guard through the passing lines, Teka Santander 1994
, Picture 5 - Block work in a zonal 6:0, Barcelona (1994 )
One of the variables explored was the guard of wings, preventing them from receiving the
ball, creating difficulties for the work of LB/RB attackers in terms of width and depth.
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Picture 6 - Pressure of the first defender against the wing. Yugoslavia 1995
“We must not forget the variable that consists in pressure on the wings preventing
them to receive the ball with the intention of restraining the first attacking line in its
field of action in the concept of depth and width.”
(AGULLO, J., 1996)
The 2000s
Already in the 2000s, accompanying the developmental scale of the game itself, an increasing effort
is made for the defenders to be endowed with an ability to read the game and an individual
defensive tactic to allow them to pass through several changes of defensive behavior throughout the
game.
From the point of view of individual tactical defensive, the new method becomes more
demanding, forcing the defender to develop resources that allow to succeed in the development of
the defensive process.
The ability to dissuade, intercept and anticipate become mandatory rules for any
defender. It can be assumed that the 6:0 becomes a system where all participating parties must have
a proactive role, working in a systematic way towards ball search and the attempt to force the
adversary's mistake, contradicting the "traditional model", where the defence was more reactive and
not so active. According to HERRERO, J. (2003), "it is unquestionable that the individual profile of
defence has evolved considerably in the last 30 years, being the part of the game that most
improved in our sport.
Picture 7 - Barcelona defending with depth and pressure in the passing lines, 2001
Picture 8 - Portland San Antonio's pressure over the ball and movement antecipation
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We can see, by this time, that this model becomes recurrent in the teams that use 6:0 as their
standard defence. However, there are processes that begin to earn a certain relevance. This is the
case of the transformation of the system or the use of different principles within the same system.
It is common to see teams within the same system using different principles in the
various areas of defensive action, causing uncertainty in the offensive behavior of the adversary,
focusing also points offensive stronger, adapting their behaviors to the characteristics of aggression
of the opponents.
“The designs of the defensive systems are evolving to changeable performance

guidelines where the alternation of collective actions allow to achieve a higher
return”
(HERRERO, J.. 2003)
It is more often searched a defensive system able to adapt to the demands of the game,
which can be easily guided to neutralize the strongest points of the opponents' attack - causing
mistakes in their attack - with the intent to recover the ball and counterattack. Thus, we seek
versatile defenders, strong not only in situations of one-on-one, but also able to create instability in
attackers decisions, either in areas closer to or further away from the ball.
Defender individual tasks
First Defenders
This function has been probably the most evolved in terms of requirements for their
performers. The first defender can be placed in two different situations of confrontation to one-on-
one with players who will usually be physically stronger, as well as the traditional in which the
wing attacking is his direct opponent. To the extent that it was becoming more common for the
pivots to appear in the defensive zone of the first defenders and in the event of the direct opponent
make a wing/pivot movement, the first defender, regarding the defensive strategy of the team, will
be forced to give greater depth to the defence by pressing the LB/RB and, thus, be obliged to solve
a situation of one-on-one in a defensive zone where he will have difficult possibility to make a shift
of direct opponent. In this situation, if the LB/RB has the ball it is required that the first defender
have a strong technical and defensive ability to deny the possibility of long distance shooting,
stopping one-on-one attacks, and the possible trajectories of shooting or favorable situations of
passing to the pivot. Therefore, it is imperative that the first defenders have not only a strong
capacity for one-on-one, but also to dominate the game situation of two-on-two in a wide space,
developing an awareness of the game that limits to its utmost any mistakes in shift of an opponent.
Picture 9 - First defender in a one-on-one situation with the RB in a deep zone. PSG, 2016
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Picture 10 - First defender in close defence to the LB without ball. Granollers, 2013
In case the defensive strategy is oriented for the first defenders not to achieve this depth, we
then have a situation in which he is forced to condition the pass line for the pivot or, if this receives
the ball, stopping the movement of rotation of that player who usually has a physical advantage
(weight/height). It is a decisive factor for the first defender to have the ability to anticipate either the
pivot's blocking, or passing, avoiding being at a disadvantage that can lead to an exclusion.
Picture 11 - First defender guarding the pivot in deep zone. Poland, 2013
If the LB/RB does not have the ball, it is necessary for the first defender to be capable of
working in the pressure of the passing line, trying to prevent the LB/RB to create danger after
receiving the ball, even being aware of a situation in which he may be in disadvantage and the risk
of disciplinary punishment. It is not uncommon to see in this situation the shift to a defence 5:1,
passing the first defender to individually defend the LB/RB, situation used commonly in cases in
which the LB/RB is a natural shooter, capable to score even in situations considered less favorable.
Being far from the ball zone, the role of the first defender has gained more and more importance,
expecting for him to be able to create indecision in the attack through pressure on the direct attacker
and, in a second phase, being capable of intercepting the pass. This work of dissuasion and
interception becomes fundamental in a defence sought to be aggressive, where players farther away
from the ball will be able to create instability in decision-making of the attackers and consequently
taking advantage of the mistakes.
Second defenders
The role of the second defenders was also the most evolved in terms of technical and tactical
demands. Being part of the central block of defensive system, it was initially argued that these
defenders should be the tallest and most powerful of the system. Although this continues to be a
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tendency to the current days, it is not uncommon to see defenders that do not meet these
characteristics to defend in this position. Depending on the strategy pre-set, the second defender can
be one that gives most depth to the defensive system, making the stigma of having to fit a particular
profile in physical terms become irrelevant.
We can then have a defender capable of playing in anticipation of the movement,
with greater ease and speed of movement, defending in deeper areas with the task of creating
greater uncertainty in opposite attack, able to adapt to changes in the system, from zonal defence to
individual defence and vice-versa, shortening spaces and giving depth to the defence - either in the
area of the ball, or the contrary.
Picture 12 - second defender defending in very deep zone due to physical characteristics. Sport Lisboa e
Benfica, 2016
We have managed, in a relatively safe way, to make a distinction between the possible
interpreters of this function in two defensive strategies:
 The defenders that give greater depth to the system, playing more in anticipation,
with greater ease and speed of displacement
 The defenders, more powerful but with less displacement capacity, defending in a
less deep form, thus giving more consistency to the central causing it to become a more active
defence, seeking the anticipation of movement, trying to reduce the attempts to shoot, forcing
the attack to play further away from the goal, leaving the block as a last resort.
.
Third Defenders
The role of the third defender, although in a different scale, has also been evolving, in large
part due to the evolution of the characteristics of centrals. In offensive terms, the central, over the
years, ceased to be just an organizer of a game, possibly with some 1x1 capacity and with some
shooting resources, to become a player more and more offensive, able to appear in different areas of
action, each time with more technical shooting resources, together with a swift ability to decision
making and quick execution. This meant that the third defenders became increasingly foreseeing,
also giving some depth in their defensive area, trying to counteract the growing offensive power of
the playmakers.
Picture 13 - Third defender in anticipation against a shooting central. Kiel, 2016 12 | Página
In physical terms it continues to be the defensive position where the requirements are
greater in terms of height and wingspan, being the position where the ability to block is still
required to be high. It is predominantly in this area that we find specialist defensive players, very
effective in situations of one against one, either with players from the 1st line, or with the pivot,
with the ability to read the game, in shifts of the direct opponent, capacity to block, of deterrence
and interception.
With the depth of the defensive system, the third defender is demanded a great
displacement capacity, ability to work in wide spaces and mastering of 2 x 2 situations.
Picture 14 - Shift of direct opponent, 2nd/3rd, in deep zone. Kielce, 2016
Slowly, the idea that the third defender would be a player of lesser mobility, concentrating
only his skills in being strong, in great capacity to shock and block, is lost.
The third defender, in a deep 6:0, is a player able to anticipate risk situations in the
central zone, strong in 1x1 in more and less deep zones, and able to adapt to different defensive
strategies that require him to defend in more or less wide spaces.
Picture 15 - Third defender in a 1x1 situation in depth and wide space. Kielce, 2016
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Outcome and Discussion
Reviewing the past few years we can then conclude that the principles of the 6:0 have been
approaching more and more to the principles of an open defence, based on concepts such as depth
and anticipation.
1) Where are we going to in terms of defensive process and outlining of defensive strategies?
What strategies will we use to achieve that the defence overcomes attack?
We assume that attackers will increasingly gain resources based on quicker reading of the
game and an increased speed of execution. It is imperative that our defenders become increasingly
able to anticipate the movements of attack, restraining the offensive decision, managing to force the
error of the opponent.
A defensive system intended to be foreseeing presupposes that all actors have an
active role, thus controlling in different ways the attack, seeking to increase the pressure on the
attackers, both in the area of the ball, or away from it.
With this, as Florêncio, J. (2013) puts it, we look for players players who "anticipate
the reading of the opponent’s attack, restrain and create indecision, cut pass lines, alternate depth".
2) How can we guide our system in terms of defensive cooperation? What risk situations can
we assume??
It is fair to say that with the increase of the defensive depth, we take the risk of creating
situations of one against two in defensive terms. It is therefore essential that our defenders
understand that defensive aids must always be done in extreme situations, where necessarily they
will face a situation of one against two. According to Florêncio, J. (2013), we want our players to
“resolve situations of one against two, switch partners and compensate”
3) How can we minimize this situation? What resources we seek that our players have?
In any defensive system to which we want to provide some depth, it becomes essential for
the actors to be endowed with technical resources and individual tactical defensive resources that
allow them to solve situations of one against one in wide spaces. It is safe to say that, more
important than understanding the principles of collective defence, any defender has to be effective
in individual terms, either in the direct confrontations that he faces throughout the game, or by the
instability that he creates in the attack through his capacity of deterrence and interception. We have
put aside the trend that some players in the court might less active defensively; instead, it is crucial
that all the actors are able to maintain a high defensive intensity throughout the game.
4) What constraints do we want to impose to the opponent’s attack? How can we impose them?
Clearly, technical ability and tactics of the attackers tend to be increasingly high and of
greater preponderance in the game. This trend is forcing us to create mechanisms for intervention
against the attackers in order to restrain their movements and create difficulties in their decision
making. A player that attacks under intense defensive pressure is more prone to take a bad decision
and at the same time sees the possibilities of its technical capacity be diminished. Reducing the
space between the defender and his direct opponent, while simultaneously the nearest passing lines
are restrained of, can prove to be crucial in the creation of instability in the moment of the attacker’s
decision, leading him to error and to tha recovery of the ball by the defence. We have thus a
constant work of reducing spaces, both among defenders and against the direct opponent.
5) How can we minimize the risks of our defence?

It is essential for each player, in line with the analysis of the coach, to be able to identify the
areas of greatest risk and greater preponderance of the opponent’s attack. By defining these areas of
intervention and higher risk, it is safer to mount a defensive strategy that is prepared to gain more
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depth, which may or may not involve changes in mixed defences, in order to be able to restrain the
action of the more prevalent players, or intensify the defensive pressure on the prevailing shooting
zones of the opponent.
6) Will the new rules (from August 2016 on) be able interfere with the development trends of
this system?
As it will be no longer mandatory to have a goalkeeper on the court, it may become
recurrent the use of an outnumbering attack. From this point of view, the defensive system 6:0 will
have to be adapted to this circumstance, running the risk of becoming more conservative in terms of
depth; yet such principles as anticipation of movements and restraining of trajectories must prevail.
However, it will be necessary to go through a period of adjustment to the new rules so that we can
observe the real impact that this change may have on the development of the defensive process.
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Conclusion
We can conclude that the defensive system 6:0 was, without any question, one of the
systems that has evolved the most since its conception.
We have moved from a shallow system, limited in terms of depth, with little variability of
displacements, to an increasingly aggressive system, based upon principles similar to those of an
open defensive system, creating all kinds of restrictions to the opponent’s attack.
The very nature of their interpreters have been breaking barriers, fleeing from the
initial idea that at least the central block would always be composed by athletes of great size and
height, turning now to be common to use of athletes with great displacement speed and capable of
giving greater depth to the system, privileging tactical intelligence and the ability to create greater
instability to the attack.
The defenders are now much more active, working to cause the error of the opponent
either in the area of the ball, or away from it, anticipating movements, cutting passing lines, by
pressing the even and the odd, giving huge intensity to the defensive process.
We work more and more in the development of the defensive capabilities of our
athletes, seeking excellence in interpretation of each defensive role, forming athletes able to adapt
to the constant alternations of the defensive process, maintaining high levels of performance.
We are always looking for a more foreseeing defence, not reactive, in a process that
seeks the recovery of the ball, to set off in quick transitions, giving greater speed to the game.
Definitely, not all models are similar, they can vary in depth, in the characteristics of
the players, but we may conclude that, in general, we have a system increasingly geared to cause
the error of the opponent, with smart defenders at tactical level, creating a high intensity system.
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Referências
AGULLO, J.: “Variaciones a los sistemas de juego defensivos. Los sistemas defensivos
intermedios” Real Federación Española de Balonmano 1996
CZRWINSKY, J.: “Defensa en 6:0” Curso de perfeccionamiento a nivel de entrenadores

nacionales, Madrid 1976
FLORÊNCIO, J.: “Alta Competição. O Andebol Feminino Português no Contexto Internacional”.

10º Congresso Técnico-Científico, Lisboa 2013
HERRERO, J.: “Alternativas de funcionamiento táctico colectivo en el mismo sistema defensivo”

Comunicaciones Técnicas. Real Federación Española de Balonmano 2003
SECO, J.: “La preparación y metodologia para una defensa 6:0 moderna.” Simposium para
entrenadores. IHF, Estrasburgo 1987
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METHODOLOGICAL PROGRESSION TO BUILD AN OPEN DEFENSIVE
SYSTEM, TYPE 3:3
Ricardo Nuno Carvalho dos Santos
PORTUGUESE HANDBALL FEDERATION

Abstract
Key Words
Open Defence; 3:3; methodological progression;
Introduction
The present work does not intend to be more than a demonstration of the joy I
personally feel for this type of defences, a way of thinking and a simple
contribution, if you consider it, for the construction of an open defence system,
type 3:3.
My purpose is to provide a moment of reflection and discussion over this method
and the operability of the 10 exercises that form this progression.
Methodology
The methodology used in this paper was based in four aspects:
- Bibliographic review about open defences;
- Acquired experience in day-to-day work throughout the years;
- Game’s observation;
- Conversations with other coaches.
With this work, I intent to expose my interpretation of an open defence, namely the 3:3
type, and the methodology that I apply to implement it on my teams.
Development
Defensive System 3:3
At the starting point, the 3:3 is an aggressive zonal system that loses amplitude rather
than deepness (aggressiveness). Its organization aims to protect the central zone of the
goal area, disturb the organization and rhythm of the attack, push the attack to
discomfort zones and recover the ball’s possession.
In practice, and due to its deepness and constant transformations, it also acts as a more
or less individualized system.
Its limited use, either on the different levels of training as on the high level teams, is
due, in my opinion, to its apparent vulnerability because of the existent spaces between
the defenders and the defensive lines. However, I think that with principals that need to
be very well identified, the 3:3 defence, with its open structure, can be a cohesive
defence.
The structure of the 3:3 defence is precisely as we see it, it’s made in two lines, with
three players in the first defensive line and three players more advanced in a second
defensive line.
The organization of any defensive system has to be in compliance with the next
parameters (Espar 2000)
- Where to place the players
- What to do from an individual point of view
- What to do from a group point of view
The system is apparently quite symmetrical.
The responsibility of the three defenders of the second defensive line is: the line player
keeps the centre back and the wingmen with the opposite backcourts; the responsibility
of the first defensive line is: the centre back keeps the pivot and the outside defenders
(left backcourt and right backcourt) keep the wingmen.
In this system, the individual capabilities assume great relevance. The centre back of the
first defensive line must be a tall player, with great resistant to shock, have a good
tactical interpretation, be a good communicator, dominate man-marking exchanges, be
able to make rapid turnings and direction changings, and have a good tackling capacity.
The outside defenders (backcourts) must dominate the 1x1 and 1x2, have ability of
anticipate the opponent’s intention, dominate all sorts of movements, turnings and
direction changes, have ability to hamper the direct opponent’s penetration and the
capacity of recovering balls (interception and stealing). The defenders of the second
defensive line (wingmen) must dominate all type of movements, turnings and direction
changes (piston movements, sidestepping), stoppings and starts, have resistant to shock
and holding the opponent, know how to play 1x1 in wide spaces, dominate cooperation
and supports, man-marking exchanges, position’s exchanges (following the opponent)
and counter-tackling (obstruct blocking), have ability of anticipation and intuition, be
fast, agile and sharp.
The players must also dominate some of the tactical- technical individual intentions
such as the control of the ball carrier (screening), watch the preferential side of the
opponent, pressure and protect the central area pushing the opponent to play more in the
outside zones when he doesn´t have the ball, stop or delay the offensive players, induce,
dissuade and intercept.
From the collective point of view, I remind that this is a zone defence and so it should
suffer the fewest possible agitations. However, we know that such thing isn’t possible.
Therefore, the most pertinent matter in the use of this defence system happens in the
moments that the defence is transformed from a 3:3 system into a 4:2 system, which
implies a significant modification in the initial structure of the system.
Methodological Progression
Let us know turn to the exercise progression that I normally use and to a set of
operational rules that aim to facilitate the decision taking of the players.
Note: Once explained the operation rule, it won’t be repeated in the next exercise,
although it needs to be applied in all cases.
Exercise 1
2x2 in wide space
- Defenders must not lose in 1x1
- Defenders must place themselves in order to protect the central area
- When the attacker doesn’t have the ball, defence of dissuading and intercepting
without putting the structure in danger and keeping in mind that the central area of the
field needs to be protected.
Exercise 2
3x3 in wide space
- The man-marking exchanges only happen in the same defensive line.
Exercise 3
- Position exchanges (following the opponent)
- Delaying all the entrances to the maximum
Exercise 4
- Man-marking exchanging + position exchanges (following the opponent)
Exercise 5
3x3 in two defensive lines
- The Pivot attacker moves randomly in all given space, also trying to block.
- The centre back of the first defensive line informs the second defensive line at the time
of the attempt of tackling. Use the counteraction (counter-blocking) when it isn’t
possible to avoid the tackling.
- Defenders of the second defensive line: avoid tackling increasing the deepness. When
the counter-blocking doesn’t work, the pivot has to be surrounded, letting the defender
between the goal and the direct opponent or between the ball and the direct opponent.
Exercise 6
4x4 or 2x2 + 2x2 in two or more lines
- The dynamic is the same as the previous exercise
- With 2 pivots create an imaginary picture of the central zone of defence which must be
impenetrable.
Exercise 7
4x4 in situation 1:3 in two or more lines
- The dynamic is the same as the previous exercise
Exercise 8
6x6 in two lines
- If the winger enters in the back of the advanced defenders, the outsider defender
changes position with him, without man-marking exchange with the central defender,
although they might be in the same defensive line (difference of stature between
wingman and pivot).
Exercise 9
6x6 in two lines
- If the wingman entries in the front of the advanced defenders, the defender wingman
follows until that same defensive line and makes the man-marking exchange.
Exercise 10
6x6 in two lines
- In case of the opponent makes successive penetrations, use successive helps until the
ball reaches the wingman
Main rules:
- Not losing in 1x1
- Protection of the central area of defence
- Maximal entrance delaying
- Cooperation/ Support
Conclusion
I’ve already had the opportunity to experiment this progression in the senior levels, sub-
18 and sub-16 and in less time than I believed, we’ve managed to reach a quite cohesive
defence.
The defensive systems are only defensive systems, we know that there are different
ways, but what really matters is to have clear ideas pertaining to the way we want to go,
grounded on an organized, systematic and persistent training, where several and
different factors combine with each other.
EHF PRO MASTER COACH IBÉRICO
Leadership styles in handball:

The vision of the athlete and of the coach
Nuno António Pinto da Silva

Leadership styles in handball: The vision of the athlete and of the coach
Index
Summary 3
Introduction 4
I. Revision of literature 5
1.1. Coach’s characterization 5
1.2. Motivation 5
1.3. Leadership 6
II. Quantitative study 8
2.1. Methodology 8
2.1.1. Characterization of the participant 8
2.1.2. Instruments 8
2.1.3. Procedures 8
2.2. Results Analysis 9
2.2.1. Analysis of the dimension “training-instruction” 9
2.2.2. Analysis of the dimension “democratic” 9
2.2.3. Analysis of the dimension “autocratic” 10
2.2.4. Analysis of the dimension “social support” 10
2.2.5. Analysis of the dimension “positive feedback” 11
2.3. Discussion of the results 11
III. Qualitative Study 12
3.1. Methodology 12
3.1.1. Characterization of the participants 12
3.1.2. Instruments 12
3.1.3. Procedure 12
3.2. Results Analysis 13
3.3. Discussion of the results 13
Conclusions 15
Bibliography 16
TABLES INDEX
Table 1 – Characterization of the participants 8

Table 2 - Analysis of the dimension “training-instruction” 9
Table 3 - Analysis of the dimension “democratic” 9
Table 4 - Analysis of the dimension “autocratic” 10
Table 5 - Analysis of the dimension “social support” 10
Table 6 - Analysis of the dimension “positive feedback” 11
Table 7 – Characterization of the participants 12
2
SUMMARIZE
The present study has tried to identify and understand the leadership behavior revealed by the
handball coach, as well as the motivation that made him choose a career in sports and that
lead, all the way long, to taking some decisions. In what concerns the athletes it was tried to
understand the kind of leadership they prefer in relationships.
To the collect of data used as reference in the present work we used methodologic procedures
of qualitative and quantitative nature, that consisted in the realization of case studies of 4
handball coaches and 58 athletes of the same sports modality and of the same club: the first
ones through semi-structured interviews of open response and the second ones a
questionnaire, what permitted not only understand the leadership styles used by the coaches
and their motivations but also the preferences of the athletes.
KEY WORDS: Leadership, Handball, Athlete, Coach, Success
3
INTRODUCTION
The aims of this work are: i) The leadership styles of the handball coach; ii) the motivations
of the handball coach; iii) and the perception of the athletes of the existent models of
leadership. For this purpose, methods of quantitative and qualitative nature were used in a
reference group composed of coaches and athletes of the initiated, juvenile, juniors and
seniors levels that represent the Associação Académica de S. Mamede in handball modality.
The first chapter is dedicated to the coach and to the characterization of his profile and
leadership styles, in articulation with the aims of the athletes and, so, of the group to lead, on
the working conditions and circumstances that appear, including, during a match time. Not
everybody can be a leader, since the leader depends on the existence of a group to lead. At
poit 2 of chapter one, we deal with concept of motivation, define it, and frame it to our study.
Finally we tried to conceptualize the dimension of the leadership.
On chapters 2 and 3, that constitute the practical part of this work we carry out the
quantitative and qualitative study. We reserved the last chapter to final considerations.
4
1. Literature revision
1.1. Characterization of the coach
The profession of coach is recent and very demanding. To be successful in this profession it is
necessary to have a vast set of knowledges and skills, namely, in organization, administration,
economics, pedagogy, science (Araújo, s/d; Giges, 2004; Marques, 2001; Martens, 1991).
In what concerns the coaching concept it will be difficult to find a general consensus about
the same. According to Carravetta (2001) he is the specialist closer to the athletes, the one
who influentiates their behavior, being very often technician, educator, counsellor, strategist
and leadership. Oliveira (1998) declares that the coach “has to be simultaneously, an
interactive agent of development in the social, cultural and politician context in which he
moves as expert and citizen”.
Siedentop and Eldar (1989) define the expert coach as being the one that demonstrates a
better quality of judgement, a quicker anticipation, response adequate to situations, behaviors
according to reality, conscience, auto-analysis of his own competence and wide technic
repertoire.
In this sense, some authors admit that the success in sport is not only directly associated to
victories and results achieved but it is also based and related with a wide range of situations
that have occurred, due to the various conditions inherent to the process which should not be
forgotten as referred by Oliveira (1998), when considering that “ the success of the coach is
mainly centered in the contribution that the results of their actions impose and not only by the
number of victories and defeats they achieve”.
The coach’s successful relationships make us consider about questions that involve the
athletes and the relations that may contribute to the possible success of the team. So, “the
success of the team depends on the contribution of each individual. When their responsibility
is acknowledge as important contributions for the success of the team, the players are more
willing to accept or perform their role” (Weinberg and Gould, 2001).
1.2. Motivation
Motivation is one of the main points in human activities, in such different areas as politics,
economics, education and family (Roberts, 1992).
In what concerns the athlete, it is considered that he is motivated to the sports modality when
he gives significant value to the rewards he gets through its practice, being the most important
reward the achievement of high skills and efficiency, together with the recognition by other
people, the prestige and the status (Chelladurai, 1991). In sports activities, motivation is an
important question for it interferes crucially in the commitment/ performance of the athletes
and of the coach in the athletic practice and in its filiation to the Sport or modality.
5
In what concerns the sport for athletes, young or adults, it is important to understand the
individuals with whom they interact, namely those who lead: parents, teachers or coaches.
One of the aims of the coach is to try to maintain a high level of motivation on his athletes,
possibly by means of the feedback (Cruz, 1996; Fonseca, 1996).
Taking another perspective – the one of the coach -, the feedback is essential to his own
motivation in the performance of his activities, may favor his commitment /performance In
fact when someone feels himself an expertise in a given sportive activity he will demonstrate
a greater will to continue in the same activity, but someone who reveals low perception of
competences will diminish or even abandon that practice (Buceta, 2004).
In what concerns the motivation, in general, two main sources can be distinguished: i) the
intrinsic; ii) and the extrinsic. About the motivation by means of extrinsic source, it is
considered that the kind of reward comes from the performed activity, coming from outer
factors, persons or elements, being these factors possibly from negative or positive source. In
what concerns the motivation by intrinsic source, we believe the reward comes from the
feeling of expertise, from the willing to learn, from loving to play and to compete, from
enjoying having fun, etc (Cruz, 1996; Roberts, 1992).
Regardind this, the professionals of Sports would pretend their children and young people to
continue connected to sport for the positive factors and not because it was imposed to them.
Likewise, it would be important that the coach continued as well connected to the training
because he likes, for instance, to feel responsible for coaching children and adolescents, being
a model of conduct, of commitment to the task or to inform and help and teach certain age
group, demanding effort and performance according to the real possibilities of his athletes
(Buceta, 2004).
In the studies of Tresca and De Rose Junior (2000), it is considered the intrinsic motivation as
a key motivational agent. The more a person dedicates his time to a certain activity without
the intention of external rewards the greatest can his intern motivation be (Gill, 1986). To
analize the intrinsic motivation, one must consider the practiced activity. Miranda and Ribeiro
(1997), state that the level of motivation is directly proportional to the pleasure obtained at
sports and that without it, one creates obstacles such lack of interest and boredom.
1.3. Leadership
In what concerns leadership, it can be considered as the capacity to develop a social and
psychological climate that allows the achievement of the goals the leader has set initially for
himself (Duarte, 2004; Chelladurai, 1991; Loher, 2005; Martens, 1991).
So as to understand and potentialize the quality of the works related to the sportive
performance, Chelladurai (1991, 1993) proposed the Multidimensional Model of Leadership
where three key elements of the training process are considered: i) the behavior of the leader;
ii) his background; iii) its consequences. According to this model, it is up to the coach to
combine the attitudes associated to those elements: the attitude of the coach himself, the one
demanded by the situation and the one preferred by the members of the group (Chelladurai &
Saleh, 1980; Chelladurai, 1991, 1993; Cruz, 1996, Duarte, 2004; Serpa, 1993). The best
6
performance comes with the greatest consistency of these altogether, what reveals the
importance of understanding the leadership styles of the coach in articulation with the
perception over the same by the athletes.
To evaluate and measure leadership behaviors/attitudes, including the preference of the
athletes for specific behaviors, the perceptions of the athletes in face of the attitude of their
technicians and perceptions of the technicians concerning their own attitude, Chelladurai and
Saleh (1980) created an instrument called Leadership Scale for Sports – LLS, which includes
the attitude of the coach in five dimensions:
1. Training- instruction Behavior: attitude of the coach due to improve the execution of the
sportsmen by means of the insistency and facilitation of demanding and hard training,
instructing them in the technics and tactics of the modality, illustrating the relationship among
the elements of the team, structuring and combining their relations.
2. Democratic Behavior: attitude of the coach who admits great participation of the athletes
on the decisions concerning the goals of the group (game practice and strategy).
3. Autocratic Behavior: Attitude of the coach characterized by the independency in taking
decisions, enhancing the personal authority.
4. Social Support Behavior: Attitude of the coach characterized by an individual concern
towards the athletes, their wellbeing, a positive environment for the group and by the
emotional relations with elements of the same.
5. Positive Feedback Behavior: Attitude of the coach which includes the application of
reinforcement towards an athletes as reward for his positive action.
The training –instrction behaviors are a factor of directly related with the task while the
democratic and autocratic behavior are two factors of decision style, framing the social
support and positive feedback in the motivation (Chelladurai & Saleh, 1980).
Globaly the studies seem to approve that styles based on training-instruction, positive
reinforcement and social support are the favorite amongst coaches and athletes, and by them
better understood, such as referred in the study by Westre and Weiss (1991), on university
football teams, where he checked a significant relation between group cohesion and social-
support behaviors, training-instruction, positive and democratic reinforcement. Coaches who
behave like this have more cohesive teams.
According to a study made in Portugal with handball athletes, the training-instruction and
positive reinforcement were referred as the most frequent and requested by elite athletes
(Serpa, 1991; Sobrosa, 2002). In the lowest levels is has also been stated that the preference
goes to the social-support and positive reinforcement (Sobrosa, 2002).
Several studies on this theme demonstrate that athletes and coaches prefer and achieve better
results on a leadership that involves training-instruction and positive reinforcement behaviors
(Buceta, 2004; Coker, 2005; Ferreira, 2004; Lopes, 2004; Sullivan & Kent, 2003).
In sports with major number of athletes , the coach has a tendency to use less democratic type
behaviors (Duarte, 1998), this situation is due to the fact that a higher number of elements
take to a longer discussion, creating the need to the coach to take decisions by himself and
and to define what he wants. The Leader must take in account that he has to deal with several
individualities and has to make the better combinations among them to obtain the highest
7
efficiency to the group (Chelladurai, 1991), what involves that he has to adapt the leadership
style to the kind of working group and its circumstances.
Another study refers that more experienced athletes prefer autocratic leaderships, rising, at
the same time they thrive in their career, the need of social-support from the coach (Weinberg
and Gould, 1995).
II Quantitative Study
2.1. Methodology
2.1.1. Characterization of the participants

The quantitative study was applied to 58 handball players, all from male gender, from four
different levels (initiated, juvenile, juniors and seniors) from Associação Académica de S.
Mamede.
Table 1 - Characterization of the participants
N % Mean
Gender Male 58 100%
Initiated 13 22.4%
Levels
Juvenile 21 36.2%
25%
Juniors 12 20.7%
Seniors 12 %
20.7%
2.1.2. Instruments
In what concerns to the collect of data, the questionnaire is structures in 2 parts: i) on first part
there are the elements that permit to identify the gender, age, division and modality, including
closed answers questions that allow the characterization of the participants; ii) on the second
part there are 20 questions about the theme Leadership in Sports, using the Leadership Scale
of Chelladurai e Saleh (1980), with five category/dimensions of answers which obey to a
scale of Likerts (Appendix I), being them the educational with 7 items (1,5,8,11,14,17,20), the
democratic, with 4 items (2,9,15,18), the autocratic, with 2 items (6,12), the social support
with 4 items (3,7,13,19) and the positive feedback with 3 items (4, 10, 16). The athletes must
answer to the questions using the scale 1 to 5 being: 1 – Never; 2 – Rarely; 3 – Occasionally;
4 – Frequently and 5 – Always.
2.1.3. Procedure
Taking care to guarantee the highest precision on obtained data, the procedures were chose
methodically, and the questionnaires were distributed and collected personally , ensuring the
confidentiality of the participants and the comfort on filling the questionnaires. For this
purpose we used the coaches room.
8
2.2. Analysis of the Results
The data collected through the questionnaire were inserted on the quantitative treatment
program, SPSS (Statiscal Package for the Social Sciences) version 19.0.
2.2.1. Analysis of the Dimension “training-instruction”
Table 2 – Relation of the results to the dimension “training-instruction”
Levels N Mean Std. Deviation

“training – instruction”
Initiated / Juvenile 34 4.4370 .37375

Dimension
Juniors / Seniors 24 4.3929 .36785

t-test for Equality of Means
Cronbach's Alpha Escala
T Sig
.447 .657 .589 Fraca
As seen on Table 2, about “Training –instruction” dimension, the average of athletes opinion
was 4.43 to the initiated and juvenile divisions and of 4.39 for the juniors and seniors,
revealing its importance to the athletes.
About the results obtained in relation to the “Training-instruction” dimension, these do not
show statistically significant differences.
2.2.2 Analysis of the Dimension “Democratic”
Table 3 - Relation of the results to the dimension “Democratic”

Dimension “Democratic”

T Sig
2.777 .007 .736 Razoável
In what concerns Table 3, about the preference on leadership style in dimension

“Democratic”, the athletes of initiated and juvenile divisions are more keen on the democratic
leadership than the Juniors and seniors, being the average opinion of the athletes 4.00 to the
initiated and juvenile and 3.5 to the juniors and seniors.
In the dimension “Democratic” the obtained results show statistically relevant differences.
9
2.2.3 Analysis of the Dimension “Autocratic”

Table 4 - Relation of the results to the dimension “Autocratic”

Dimension “Autocratic”
Initiated / Juvenile 34 2.8676 1.10993

T Sig
.123 .903 .558 Fraca
In what concerns Table 4, we notice that both the initiated, juvenile, junors and seniors
ocasionnaly prefer the leadership style “autocratic”. The values in cause, 2.86 in average to
the younger divisions and 2.83 to the older divisions, are the lowest values in our study
relatively to the dimensions of leadership styles, what permits to conclude that athlets don’t
appreciate this kind of leadership.
On this case, the results obtained permit to conclude that that are not statistically significant
differences.
2.2.4 Analysis of the Dimension “Social Support”
Table 5 - Relation of the results to the dimension “Social support”

Dimension “Social support”

T Sig
.857 .395 .385 Fraca
As seen on Table 5, the average response by the athletes in this case is of 3.88 to initiated and
juvenile and of 3.76 to juniors and seniors. The presented values are very close in comparison,
showing that the importance given by the athletes to Dimension “Social Support” is, in
general, very similar.
On the study of the Dimension “Social Support”, the results obtained do not show statistically
significant differences.
10
2.2.5. Analysis of the Dimension “Positive feedback”
Table 6 - Relation of the results to the dimension “Positive feedback”

“Positive feedback”

Dimension

t Sig
2.291 .026 .678 Fraca
On Table 6 we can see that the athletes of the divisions initiated and juvenile, on dimension
“positive feedback, value very much coaches with this type of action, being the average 4.43.
In what concerns athletes from juniors and seniors division, they frequently prefer this kind
of leadership (average 4.06).
The obtained results show statistically significant differences in what concerns the dimension
“positive feedback”.
2.3. Discussion of the results
In what concerns the results obtained in the comparison between initiated/juvenile divisions
and juniors/seniors about the five dimensions that constitute the Leadership Scale for Sports
of Chelladurai e Saleh (1980), it has been stated that the leadership styles to the younger
divisions get organized on the following order of preferences: training-instruction, positive
feedback, democratic, social support and autocratic.
On the more experienced divisions, the preferences are organized on the following order:
training-instruction, positive feedback, social support, democratic and finally autocratic.
It must be referred that in the study realized in Portugal with handball athletes, training –
instruction and positive reinforcement were also referred as the most frequent and demanded
by the elite athletes (Serpa, 1991; Sobrosa, 2002).
Various studies on this theme demonstrate that athletes and coaches prefer and get better
performances under a leadership that involves training-instruction and positive reinforcement
attitudes (Buceta, 2004; Coker, 2005; Ferreira, 2004; Lopes, 2004; Sullivan & Kent, 2003).
Statistically significant differences were registered in the dimensions Democratic and Positive
Feedback, analysed in relation to the formation divisions.
11
III Qualitative Study
3.1. Methodology
3.1.1. Characterization of the participants
The qualitative study counted on the participation of 4 coaches, responsible for teams of male
gender and of various levels, in handball. All coaches are men and of various ages and
professional skills.
Table 7 Characterization of the participants
Nº
Professional
Gender Male 4
Skills
25 1 7
31 1 14
Age
32 1 8
39 1 20
3.1.2 Instruments
In order to obtain responses that lead us to the purposes previously defined, we have created
an interview guideline, with 4 open answer questions according to the theme of the study
(Appendix II).
3.1.3 Procedures
The procedures described on the quantitative study (Chapter II) were again applied to the
execution of the individual interview to the selected participants.
The interview was made according to the guideline and the obtained data were exclusively
reproduced manually and, later, inserted in digital format.
12
3.2. Analysis of the Results
In order to make the analysis of the results from the interviews, the program used was the one
of analysis of the qualitative data, NVIVO version 9.0. Dissecting the data from the
interviews, we were able to identify two dimensions – Leadership and Professional
Commitment -, and codified them, open and axially, inspired on the suggestions by Grounded
Theory, which allowed us to define a proposal of categories.
In what concerns the dimension Leadership, this is divide in 3 categories – Leadership Styles,
Forms of Leadership Manifestation, and Alteration on Leadership Style.
About the globality of the leadership process, coaches spoke up the following way:
I believe in a strong leadership, close to the players, so everybody is involved and motivated.
P1
Usually assertive, in order to pt«romote the correct environment, (…) P2
In what concerns the Professional Commitment two categories emerged – Motivation to the
choice of the coach career and Motivation to the continuity on the coach career. From the
interviewed we stated that subcategory intrinsic motivation is the most evinced to both
categories:
Liking to teach, liking the modality. P4
The pleasure for the modality and the pleasure in teaching. P3
3.3. Discussion of the results
The results obtained in the qualitative analysis in relation to the Dimension Leadership, are, in
a way, framed in the instrument Leadership Scale for Sports – LLS created by Chelladurai
and Saleh (1980), which attens five dimensions on the coach behavior: training-instruction,
democratic, autocratic, social support and positive feedback. On the present study we
identified the styles: autocratic and social support.
The preference for the social-support behavior fins its basis on the study realized by Westre
and Weiss (1991), where they reveal the preference and the efficiency of the styles based on
training instruction, positive reinforcement and social-support. About the option for autocratic
behavior, we focus on Weinberg and Gould, (1995), when they tell that more experienced
athletes prefer autocratic leaderships and at the same time they evolve in their careers their
need for social support from the coach also rises.
In what concerns the category, Forms of Leadership Manifestation, we noticed divergent
opinions from coach to coach. On the category Alteration on Leadership Style, the
subcategory Reasons emerged, where the experience accumulated and the continuous
formation, appear as cause of alteration of leadership style.
13
In what concerns the dimension Professional Commitment, we noticed that the option for the
handball coach career and to the continuity on it, originates on intrinsic motivations. On the
intrinsic source of motivation, the factors referred at were liking the teaching and the
modality. In studies from Tresca and De Rose Junior (2000), it is considered that main
motivational agent. The more a person dedicates himself to an activity without the intention
of external rewards, the greater may his intern motivation be (Gill, 1986). Also Miranda and
Ribeiro (1997), state the level of motivation is directly proportional to pleasure obtained in
sports and that without it, obstacles like boredom and lack of interest rise.
Buceta (2004) adds that the coach likes to feel responsible for forming children and teenagers,
to be a model of conduct, to commit himself in the task, to inform, to help and to teach a
certain age group, demanding effort and performance according to the real possibilities of his
athletes.
14
CONCLUSIONS
In the quantitative study carried out with handball athletes from Associação Académica de S.
Mamede, on the divisions initiated, juvenile, juniors and seniors, we concluded that the
dimensions training instruction and Positive feedback were the most valued by the athletes,
globally in what concerns their option of the leadership style to be assumed by the coach. On
the other hand, the dimension Autocratic is the less appreciated by the athletes.
Statistically significant differences to the dimensions Democratic and Positive Feedback,
analised relatively to the division in formation.
On the qualitative study we stated that the interviewed coaches preferably assume the
leadership styles Autocratic and Social support.
In what concerns the Forms of Leadership Manifestation, the coaches presented different
opinions, regardless they adopt or not similar leadership styles. The experience accumulated
and the constant formation, appear as the reason to alteration to the Leadership Style along
their careers.
In what concerns the dimension Professional Commitment, we noticed that the option to the
coach career and to the continuity of it, originates in intrinsic motivations. Within the intrinsic
source of motivation, the most referred factors were the pleasure in teaching and liking the
modality.
15
BIBLIOGRAPHY
ARNAL, J.; RINCÓN, D.; LATORRE, A. Investigación educativa: metodologias de

investigación educativa. Barcelona: Universidade de Barcelons, 1991.
CARRAVETA, Elio. O jogador de futebol. Técnicas, Treinamento e Rendimento. Porto

Alegre: Mercardo Aberto, 2002.
CHELLADURAI, P.; SALEH, S. D. Dimensions of leader Behavior in Sports: Development

of a Leadership Scale. Journal of Spor Psychology, 1980, 2, 34-45.
FONSECA, A.M. A Psicología do Desporto e a "Batalha da Qualidade". Revista Portuguesa

de Ciências do Desporto. Porto, v. 1, n. 1, p. 114-123, jan, 2001.
GILL, D.L.Psychological dynamics of sport. Champaign: Human Kinetics, 1986.
GOULD, D.; WEINBERG, R. S. Fundamentos da Psicologia do Esporte e do Exercício.

Porto Alegre: ARTMED, 2001.
HAHN, E. Entrenamiento con niños: teoria, práctica, problemas especificos. Barcelona:

Martinez Roca, 1998.
MARTENS, R.; CRISTINA, R. W.; HARVEY, J.S.; SHARKEY, B. J. El Entrenador:

nociones sobre psicologia, pedagogia, fisiologia y medicina para conocer el êxito. Barcelona:
Editorial Hispano Europea, 1995.
MIRANDA, R.; RIBEIRO, L.C. Motivação: a compreensão teórica para melhoria do

desempenho atlético nos treinos e competições desportivas. Treino Desportivo, Lisboa, v.2,
p.79-88, 1997.
SMOLL, F. L. A comunicação do treinador com os pais dos atletas. Lisboa: Ministério da

Educação, 1988.
TRESCA, R.P.; DE ROSE JUNIOR, D. Estudo comparativo da motivação intrínseca em

escolares praticantes e não praticantes de dança. Revista Brasileira de Ciência e
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Alegre: ARTMED, 2001.
16
The pivot
and
its tactical perception
Oscar Mojer Soler

Federación Española de Balonmano
Index
1. Summary .................................................................................................................. 1
2. Key words ................................................................................................................. 1
3. Introduction ............................................................................................................... 1
3.1. Definition ............................................................................................................................ 1
3.2. Contextualization .............................................................................................................. 2
3.2.1. The pivot in top-level handball.................................................................................... 2
3.2.2.The Elements in the pivot’s game action ..................................................................... 2
4. Content ..................................................................................................................... 7
4.1. The technical actions of the pivot ...................................................................................... 7
4.1.1. Blocking the adversary .............................................................................................. 10
4.1.2. Containing the “screen-defender” ........................................................................... 11
4.1.3. Passing the ball and getting away from the adversary (“pass-and-go”) ................... 11
4.1.4. Penetrating on the goal area (“successive penetration”) ......................................... 12
4.1.5. Distracting the adversary with the “curtain” move .................................................. 12
4.2. The pivot’s tactic perception............................................................................................ 13
5. Methodology ........................................................................................................... 13
6. Results.................................................................................................................... 14
7. Discussion .............................................................................................................. 16
8. Conclusions ............................................................................................................ 17
9. References ............................................................................................................. 17
1. Summary
The aim of this thesis is to present the figure of the ‘pivot’ (the player that performs this
function) by addressing the three most important points of this position. The first part
explains the factors that happen to the pivot and that can affect their way of making
decisions, while the second expounds the basic tactic means that the pivot can carry out.
Finally, the thesis concludes with the observation of the tactical perception of the pivot
when making its most distinguished actions throughout the game.
2. Key words
Handball, pivot, tactic perception.
3. Introduction
3.1. Definition
Having gone through a wide variety of definitions, in my opinion, the most accurate is
the one developed by Gabriel Daza Sobrino (Daza S., 2009), in which they refers to the
word “pivot” as the most suitable for defining the player that performs this function. If
we take into account the definition of the pivot done by the RAE (RAE, 2001): “ the
cylindrical or pointed end of a piece, where it rests or another is inserted with, either
fixed or in a shape that one can easily rotate or oscillate relative to each other” we see
that this expresses the idea of the axis, so that the pivot is presented as the central axis
in which the game is centered.
The pivot interacts with the rest of the players - as well as the attackers and defenders -
due to their situation in the field of play. They place themselves near the 6m area,
between the goal and the ball, in front of their team and opponents. This means that
their actions are very different to the other players. The fact that the pivot fights to
position themselves in a specific place and their responsibility of making decisions
(conditioned by the proximity of the marking) are clear indicators of how different this
position is.
Another definition that complements the one analyzed before is the one that presents the
pivot as the player that stands in the second forward line. It concretely takes up deeper
spaces, in the zone known as “of culmination” (Enríquez y Falkowski, 1988). The pivot
is in fact the player that develops the game carried out near the 6m and is in contact
with the opponents (Enríquez, 1999). These conditions explain the nature of its
abilities, which imply a different treatment compared to the rest of the positions.
In other team sports there are players that develop a similar function to the one of the
pivot in handball. In basketball the position of the pivot refers to the player who
performs near the 3s zone and in water polo there is the position equivalent to the “buoy
man” (“hombre boya”).
1
3.2. Contextualization
The figure of the pivot has become a very specialized position in which only those with
concrete skills are capable to do well. This position is very important for the
composition of the attack. García Cuesta (Cuesta, 2007) points out the importance of
the pivot referring to it as the fundamental element in the actions of attack and support,
the 2x2 and one on one actions and its own sublime tactical quality and efficiency when
finishing the attack.
3.2.1. The pivot in top-level handball

The skills of the pivot are essential for a top performance game in a high-level
competition. There is actually a genetic component needed, and this is adopted with the
practice (Riera, 2005). Their skills will allow a good corporal control when facing their
opponent, in limited spaces and when they must synchronize with their team.
Vick (Vick, 1979), Bayer (Bayer, 1987), Enríquez (Enríquez, 1999) and Román
(Román, 1993) agree with the assumption that the conditions of the game demand that
the pivot have very specific skills, different from all the other players. These authors all
emphasize that a pivot needs to have a high explosive strength index, to be strong,
altruist, firm, tenacious, they have to orient themselves while being mentally strong
when facing the opponents. The position requires the capacity for receiving the ball
with confidence as well as conviction when scoring or facing their opponent.
In high level competitions the typology of the pivot changes subjectively due to the
evolution of the system of the game. This tends to be performed by the youngest,
strongest and heaviest players of the team.
Pivot wins the position Pivot slides
3.2.2.The Elements in the pivot’s game action
3.2.2.1. Rules
According to the Real Federación Española de Balonmano (RFEB, 2015) the
regulations of the game are the strategic tool in this sport. This is the first assumption
that the pivot must learn in order to deal with the situations that they will face.
The rules explain the behaviors -allowed and punishable- in situations of interaction
among the people that participate in the competition. They also describe the conditions
2
of the playing field, the time, the ball, the goal and also regulates the way of playing.
All of this information involves the relationship between the people and the objects, and
in consequence, between the technical and tactical skills.
In my opinion, is important to take into account the following rules:
1. According to the 8:1 rule, it is allowed to:
Use their open hand in order to remove the ball from the opponent’s hand.
Flex their arms in order to maintain corporal contact with the opponent and this
way control and follow themselves.
Use the core in order to block the opponent in the fight for gaining a position in
the empty space.
Either the action of gaining a position when blocking and the time that the action
takes has to be carried out passively. That is to say that the pivot must arrive to
the space before their opponent does.
2. According to the 8:2 rule, it is not allowed to:
Stretch or beat the ball when it is in the hands of the opponent.
Block the opponent using their arms, hands, legs or any other part of the body
that can be used to push the opponent; that includes the dangerous use of the
elbows in the initial position, in movement or in the exit of the blockage.
Retain the opponent (by the body or t-shirt), even if they consider that the
opponent is “free enough” to continue playing.
Run or jump into an opponent.
On the other hand, there are other rules that are regulated by the behavior of the
players. The awareness of the players from these will be crucial in order to achieve the
optimal performance of the game. Rules are used by the players as an strategic tool. The
tactical and technical skills will be conditioned by the normative regulation of the
environment of the competition.
3
3.2.2.2. The team team
A pivot must interact with the other players in the pursuit of a common objective: the
goal. The cooperation of all of them is one of the differences of this specific place. The
pivot’s performance is carried out mainly by and for its team team, and that’s why the
communication must be based in the same reference code. The player must perceive the
behavior of their team; notice the indicators that reveal their intentions and give an
adequate response.
In order to make the interaction among the team easier and minimize the uncertainty,
the team designs game mechanics. These are used to coordinate and synchronize the
intentions of the players.
3.2.2.3. The opponents
The pivot interacts constantly with the adversary and this is the one who modifies their
response. Most of the activity of the pivot is based on the game without the ball, as they
perform a lot with their body, in order to originate empty spaces. They are in a constant
battle with their opponent and they choose the most suitable response depending on the
situation. They must use their skills efficiently while collaborating with their team,
always according to the rules of the game.
3.2.2.4. The space
Regulations define the playing field as a rectangle, 40 meters long and 20 wide, that
features two goal areas and a play area. The longest lines are called broadband lines and
the shortest, goal lines (between the goal posts) or outside goal line (in both sides of the
goal).
The pivot carries out their performance primarily in the area that surrounds the goal.
Román defines the space of action of the pivot as the widest in comparison with the rest
of the places of the players that perform offensive actions (Román, 1993). The pivot’s
play area is located between the goal area line and the 9 meters. In accordance with the
objectives and the game system, the position of the pivot in the playing field will vary.
Espacio de juego del pivote
4
Another zone that we should take into consideration is the airspace over the goal area.
According to the 6:5 rule it is allowed to” touch the ball when this is over the goal
area”. This space is a very frequented area by the pivot.
The area of action of the pivot, known as finalization, is a privileged place for the attack
(García et col., 2004). That implies that the other players can perform in this part of the
playing field. Therefore, the characteristics of the pivot’s play area are the width and
depth over the goal area and its reduced space. The place in which the pivot performs
arouses a lot of tension, due to confrontation between players; this implies constant
contact. Using the body in order to liberate spaces becomes crucial when penetrating or
releasing the area in which the opponents are resisting. It is noteworthy the challenge
that the pivot faces when they must conquest and manage all these spaces for the benefit
of the team.
During the game, the pivot must maintain eye contact with the ball and their
adversaries. They must interpret their team´s actions and orient themselves backwards
or lateral to the goal. Their starting situation and position predetermine the possibilities
of their team to collaborate in the game. There are two main ways of observing the
space, taking into consideration what the game regulation allows and the space that the
players use when performing their actions (Espar, 1998). In fact, the playing field acts
as a limiting element when it comes to strategic, tactical and technical skills. It is
interesting for the pivot to observe their space of action. This space is composed by the
closer space, defined as the space occupied by the player able to take it up without
causing a corporal displacement. On the other hand there is the remote space, in which
players can move around freely when performing their actions (Seirul·lo, 1981).
Finally, the most efficient place of intervention that the pivot will occupy -as Daza’s
doctoral thesis suggests (Daza, 2009)- depends on their laterality. Figueiredo divides the
field into 8 different zones in order to observe properly each players performance.
According to his classification (Figueiredo, 2000) the majority of the pivot’s actions are
carried out over the deepest zone of the field. Right-handed pivots usually perform
within zone 2 because it allows them to access comfortably the central zone, while for
the left-handed ones it is more comfortable for them to perform within zone 4. As teams
tend to have more right-handed players, the pivot’s activity is conditioned by their team
and they are centered in facilitating and continuing the game generated by the 1st row.
The adversaries that interact the most with the pivots are the second ones of the easiest
side of performance; however, as mentioned before, it varies depending on their
laterality.
Zone of performance of the pivot that depends on its laterality
Zone of right-handed pivots
Zone of left-handed pivots
5
3.2.2.5. Timing
One of the most relevant parameters of the pivot’s game is the timing. This is because
they perform in a space with a high defensive density, especially during the the attack
phase. Therefore, their actions will have the “perfect moment” to perform and this will
have a limited time. If they perform prior to the “right moment” they could restructure
the defense; while if they perform after that moment the action will be impossible to
carry out.
The timing has a large impact on the development of the game. First, there is control of
the time that the regulation entails, the duration of the meetings and the starting time of
the actions; among other important aspects. On the other hand, there is the dimension
referred to as the sequentiality of the actions and rhythm of the game.
On the phase of the structured attacked in a situation of a organized defense, the timing
of each possession takes around 25 seconds. The timing of decisive actions doesn’t
exceed 12 seconds, in fact they usually take 7-8 seconds (Antón, 2005).
Within this time frame takes place the “perfect moment” of the pivot’s intervention,
taking into consideration the context of the confrontation. A good example of this is the
blockage, as the pivot must bear in mind the moment of the match. In addition, they
should take into account that if the match is coming to an end, and depending on the
result, it might be worth it to take a risk. Concerning time, they must adjust the moment
to intercept the trajectory of their opponent while calculating the time that the player,
that benefits from the block, will take.
3.2.2.6. Conditions of the environment

The contextual conditions of the actions are an important element that affect the players
strategy. Factors such as the score evolution, time left in the match, the referee’s
decisions, the coach’s decisions, the team and opponents condition, the press, the
employment situation, the familiar (family?) situation… all interact and can condition
the players’ performance.
For example, tactical skills can be affected when the team is winning or losing for very
little difference and there is not much time left (Roffe, Felini y Giscafré, 2003; Molina,
2003). Actually, the fact that it is an away game can validate a result that in other
conditions wouldn’t be good for the team’s interests. There is a dependence on the
tactical aspects of the team over the individual actions of the players. This means
that their tactics, strategies and other elements that involve more relations in the
competitive situation actively condition the actions of the player.
6
4. Content
4.1. The technical actions of the pivot
The actions of the pivot are carried out in very unique conditions regarding the rest of
the players. That is because of the relationship established within the space (6m area
and goal), the adversaries, the team and the ball. The pivot is the only player that is
continually subjected to a special vigilance. Their place allows them to collaborate
with their team and grapple with the opponents. Their presence or absence in
different places of the field, their corporal position or their move to a different
area conditions the task of the defenders.
In the attack phase, the individual and collective game is guided by principles that
organize the gaming system (Kunst-Ghermanescu, 1978). These generally refer to the
attack, affirm that the pivot has priority on helping, adapting, and carrying out their
actions in the most useful moment, that they have to be disciplined, give continuity to
the game, value the risk of interventions and communicate with the elements of their
environment. The general principles frame the activity of the pivot, regulate their
behavior and turn the intangible to tangible.
PRINCIPLES OF THE GAME

The pivot, due to their semi-permanent condition of player without
ball, can more easily and effectively help their team team.
Their participation is essential for the construction of the game and the
resolution of the attack. Their performance is often characterized by
MUTUAL HELP their participation in the actions that don’t involve the presence of the
ball. Team-work, selfless effort, support and facilitating the actions of
their team team are fundamental for the performance of the pivot.
They actively help to block the attack (mejor asi?) of a team mate,
allowing trajectories and the occupation of the empty spaces relieving
lines are the base of this first principle.
7
The pivot must regulate their actions depending on the adversaries and
the collaboration of their team during the offensive phase. This
adjustment is necessary for the success of the whole team. The pivot
must know how to dominate the space, the situation of the ball, the
moves of the adversaries and their team’s actions. Furthermore, they
have to avoid the anticipation of the adversaries.
ADAPTATION
In this context of continual opposition, the pivot must adopt a position
and orientation that helps them capture as much information as
possible in order to take advantage and make the best decisions.
The dominion of a wide range of gestures, tricks, rhythms and actions

is a good antidote for preventing the defensive advantage.
It is necessary that the pivot has a good technical base and an excellent
EXECUTION IN capacity of lecture (lecture no, knowledge?) of the game to perform the
THE USEFUL actions efficiency. In conditions of a highly defensive density, limited
MOMENT space, time conditioned by the one who has the ball and the close
proximity of the defenders, the actions must be carried out in the right
moment.
The specific place of the pivot requires precise control of the situation
but runs the risk of committing mistakes easily. They must play over
the 6m line without invading it. They must use their body to help in the
PERFORMANCE construction of the game and be in permanent contact with the
WITHOUT adversaries. They must control their moves in order not to make a fault
MISTAKES in the attack.
The singularity of this position requires a good technique and tactics. If

a pivot lacks either of these they can loose the ball easily.
Their role as a semi-permanent collaborator allows the player to

develop their actions respecting the game plan and the principles of the
DISCIPLINE game. They must be very disciplined in their participation, in the
situations in which there is either the collaborator or the beneficiary of
the action.
The fight for a situation and position, as well as for the permanent
supply of possibilities to the first-row players is important, but these
must be continually present in the game.
A low percentage of opportunities offered to the team are exploited.

Thus, it is essential that they are always active in case they must
CONTINUITY
intervene in front of an opponent, while always being aware of enable
(potential?) actions.
They must grant continuity of the game, avoiding faults and that the
defenders stop their advantages in a foul play. Attitude is a very
important characteristic of this position.
8
Their performance in the game moves between risk and security. The
SECURITY pivot must guarantee the reception, protection and control of the ball as
well as throwing it efficiently.
Decoding and sending messages in order to establish conventions with

the team will make an easier individual and collective synchronization.
COMUNICATION Communication with the rest of the team is the base for a strategic
performance.
The defensive activity is what demands that the pivot has to have a good corporal
control: balance, protection of the ball, reception, the ability to throw while falling and
ambidexterity. In the event of a “duel” with an opponent, one on one, pivots must
master confidently the individual tactic of gaining a position, escaping, dribbling and
throwing (Petit, 1993).
The knowledge and dominion of the technique is of no use if it is not in line with
specific tactical requirements. In one on one situations, the pivot interacts with the
defender facing different possibilities to oppose. Bayer (Bayer, 1987) suggests that the
tactics are the fundamental element of the game.
Just as Román (Román, 2008) points out, fast actions on the attack have increased in the
modern game. It is noted that tactics and complex resolutions (with more than two
alternatives to choose) between 2 or 3 close players are used more frequently. The speed
of the decisions taken differ from the game over the 6m area. That is what enriches the
game, by means of collective tactics. Santos (Santos, 1999) studies that the pivot carries
out an average of 32.2 actions in order to gain the position. Approximately 12.9 for the
blockage (mejor - ‘blocking’ en lugar de the blockage), 4.3 for the screens, 18.8 for
escaping and 28.3 in the one on one fight.
9
4.1.1. Blocking the adversary
The pivot blocks the adversary when they interpose their body in the way of the
defender. This interrupts their move, while another attacker takes that freed space to
throw or penetrate (Sánchez, 1992). The fundamental objective of the blockage is to
reach numerical superiority somewhere in the field, in order to penetrate, throw or
receive. This action requires that the pivot must break the relation with the defenders
(Antón, 1998). This basic resource of the pivot is used mostly in the ASOBAL league
games with a frequency of 23,6 blocks a match (Fernández et col., 2003).
In a static blockage the pivot uses their body in order to open a line of penetration and
throw. Maintaining their situation and position in the fight with the adversary helps
them to generate superiority on the game. This way they interrupts any defenders’
participation over an own team mate with intent of helping (Antón, 1994). This requires
quality in the game of contact, corporal resistance and a posterior movement taking
advantage of the pass line. Therefore the coordination with the moment of the pass in
short spaces comes to be indispensable.
Pivot maintains their situation in the when fighting with the adversary
The dynamic blockage is used to free a mate from a close covering. It consists of a
momentary detention of the defender by their side or back in order to use the liberated
space, enabling the pivot to get away and the penetration or throw of the player
benefited from the blockage. The synchronization of the pivot with the player who has
the ball is fundamental.
The pivot makes a dynamic blockage in order to liberate the player who has the ball
10
4.1.2. Containing the “screen-defender”
That happens when the pivot obstructs a defender with their body with the purpose of
avoiding that the defender gets closer to the player with the ball, allowing then the
throw from distance. The screen is the facilitation of a space on benefit of a specialist
launcher (Alonso, 1994).
The pivot makes a screen over the central defender on benefit of the left-lateral.
The objectives of this basic tactic are from the one hand, avoiding the close coverage
over a launcher preventing a deep defensive progression on the trajectory of the
specialist launcher and that way enabling better conditions to the throw from a distance.
On the other hand, increasing the number of players on a zone of the field and releasing
other spaces.
4.1.3. Passing the ball and getting away from the adversary (“pass-and-
go”)
Usually the pivot collaborates on the implementation of this basic technic, due to its
situation at length. This action consists on distancing to receive the ball, a mate passes
the ball to a player and the they gets away in order to receive it again. The pivot is
involved in different types of “pass-and-go”, such as the pass-and-go in depth, width,
double, induction of the pass, false or of return (Antón, 1998).
This action is mostly used when a player with the ball is marked on depth. In order to
get rid of the control of the score, after passing the ball to the pivot, they gets the
attention of the defender over the ball. That means that they takes advantage of change
of the field of vision to get away and go back to receive in better conditions (Alonso,
1994). The fundamental objectives of the “pass-and-go” are gaining a numeric offensive
superiority and preserving the possession of the ball.
“Pass-and-go” on the purpose of avoiding the 2nd right pressure over the lateral
11
4.1.4. Penetrating on the goal area (“successive penetration”)
Is an action that the pivot does in possession of the ball. The pivot gets near to the goal
and provokes a defensive help. The movement of the defender generates a space in the
defense that can be used by another team mate. This action usually creates numeric
superiority, allowing the rest of the team team to take advantage of this situation by
multiple passes or to shoot the ball to the goal.
The pivot makes a penetration in the space between the last defender (odd) and the second one (pair) on
the right side.
4.1.5. Distracting the adversary with the “curtain” move

When the pivot tries to distract, delay or make the intervention of the defender difficult
for the benefit of a team mate, that’s what is called the “curtain move. This action can
avoid that the defenders get on the throw zone, can break the system of matchings or
even generate a numerical superiority.
The pivot carries out a curtain in order to avoid a close covering from the central defenders
The pivot takes part of most of the collective combinations -where the technic actions
are carried out- and chain-loaded individual and collective tactics. Bárcenas (Bárcenas,
1981) points out the use of these actions among the first and second line players with
the pivot in any defensive system. They insists concretely on the need of coordinating
the actions between the surrounding places where the pivot participates.
12
4.2. The pivot’s tactic perception
The evaluation of any tactic capacity of the pivot is a growing interest discipline on
modern handball, since it grants an important tool to the technicians when seeking the
improvement of its players’ tactic abilities.
On the following sections the results obtained from an own made survey will be
carefully examined in order to make a first evaluation of the pivot’s tactic perception.
5. Methodology
To make the theoretical framework we used the specialized bibliography on the field,
focusing mostly on the authors that analyzed deeply the pivot’s position.
The practical part of the thesis was based on the implementation of an own created
investigations survey oriented to evaluate the tactical skills of the pivot. As we hadn’t
any concrete biography about this matter -but similar regarding the track of the pivot’s
behavior patterns (Santos et col., 2009)-, the survey was created to evaluate how pivots
are capable of appreciating, and to which extend, the following aspects:
Interaction with their team team: To which extend is they capable of

evaluating the mate they has in front of them when having to carry out the most
suitable tactic resource.
Interaction with the adversary: Discerning each rival skills in order to use a
resource to which the adversary can worst respond at.
Space management: Discerning which basic tactical resource is the best

according to the defense situation, which zones are the most interesting ones to
occupy and in which zones ca they better perform.
Time management: Discerning in which time of the game are some of the
tactical actions carried out and its possible repercussions.
Environment factors: Knowing the extend in which the external factors can
affect their performance.
Knowledge and applications of the pivot’s tactical actions: Knowing if they

applies correctly the basic resources according the environment conditions and
the game situation.
The answers of an only pivot to the survey’s questions are the ones that will be taken
into consideration on this thesis, nevertheless other pivots’ answers will be collected on
the annex.
13
6. Results
¿Which are the basic tactical resources that you mostly use?
The basic tactical resources that I use as a pivot are the blockages, both dynamic and
static, the “pass-and-go”, the screen, the successive penetrations and the “curtain”. Of
course I don’t use them all with the same frequency but I do use them along the season,
according to the game situation. I would say that the blocks and the “pass-and-go” are
the ones that I actually use the most.
¿Do you link any of them?

Yes, either for prepared and sporadic moves I have linked on more than one occasion
two basic tactical resources, such as:
The first combination I do when facing opened defenses is getting out to make a
“pass-and-go”. Not having the same trajectory of a free pass, starting a
successive penetration helps ending or fixing a defender in order to give
continuity to the game.
Another similar situation would be getting out to make a “pass-and-go” and

making a dynamic blockage when passing the ball back to the mate.
When facing closed defenses and passive situation, getting out to get the ball
and perform a “pass-and-go”. Then a mate of yours could make an external
throw followed by a screen.
Another situation in which I can link moves would be, in front of a closed
defense making a curtain to distract them and subsequently doing an static
blockage with the purpose of enabling the freed space to my team.
¿Why do you think that linking moves is interesting?

Because that way you are opening a wider range of possibilities to your team team and
at the same time is harder for the defense of the other team to make decisions. Also
because you’re originating an occasion to your mate to throw.
Finally because if you are capable of linking moves means that you have a wide vision
of the game, and that’s what makes you an all-around player.
14
¿Why do you think that those resources are the best for you?
Referring to the ones that I commonly use, the blockages and the “passes-and-go”, I
think they are the best for the following reasons:
My physical characteristics. Due to my small constitution I’m rather short, so I
better take advantage of it by surprising the defense and contributing to the
team.
As I have the capacity of anticipation, I can predict how my team and
adversaries will act. With this anticipation I try to provoke the situations that
allow me to take advantage over an individual or a group. For this reason I use
the resources that produce situations of defensive confusion. An example would
be: when perceiving that there’s a difficult flow of the ball on the first line I get
out to help and avoid that the action drowns.
The basic tactical resources that I don’t use as often -as the successive
penetrations- are those that don’t suit that much with my physical characteristics
(agility in the feint and speedy). As well as the screens, that are often used by
those pivots who have big body.
¿Do you think that there’s any resource that could be useful and you don’t use?
No.
¿When do you use these basic resources you’ve been mentioning?
As I said before, I normally use the blockages in both opened and closed defenses,
according to the situation of the game. I usually make blockages in opened defenses
when I see that my mate can overcome the defender and then I take the freed space to
receive the ball or to make the defense doubt. In closed defenses I use them to break the
defense after having successively penetrated.
At the same time, There are team actions that are basic to end with a pivot blockage
with the aim of making the player enter the 6m area, according to the situation.
Example: a swap in the first line to the left lateral, when they receives the ball they does
a change of direction giving the ball back to the central (now positioned on the left
lateral place) so that they can enter 1 and 2. The pivot has to be between 2 and 3, when
the central receives the ball in the place of the lateral they has to move to 1 and 2 and
make a double exterior blockage.
Regarding the “pass-and-go”, I do normally use them when facing opened defenses,
basically because the passing lines are more uncovered and this is the best resource to
move the defenders. As well as to create new features that the defense don’t expect.
¿What do you take into consideration?

When making blockages I try to observe the difficulty that my mate faces in that
moment when they has to overcome their direct opponent, I try to intervine when the
defender is completely focused on my mate and that way surprise them and blocking
them. Therefore, I use the blockages to help to finish an action or to facilitate a mate to
overcome their defender, giving at the same time continuity to the game.
When making “passes-and-go” I basically observe the situation of the game, if the first
lines are drowned and they have no resources to provide fluidity in that moment I try to
get out to give help supporting and encouraging the team game.
15
¿Do you think that the environment or the arbitral decisions influent your
conduct?
It depends on the situation. In a match in which my team has the control, even if the
environment is unfavorable, I put my head exclusively on the game. Yet in more
significant and adjusted matches, my conduct usually is affected by the environment,
mostly when having to make decisions, it becomes more complicated as I turn to be
more precipitated.
7. Discussion
Interaction with the team team:

This pivot doesn’t tend to focus on their team’ skills but they does seek their and the
team’s benefit when performing. They rather joins some first line players and interacts
with fast and agile players, able of perceiving their moves than with players that have a
profile of a launcher (as their skills aren’t exploited when using the launchers’ typical
resources).
Interaction with the adversaries:
This concrete pivot doesn’t look that much their opponents’ skills. They’s aware about
the general characteristics of the defense and its basic automatisms, but they does not
study the exclusive characteristics of each defender.
Space management:
They knows how to adapt the basic tactical resources to the defense but they doesn’t
clearly knows which would be the optimal place to carry out all these actions. Due to
their personal skills, they opens spaces, gets out to receives the ball of the first line
players and suits their position rather than staying static on the defense. They’s
completely aware of their characteristics and that’s why they knows that their main
weapon is appearing in the best moment. So they tries to create mismatches through
surprising changes of position.
Time management:
The pivot explains that they uses different resources along the season, but they doesn’t
mention the moment of the match in which they use them, knowing that There are some
of them pose higher risk than others and so they wouldn’t be recommended to use at the
end of adjusted matches. Finally, although they’s aware of the importance of acting in
the adequate moment, they doesn’t deepen on this subject matter.
16
Environment factors:
In this case, the pivot states that they’s capable of keeping the control of their decision
making, provided that their team team contribute to create peaceful and trustworthy
conditions. When this doesn’t happen and the atmosphere isn’t favorable, the pivot
manifests that they hasn’t a good management of their emotions, which causes a faster
and imprecise decision-making.
Knowledge and applications of the pivot’s tactical actions:
They’s capable of linking the basic tactical resources, as well as they is aware of the fact
that the most they works on the defense, the most possibilities they has to mismatch it.
Along the survey they has made reference to link just those basic resources, although
they knows that as much moves they can link, the easiest will be to break up the
defense. In conclusion, they’s aware of their condition and their strong points.
8. Conclusions
In this thesis it has become evident the complexity of the tactical resources available to
the pivots.
The skills of the pivots are essentials when having to choose over the wide variety of
resources to link. All of them should master every resource and internalize them in
order to be able to choose how to link them when facing any situation.
There are lots of factors that can affect and modify the application of these tactical
recourses; such the team, the adversaries, the space, the time of the game, the situations
of confrontation and their knowledge of these tactical recourses.
The tactical perception of the players should be the most extend study area, that it
hadn’t have until now a deep investigation.
The in-deep understanding of the tactical perception of the pivot is a fundamental tool
for the players and the technicians when wanting to improve the work in the training
and therefore achieving a better performance of the pivots during the competition.
9. References
Daza. G.: Las habilidades del pivote en a alta competición de balonmano,
Barcelona, tesis doctoral 2009.
Real Academia Española. (2001). Diccionario de la lengua española (22.a ed.).
Madrid, España.
Real Federación Española de Balonmano. 2015. Reglas de juego (1ª ed.) Madrid,
España.
Alonso, E: Balonmano II. Apuntes de la maestría en Balonmano: curso 1993 -
1994. Barcelona: Instituto Nacional de Educación Física 1994.
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17
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18
ANNEX:
The basic tactical resources I mostly use are the dynamic blockage and the successive
penetrations.

I try to link the “pass-and-go” followed by an static blockage or a screen. This way,
once my mate has liberated the defender’s vigilance and received the ball in better
conditions, I can avoid the intervention of another opponent that the defender would
receive to give them some help, either with a blockage or a screen, once done the “pass-
and-go”.

I think the dynamic blockage and the successive penetrations are the best for the
following reasons:
With regard to the dynamic blockage, I’m fond of it because I like to walk in the shoes
of the attacker and to try to predict where does they wants to go. As they have a proxy
defender, I know that a lateral blockage would liberate them and leave them space to
move. Moreover, I like it because you can create superiority through the blockage and
the options that can be originated such as the pass to the pivot or the penetration for the
throw tend to be beneficial.
Regarding the successive penetrations, I think they are right for me because I like to
read my team’ game, and using this recourse I can synchronize my moves with them
and surprise the defenders, as they don’t usually expect that the pivot does that. By
doing that, I feel that the defenders focus their attention on me and that allows a
numeric superiority to arise.
I think is interesting to link moves because every action the pivot carries out creates
doubts and gets the defenders’ attention, by being in contact with them and being in
their zone; by linking resources you can achieve in the same action to cancel a defensive
help and create numeric superiority. That’s to say, when a pivot links resources they can
bring about that an only player have mismatched the whole defense and made the rest of
the team to score a goal.
19
Maybe using the screen in more occasions would be useful due to the fact that as I
mentioned before, I always play thinking about what my first line team will do. So by
using this resource I could benefit the team, as I’m able to foresee the defender and
creating a curtain break any matching.

I usually employ these when in a defense of 6:0 or 5:1 the defenders are opened and
they leave space between the thirds or the thirds and seconds. I might add that in the
case of the blockages and “pass-and-go” I use them when the second defender covers
well their spaces or my lateral mate can’t overcome them.

Before using one of this resources I always keep in mind that if the player who I’m
going to intervene has any possibility to prevent my moves, either because we already
know each other and predict each other moves (in my opinion is important to differ
between the team that read my moves and I read theirs with the ones who I have no
fluency at all) or because the situation is clear and the move is predictable.
On the other hand, I’m also aware of the opponents physical conditions and the way I
have to defend them. For example, I like blocking or cancel to the persistent defenders’
moves, those with fas legs and good tactic sense, with a “pass-and-go”. Meanwhile,
with a slower but stronger defender I would use successive penetrations. That way I
would leave a space for my team team or even for myself to perform.
20
The ones I use the most are the moves from the back of the defender, either to the same
or contrary sense of the ball.
in addition to this, I also repeat a lot the lateral blockage seeking continuity. And lastly,
the static blockage when seeking to gain a position in front of the defender.
The ones previously stated are the ones I try to link. For instance, a goo combination
would be a dynamic blockage followed by a move in the sense of the ball. Another one
could be gaining the position in order to seek the direct pass, and then seeking a
blockage to open the defense and penetrate the first line.
One of the most important aspects of the moves of the pivot is that they has to be
unexpected, and that’s why linking them is important, because you can provoke the
mistake of the defense or facilitate a goal to one of your team.
Mostly with the static blockages I can obtain a great advantage opening the contrary
defenses, thanks to my big size and corpulence. With my moves I intervene in the right
moment, which is fundamental.
¿Do you think that there’s any resource that could be useful and you don’t use?
There are two basic resources I don’t practice at all and I think that could contribute to
make a better performance. Those are the screens, followed by the “pass-and-go” and
the penetrations. I general they would help me improve as a handball player and would
contribute more movement outside the 6m line, which would help the team.
The slides I usually do are when the adversary defenders are for example in a 3:2:1 or
when the seconds are deep and raise to the laterals to pressure.
However, when the defense is closer and decide to protect more the 6m line, my priority
turns out to be gaining position and making blockages that break the defense.
The game of the pivot depends on their team and their opponents. That is why my
performance, in respect to tactics, depends on which players I am playing with and on
how the opposite team is defending.
21
The administration of information as a key aspect
in the teaching and learning process of handball
Pablo Perea Villena

ABSTRACT: This study aims to analyze descriptively the educational work related to
the management of information during the training session the coach of handball
players ranks, since it is considered a key aspect in the teaching-learning process of that
sport. The sample is made up of coaches (55) and players (871) participating in the
Spanish Handball Championship, celebrated in January in 2011, in order to contrast
these two views. The results reveal an adequate involvement of coaches in general, and
also show some areas for improvement related to the use of cognitive learning styles
and materials that provide nonverbal information.
KEY WORDS: Administration, Information, Training, Handball.
1. INTRODUCTION
Information is a basic and fundamental aspect in motor learning and sporting like an
element of the human being, as it is present throughout the process of motor activity,
since the submission of the task to the feedback through knowledge of performance or
results, and during self-realization. But it must be managed effectively, because
according to Fernandez (2002) the information must be organized and implemented
according to three different questions: what?, how? and when? report. This simple
taxonomy responds to an easy, clear and brief use of information applicable to specific
spaces and times for each activity, so that it can be adapted to each particular situation.
On the other hand, handball is characterized by the importance acquired through

perceptual aspects, and so it is a sport in which every action game is different to be
marked by a continuous evolution of the different components of the game (space, time,
ball, goal, teammates, opponents, etc ...). In this sense, we can highlight the
management of any information from the intrinsic elements cited as a factor of success
in the game of handball. To Seirul-lo (2003), teaching and training team sports is a
unique process of athletic optimization to get your self-modeling, basing its action on
cognitive and structural parameters, and based on ecological theories, the systems and
information.
But this contrasts with the small number of research studies found in the specific field
of sports training (Moreno, 2001; García, 2006; Perea, 2012), while it is true the
existence of numerous specialists authors in the field of teaching physical activity and
sport in general (Torres, 2002; Sanchez, 2003; Buceta, 2004; Dosil, 2004; Schmidt and
Lee, 2005; Ponce, 2006; Aguilar, Martin and Chirosa, 2011) that support the great
importance, both qualitative and quantitative information management performer in a
motor task, as this can become the key to successfully achieve the desired motor
learning. It is important and becomes of a high level when we refer to the stages of
initiation or base, as individuals are in the cognitive maturation process, and appropriate
information helps them to acquire their personal autonomy.
Our initial thought was directed at the lack of theoretical and practical coverage of both
training programs of handball coaches as editorials and prestigious journals in the field
of sciences of physical activity and sport, although most specialists in the field authors
proclaim the importance of proper management of information in the process of
teaching and learning sports.
And to detect this problem, we consider the idea of analyzing descriptively an
educational intervention model, to provide information to its players, and coaches
across the country, depending on the age and gender of the team sports components
(coaches / players).
2. MATERIAL AND METHOD
In this research we focus on the information provided by the coach to his players during
training, being framed this teachable moment in a broader sense, mainly on the set of
communication interventions that happen throughout the course of an entire sports
season study.
2.1. Sample
The socio-cultural context in which our research has been conducted is the Spain
Handball Championship by self-selection, both male and female category, held in
Merida in early January 2011.
The population group that constitutes our sample is composed of the coaches and
players of 15 regional teams of handball, both male and female. The total number of
subjects participating in the sample is 926, from which 55 are coaches and 871 are
players.
Table 1 presents schematically the characteristics of the sample, distinguishing between

the two population groups cited above: players and coaches.
PLAYERS COACHES
Age (average) 13,84 years old ( + 2,16) Age (average) 33,07 years old ( + 10,93)
Gender 449 male (51,5%) Gender 49 male (89,1%)
422 female (48,5%) 6 female (10,9%)
Education level 63 in 1ºESO (7,2%) Sport qualification 9 con level I (16,4%)
385 in 2ºESO (44,2%) 17 con level II (30,9%)
128 in 3ºESO (14,7%) 25 con level III (45,5%)
290 in 4ºESO (33,3%)
Experience (average) 5,51 years ( + 5,09) Experience (average) 12,78 years ( + 11,22)
Table 1. Sample characteristics
2.2. Instruments
To achieve the goals outlined in our research we designed two very related
questionnaires: one addressed to coaches and another to their players, in order to try to
contrast the performance they believe the coaches carry out and what they perceive
from their players.
Each questionnaire was structured as follows:
 Four dimensions: personal data, general aspects, training interventions
and interventions during the competition.
 Three categories: before, during and after the above interventions.
 A total of 63 items.
We selected for this survey 18 items corresponding to all the second category (during)
the third dimension in which the questionnaire is divided (interventions in training). In
Table 2 we present the different selected items.
12 Explain to the players the content of each exercise or task to be performed

13 Explain to the players the objective of each exercise or task to be performed
14 Make clear the rules implementing each task or exercise to perform
15 Makes clear the space organization in each task or exercise to perform
16 Make clear the clusters in each task or exercise to perform
17 Use any type of material or audiovisual instrument (blackboard, video, ...)
18 When giving feedbacks, it provides specific information about what happened and what
to do in future actions to improve
19 When correcting players, it does individually
20 When correcting players, collectively it makes
21 When he corrects players makes immediately (right in the wrong time)
22 When correcting players does so delayed (several executions after)
23 Given congratulates when the players successes
24 Encouraged when the players make mistakes
25 Use some type of questions to guide us and lead us to solve itself certain actions alone
in handball game
26 When explaining and / or correcting actions more powerful effect on the following
training areas: Technical
27 When explaining and / or correct actions more powerful effect on the following
training areas: Tactical
training areas: Physical
training areas: Psychological
Table 2. Selected Items in questionnaire
The phases in the development of each of the questionnaires were as follows:

 Sending the first questionnaire.
 Analysis of the first questionnaire.
 Sending the second questionnaire (prioritize issues and degree of agree-
disagree).
 analysis of the second questionnaire.
 Sending the third questionnaire (arguments and counter arguments).
 Analysis of the third questionnaire.
 Designing and piloting the final questionnaire.
The validation process of the questionnaires was carried out by 12 experts in research
methodology, of which 7 were specialists in Teaching Physical Activity and Sport, and
3 of them own Handball Teaching.
As the proposed first questionnaire containing 46 items and only three parts (there was
no part of general aspects), after analyzing the experts quoted, we turn to a second
questionnaire with the four parties mentioned and a number of 58 items, which again
being modified by the contributions of experts, was made definitively the Third
Questionnaire.
To assess the reliability of our questionnaire, we used the method proposed by

Cronbach (1951), who by a coefficient called Cronbach, between zero and unity,
assumes that the questionnaire is reliable when the variability of responses is
attributable to model the differences between subjects.
Pardo and Ruiz point (2002) that an alpha coefficient above 0.8 can be considered
worthy (keeping the excellent rating for values greater than 0.9). In our case, the results
are:
 Players questionnarie:
Alfa de N of
Cronbach elements
,927 57
 Coaches quiestionnarie:
Alfa de N of
Cronbach elements
,914 57
Therefore, in both cases we can describe as excellent reliability of the questionnaires.
2.3. Process
Data collection and filling out questionnaires was completed before the start of the
championship, in the same hotel where were accommodated every regional issue and
the convenience schedule agreed with the technician responsible for the different
territorial federations of handball. The facilities where we carried out various activities
were the meeting enabled in each hotel hosting the championship.
Every handball team were selected to form the sample, we have already explained the
purpose of the investigation and we were encouraged to voluntarily participate in it,
reaffirming the data would supply 100% confidentiality; the age range of participation
was also clarified. Notably, to avoid bias, players and coaches filled separately
corresponding questionnaire.
3. RESULTS
3.1. Descriptive
With the intention of giving coherence to this research, in this section we want to make
a comparison between the data obtained by the coaches and players, in order to respond
to one of the set at the beginning of this work overall objectives. In this sense, we
consider appropriate this comparative analysis, grouping the results of questionnaires
players and coaches in a series of tables where each item is accompanied by the
percentage extracted in each of the four possible response options, both coaches (coa.)
and players (pla.).
3.1.1. Initial information
Most coaches instruct their players’ content (96.3%) and objective (89.1%) of each
exercise or task to perform in training, this percentage being a very approximate
response indicating the players themselves (95.4% and 94.8% respectively). However,
the use of non-verbal information when giving instructions during the training session is
low and unstable, since while 40.0% of the coaches say only occasionally use of
audiovisual materials, 34.7% of respondents players answer to this item that the coach
always used this kind of nonverbal information. (See Table 3)
Explain to the players the content of each exercise or task to be performed

never occasionally usually Always
Coa. Pla. Coa. Pla. Coa. Pla. Coa. Pla.
0% 0,3% 3,6% 4,3% 41,8% 22,8% 54,5% 72,6%
Explain to the players the obtective of each exercise or task to be performed
0% 0,2% 10,9% 5,0% 40,0% 33,6% 49,1% 61,2%
Use any type of material or audiovisual instrument (blackboard, video, ...)
5,5% 16,3% 40,0% 24,3% 32,7% 24,7% 21,8% 34,7%
Table 3. Comparison of results on initial information
3.1.2. Organization
There is a very high percentage of players who claim their coach clairvoyant when
obtaining information on the implementing rules (93.5 %), the spatial organization (92.2
%) and the type of grouping (91.1 %) on each task of training. This aspect corresponds
with statements about how the corresponding coaches answer the same questionnaire
items (87.3 % implementing rules, spatial organization and clusters 85.4% 86.8 %).
In the following table lists these data are clarified.
Make clear the rules implementing each task or exercise to perform
never occasionally usually always
1,8% 0,2% 10,9% 6,2% 47,3% 37,9% 40,0% 55,6%
Makes clear the space organization in each task or exercise to perform
1,8% 0,7% 12,7% 7,0% 41,8% 40,4% 43,6% 51,8%
Make clear the clusters in each task or exercise to perform
1,9% 0,6% 11,3% 8,3% 45,3% 36,9% 41,5% 54,2%
Table 4. Comparison of results on organization
3.1.3. Feedbacks
By managing the feedbacks on the driving performance of the player, 58.2% of the
respondents declare that coaches usually provide specific information about what
happened and how to improve it, while the highest percentage of players (48.9%) claim
to receive feedbacks. In this sense, both, coaches and players agree on the existence of
collective versus individual corrections (47.3% and 57.6% always) and immediate
versus delayed feedback (46.3% and 38.1% occasionally). Another thing to note is the
presence of positive reinforcement in terms of assiduity and oscillation between what
coaches and players said, because around 60% of the technicians answers, they use it
regularly and this percentage drops to 40% in the establishment of players (35.7% and
39.5% on two fronts). Finally, we can see solely only 30% of the coaches about (29.6%
-30.3%) to carry out teaching styles that cognitively involve the player through the
technique of inquiry. Table 5 shows the percentages thoroughly exposed.
Feedbacks are given, (it provides specific information about what happened and what
to do in future actions to improve)
0% 1,5% 7,3% 11,3% 58,2% 38,2% 34,5% 48,9%
Individual correction
0% 2,9% 7,3% 18,3% 54,5% 45,6% 38,2% 33,2%
Collective correction
0% 0,7% 5,5% 6,4% 47,3% 35,3% 47,3% 57,6%
Immediately check (right in the wrong time)
0% 1,4% 20,4% 9,8% 50,0% 37,7% 29,6% 51,1%
Delayed emendation (several executions after)
7,4% 21,4% 46,3% 38,1% 33,3% 26,8% 13,0% 13,7%
Offer positives feedbacks
0% 2,3% 12,7% 14,7% 58,2% 35,7% 29,1% 47,3%
Encouraged to face up to the failures
1,8% 8,9% 20,0% 19,5% 60,0% 39,5% 18,2% 32,1%
Give some skills to deal with certain actions.
0% 3,8% 18,5% 23,5% 51,9% 42,4% 29,6% 30,3%
Table 5. Comparison of results on knowledge of results
3.1.4. Training Factors

According to the players, the scope of training they usually refer their coaches to
provide them information which is technical (49.2 %) being supported by the feeling of
the coaches (69.2 %). By contrast, the scope which raises less information during
training is the psycho-social, as 15 % of the players never respond, and the physical as
coaches (13.2 % never). (See Table 6)
When explaining and / or correcting actions with more powerful effect on the
following training areas: Technical
0% 1,5% 9,4% 9,2% 69,8% 49,2% 20,8% 40,0%
following training areas: Tactical
0% 0,6% 5,6% 9,5% 53,7% 44,7% 40,7% 45,3%
following training areas: Physical
13,2% 6,7% 35,8% 30,0% 41,5% 36,7% 9,4% 26,6%
following training areas: Psychological
9,3% 15,0% 38,9% 24,7% 29,6% 33,2% 22,2% 27,1%
Table 6. Comparison of results on training factors
3.2. Inferential
We consider it necessary to analyze the different variables that make up the areas of our
questionnaires based on certain categories in order to detect the existence of possible
statistically significant differences. And the math test that tells us that this difference is
sufficiently significant is the Chi-square (Pearson) test, having a critical value that
below 0.05 means that yes, we can begin to interpret the contingency table because
actually there is no dependence of variables. Thus, the crossing of variables with items
for the time during training stands out for its meaningfulness two results depending on
the category (age) of the players:
Category * Use any instrument or audiovisual material (slate, video, ...)

There were statistically significant differences when analyzing the variable "use any
type of audiovisual material (slate, video, ...) during training" depending on the category
that has the equipment, since the chi-square test was 0,000. Thus, the percentage of
cadets players (41.6%) whose coaches always use audiovisual tools in training is
considerably higher than children players (27.9%). In Table 7 these statistics are
collected.
Tabla de contingencia
(durante el entrenamiento) Utiliza algún tipo de

material o instrumento v isual (pizarr, v ideo, ...)
Ocasiona Habit ual
Nunca lmente mente Siempre Total
Categoría Inf antil Recuent o 96 119 98 121 434
% de Categoría 22,1% 27,4% 22,6% 27,9% 100,0%
Cadete Recuent o 45 91 115 179 430
% de Categoría 10,5% 21,2% 26,7% 41,6% 100,0%
Total Recuent o 141 210 213 300 864
% de Categoría 16,3% 24,3% 24,7% 34,7% 100,0%
Table 7. Relationship category variable and use of audiovisual material
Category * Given the successes of players, congratulates

Statistics significant differences are found when analyzing the variable " Given the
successes of the players (during training), congratulates " depending on the category
that owns the team, having the chi- square test value of 0,000. It is appreciated that the
players of lower age (children) have the best results, since it would be a total number of
251 (58.0 %) which indicate that they always receive congratulations from their coach
when performing successful actions in training. By contrast, only 36.5 % (157 subjects)
players of the cadet stage, are congratulated during training by their coach when they do
right in their technical performances. In the following table the data are presented.
(durante el entrenamiento) Ante los aciertos y los

errores de los jugadores/as, os f elicita y os
anima respectiv amente (Acierto-Felicit ación)
Ocasiona Habit ual
Nunca lmente mente Siempre Total
Categoría Inf antil Recuent o 7 50 125 251 433
% de Categoría 1,6% 11,5% 28,9% 58,0% 100,0%
Cadete Recuent o 13 77 183 157 430
% de Categoría 3,0% 17,9% 42,6% 36,5% 100,0%
Total Recuent o 20 127 308 408 863
% de Categoría 2,3% 14,7% 35,7% 47,3% 100,0%
Table 8. Relationship between Variable category and congratulations to the successes
Sports Degree* (before training) Indicates players the objective of the session by
setting the key aspects to achieve
Statistical significant differences are found when analyzing the variable "Indicates
players the goal setting session key aspects to achieve" depending on the Sports Degree
held by the coach. It is appreciated coaches with more advanced degree (level III) have
the best results obtained in this variable, since it would be a total of 14 (56.0%) which
always indicate the objectives of the training session at the beginning. By contrast, only
33.3% (3 subjects) and 23.5% (4 subjects) coaches with qualification level I and II,
respectively, carry out this management information.
(antes del entrenamiento) I ndico a

los/as jugadores/ as el objetiv o de la
sesión f ijando los aspectos clav es
para conseguirlo
Ocasiona Habit ual
lmente mente Siempre Total
Titulación NIv el I Recuent o 0 6 3 9
Deportiv a % de Titulación Deport iv a ,0% 66,7% 33,3% 100,0%
Niv el II Recuent o 2 11 4 17
% de Titulación Deport iv a 11,8% 64,7% 23,5% 100,0%
Niv el III Recuent o 5 6 14 25
Total Recuent o 7 23 21 51
Table 9. Relationship between Variable sport degree and indicate the objective session
4. DISCUSSION
Under a global prism we can verify an appropriate match between players and coaches
about the teachable moment that occurs during training based handball, in which the
player requires a high information management. Although there are certain differences
between the options "often" and "always" in many questionnaire items, we successfully
justify these equilibrating discrepancies with the sum of the percentages out of position
in the other two options that can be grouped, "never" and "occasionally ". The group of
items with greater overlap between players and coaches is "Factors Training", where the
question referred to "when to explain and / or correct actions more powerful effect on
the tactical field training" is the most approximate result obtained. By contrast, the
group of items with lower coincidence has been "Initial Information", where the
question referred to "use any type of material or audiovisual instrument (slate, video,
...)," is a more divergent outcome obtained.
Overall, the results of our nationwide study do not depart from the conclusion in the
pilot study Perea (2008) performed in order to analyze descriptively verbal behaviour of
base coach in Andalusian handball. So, when in Andalusia almost total respondents
coaches (93'75%) explain to their players the content and purpose of each training
exercise in our national study, around an average of 89.1 to 96, 3% develop the same
didactic action. Similarly, there is an increased percentage of coaches who congratulate
their players on their success, and motivate them at their mistakes. (98% and 87.3%
compared with 73% and 78.2%). This data also varies depending on the age of the
players, because to younger players (12-13 years) coaches give more positives
feedbacks than to the cadet category (14-15 years); we believe in part that due to the
fact that motivating and recruiting those players take less time playing the sport of
handball and is also found in the hormonal changes of puberty.
Another communicative aspect is the low use of material to convey non-verbal
information, with only a 43'75% of the Andalusian coaches making use of it, compared
with 40% of coaches of national category, reporting use of visual material occasionally.
Also, this item will depend on the age of players, with coaches senior teams age as
those most in use, justifying this by the level of cognitive development of the player and
this will allow them to assimilate better the raised information.
About the search for coordination of smart players, we find some gap in the educational
intervention of the coaches subjects of the sample, since under the question of use
questions in an indicative way with the intention of causing cognitive dissonance in the
players we can raise a scarce percentage (29.6%) of coaches carrying out this fact with
due diligence. And there are many authors who claim this feature as part of the process
of teaching and learning collective sports, such as Garcia (2003) stating as the specific
features of the game of handball to determine the existence of skills nature so diverse
that we suggests the need for an integrated model of education, where technical
situations coexist with tactics, and repetitive with sympathetic; Hernandez and Suarez
(2007) stating that from simple motor actions to complex technical gestures are the
result of a process of cognitive skill acquisition, as it is learning the subject done to have
power over the motor skills of her own body; and Moreno (2001) to conclude in the
absence of significant differences in the percentages of management instructional
information between coaches without success, although the contents thereof, being
more frequent in the coaches successful realization questions to their athletes and the
issuance of many technical instructions.
As for the use of prescriptive and emotional feedback from the coach of sport in school,
our sample meets coaches ( 58.2 % and 34.5 % usually always) as established by Torres
(2000), which considers important to note how to improve the action taken also
introducing an affective component that contributes to increased motivation; Buceta
(2004), proposing as a psychological strategy to coach young athletes providing
information on the training sessions always as a positive note when correcting the action
aspect of the game; or something more specific to the sport of handball, Garcia (2006),
which offers a number of considerations that the coach has to take into account when
exchanging information with their players, among which are to transmit the information
as a positive approach by adjusting the information to the time when the computer is
located.
We also found aspects of success in information management coaches surveyed in

presenting training tasks, as its intervention largely corresponds to the indications as
beneficial behaviors as Buceta (2004) relating to explain the purpose of each exercise
(89.1 % of them made ) and indicating the operating rules of each year (87.3 % of
coaches carried out).
5. CONCLUSIONS
5.1. Age will be a determining factor in the type and form of providing information to
handball teams in sports initiation stages, so that they should perform better selection of
information as the age of the smaller players that we headed. We refer here to two
specific situations, such as the use of non-verbal materials such as slate tactics and / or
video montage, which due to their complexity are handled more in the oldest age
category, and management of more knowledge of affective outcomes, which prevail in
the lower categories.
.
5.2. As for the areas where the sport is divided, it is seen how in training, basic technical
handball affect more technical than tactical, physical or psycho-social aspects. We can
guess that this is due to the intention mainly individual improvement as demand initial
stages.
5.3. The degree of overlap between the beliefs of the coaches and players' perceptions
about the information in the teaching-learning process handball are generally acceptable
lines, because although some variation appears to point level, it can be overlapped on a
more global prism.
5.4. The main similarities between the statement of coaches and players appear in
perception of the information about the purpose of the session key setting to achieve
and the degree of impact on tactical aspects to explain and / or correct actions aspects
during training.
5.5. The most significant variations between the declaration of coaches and players are
perception about the use of any type of material or audiovisual instrument (slate,
video,...), the most favorable assessment of the players. This aspect can be improved to
take account of the face to increased performance in the teaching of handball.
5.6. The use of audiovisual material to provide information to the players is not the
order of the day; there are still few coaches who help slate tactics during training and /
or competition, and fewer who communicate their certain aspects of the game players
through the video after training and / or competition.
5.7. The initial task information that contributes coach and players receive, includes
both the objective and the content of it. The organization of space and time in the
different exercises that make up the workout is well defined by the coach and
understood by the players.
5.8. As an organizational aspect, groupings and the implementing rules are indicated by
the coach when explaining the job training, and so are perceived by the players. Among
other reasons for the very duration of the training session, are the inherent socio-
emotional climate and the amount of aspects that can inform.
5.9. When to correct trainers on general aspects of training, which preferably made
collectively and not individually. This aspect coincides with expert opinions prevailing
coaches about the collective to the individual. Normally, they use knowledge
immediately versus delayed results.
5.10. There are some shortcomings in respect of the use of teaching styles that
cognitively involve novice handball players and this fundamental aspect of sports
training periods under an open philosophy of the game against the teaching-learning
situations in a mechanistic way.
5.11. The practice itself suggests the expert trainers based, depending on the context in
which the sports team (club or selection) is found, the information management taking a
type of role or another, so in handball this factor will affect especially the moments
before and after both training and competition. Because of the time available for
practice, a coach selection can and must seize the moment before and after any of the
two situations mentioned.
6. REFERENCES
Aguilar, J.; Martín, I. y Chirosa, L.J. (2011). La toma de decisiones y la técnica en
deportes colectivos en alumnos/as de bachillerato. En Actas del I Congreso
Internacional. Innovaciones en Educación Fisica. Hacia la inclusión educativa.
Molina de Segura - Murcia.
Antón, J.L. (2004). “El entrenamiento en balonmano”. Jornadas de perfeccionamiento.

Universidad Miguel Hernández. Elche.
Buceta, J.M. (2004). Estrategias psicológicas para entrenadores de deportistas jóvenes.

Madrid: Dykinson.
Cruz, J. (2001). Psicología del Deporte. Madrid: Síntesis.
Dosil, J. (2004). Psicología de la actividad física y del deporte. Madrid: MacGraw-Hill.
Espar, X. (2001). Balonmano. Barcelona: Martínez Roca.
Fernández, F. J. (2002). El tratamiento de la información. La necesidad del feedback.

Lecturas: Educación Física y Deportes, Revista Digital, 50.
Feu, S. (2006). El perfil de los entrenadores de balonmano. La formación como factor

de cambio. Cáceres: INEFC. Universidad Extremadura.
García, J.A. (2003). Entrenamiento en balonmano. Bases para la construcción de un

proyecto de formación defensiva. Barcelona: Paidotribo.
García, J.A. (2006). Liderar y entrenar a un equipo de balonmano. De la dirección del

grupo al diseño de la planificación técnico-táctica. Sevilla: Wanceulen.
Hernández, A. y Suárez, P. (2007). Aprendizaje motor: una breve revisión teórica.

Lecturas: Educación Física y Deportes, Revista Digital, 109.
Martens, R. (2002). El entrenador de éxito. Barcelona: Paidotribo.
Moreno, M. P. (2001). Análisis y optimización de la conducta verbal del entrenador de

voleibol durante la dirección de equipo en competición. Tesis Doctoral. Facultad
de Ciencias del Deporte. Universidad de Extremadura.
Pardo, A. y Ruiz, M. (2002). SPSS 11. Guía para el Análisis de Datos. Madrid:
MacGrawHill.
Perea, P. (2008). Análisis descriptivo de la conducta verbal del entrenador de base en

balonmano. Lecturas: Educación Física y Deportes, Revista Digital, 119.
Perea, P. (2009). Metodología de la enseñanza y el entrenamiento del balonmano. En
Torres, C. e Iniesta, A. (coord.). La formación del educador deportivo en
balonmano, nivel I, 319-340. Sevilla: Wanceulen.
Perea, P. (2012). La administración de información como labor docente del entrenador

de balonmano: análisis descriptivo en categorías de base. Tesis Doctoral.
Facultad de Ciencias de la Educación. Universidad de Granda.
Ponce, F. (2006). La eficacia de la utilización de una técnica de enseñanza mediante la

indagación o búsqueda en la mejora de diferentes aspectos funcionales, técnico-
tácticos, decisionales y motivacionales, en futbolistas de categoría alevín, frente a
una intervención tradicional y su transferencia a la competición. Tesis Doctoral,
Departamento de Educación Física y Deportiva. Universidad de Granada.
Ruiz, L.M. y Arruza, J. (2005). El proceso de toma de decisiones en el deporte. Clave

de la eficiencia y el rendimiento óptimo. Barcelona: Paidós Ibérica.
Sánchez, F. y cols (2003). Didáctica de la Educación Física. Madrid: Prentice Hall.
Schmidt, R.A. y Lee, T.D. (2005). Motor Control and Learnig. Champaign, Illinois:
Human Kinetics.
Seiru-lo, F. (2003). Sistemas Dinámicos y Rendimiento en Deportes de Equipo. En 1st

Meeting of Complex Systems and Sport. Barcelona: INEFC.
Torres, J. (2000). La evaluación del proceso de enseñanza-aprendizaje en el deporte en

edad escolar. En Actas del I Congreso Nacional de Deporte en Edad Escolar.
Sevilla: Ayuntamiento de Dos Hermanas.
Torres, J. (2002). El modelo integrado de enseñanza-aprendizaje de los deportes de

equipo. En Actas II Simposio Mundial de Entrenamiento Deportivo en edades
tempranas. Melilla.
EHF PRO MASTER COACH & LICENSING COURSE 2016
HOW TO REACH A HIGHER LEVEL USING THE SPORTS CLOUD; VO

GAME EDITOR AND SMARTCOACH (VO LIVE):
- GIVING AS AN EXAMPLE THE 2 PLAY OFF GAMES BETWEEN FC

PORTO AND SC PORTUGAL, 3º/4º PLACE - SEASON 2015/2016.
Paulo Alexandre Marques da Costa
Federação de Andebol de Portugal – Portugal / Real Federación Española de Balonmano

Summary:
With this thesis I intend to make known the System of Observation and Analysis of
handball games: Vídeobserver and aggregates programs: Smart Coach (VO Live); Video
Editor; VO Editor and VO to Convert, and how we can put them to the service of our
team and/or club, giving as an example the two games of the National Senior
Championship 1st Division, between FC Porto and Sporting CP, which defined the 3rd
and 4th place of the Championship.
Keywords: analysis of the handball game, methodology, observation system, handball

training sessions, reports, scouting, handball.
2
Introduction
With this thesis I intend to make known the System of Observation and Analysis
of handball games: Vídeobserver and aggregates programs: Smart Coach (VO Live);
Video Editor; VO Editor and VO to Convert, and how we can put them to the service of
our team and/or club, giving as an example the two games of the National Senior
Championship 1st Division, between FC Porto and Sporting CP, which defined the 3rd
and 4th place of the Championship.
The study of the collective sports games have a very particular structure that allow
us to analyse and identify the various common elements that characterize its
systematization and organization (Oliveira, 1994). In a very particular way, the analysis
of the game, which is in other words the study of the game through the observation of the
activity of the players and the teams, has over the years, become an argument of growing
importance in the processes of sports preparation (Garganta, 1996). It gives us a great
amount of good quality information about:
- the knowledge of the game, including its organization and the factors
contributing to the sport success;
- the plan and organization of the training sessions, making the content and the
objectives more specific;
- the adjustments made to the process of learning, practising and competing.
These aims have been achieved gradually and are consistent. In fact, the structures
of the game require instant methods and means of analysis able to monitor its evolution.
Progressively, the direct observation methods were replaced by powerful computer
systems able to gather and process the data in real time. The whole process of data
collection and treatment came to be dominated by computerized procedures. The software
began to be drawn up in accordance with the details that the game features,
complementing the traditional statistical packages. However, these sophisticated systems
analysis of the game, have been used almost exclusively as auxiliaries of the coaches in
professional teams. As a result of this evolution, the collection and treatment of data is
carried out in real time. The advantages that come are evident, stressing the fact that the
coaches can intervene in the game in real time. On the other hand, the quality and quantity
of information generated allows the construction of databases more and more powerful,
from which it is possible to discern multiple contours of the performance in the game, as
well as improve it in practice.
More recently, the more sophisticated interfaces have allowed the link of the video
recorder to the computer and thus becomes possible, with increasingly reduced costs,
access to information not only quantitatively but also through graphics. From a more
current point of view, Hughes (1986) features 4 large areas for the quantitative analysis
of data: analysis of time and motion; the tactical evaluation; the technical assessment and
compilation of statistical data. The information from the reviews mentioned above, serves
3
the following purposes, according to Franks et al. (1983): (i) it provides information to
the coach with immediate feedback regarding individual and collective provision; (ii) it
creates access databases in real time; (iii) it show automatically information from
databases through interfaces with the VCR and (iv) detects strengths and weaknesses in
the preparation of sports teams.
Analysis and observation on high team competition is a demanding process,

because an observation with method concerning the coaching process is necessary and
therefore it is not surprising that many clubs have multidisciplinary teams, in which the
game analyst is part of, following a methodology of observation, noting the information
on the subject (athlete) or events (actions) in a planned function objective (Blanco y
Almas, 2001).
According to Garganta, to obtain a knowledge of the sport and the importance of

each element for the result of the competition, the coaches and other experts are turning
to the analysis of the game, as a way of studying it by observing the activity of the players
and the teams, which has become of growing importance in the process of preparation.
The importance of this can be explained by the advantages of the amount of information
which may be applied in the practice sessions, and in the potential benefits for the
regulation of competitive performance (Garganta, 1997). Through the analysis of the
game the interactions between players and their movements and individual behaviours
has been studied.
The observation as a method is a process involving several components:
-perception and precision (relevance of the technical means available);
-interpretation of what we're watching;
-previous knowledge or background.
Through observation/analysis we identify the factors of efficiency and

effectiveness of both the players and the team.
And at this point, the Video Observer system fits perfectly, as a tool for intuitive
use and easily accessible to the coach and/or analyst/observer.
I - Method
Having regard to what I proposed, I analysed the two Senior men's games FC
Porto with the team of Sporting CP, these games have defined the 3rd and 4th place in
the National League, in a play-off system, in which both teams were disputing now the
best possible place in the ratings as well as the access to the European competitions.
4
The first game was on May 8th 2016 and the second game on 14th May 2016,
with a six-day-interval to recovery from the travel fatigue and not much time for the
training sessions
The objective of this study is to analyse of the games in two distinct moments,
analyse the performance of the team and the players in the first game and from there, after
reading the information provided through the Videobserver system, work the contents in
the training sessions between both games. The second game, may or may not serve, to
prove that the training conducted (corrective and optimized) had the desired effect when
analysing the different situations raised by the opponent (Sporting CP) in the first game.
For the analysis, I used the Videobserver system, which is divided into two
platforms of analysis:
1. Smartcoach (VO Live): App for Android Tablet – real-time analysis;
2. VO Editor: Software for computer-video analysis.
The collected information is stored in the VO

Cloud, and all this generated information is shared
among the three platforms, namely:
- I can create a team on Smartcoach (VO Live) that

when synchronized with the cloud, can be found in the
VO Editor and in VO Cloud;
- Or, when reviewing a game with Smartcoach (VO Live) this data is available in the
Cloud and VO Editor;
- Or I can create a player in VO Editor and it will be available in the Cloud and
Smartcoach (VO Live).
There are several issues:
1. How to create my team and my players?
2. How to create games?
3. How to create my Observation System and customize my analysis?
4. How to analyse in real time?
5. How to analyse the Video? (etc. ..)
5
To initiate the creation of a team, I login at www.videobserver.com and here we
select TEAMS on the Menu - Create Team:
After this first step, Menu for the creation of our team will appear; we should fill
it out and at the end: Save Team and it will appear in the frame of the teams:
With the team created it is the time to insert the players:
Enter the data (photo, name,

number, position, age, height, weight, e-
mail, etc…): click Save Player and/or
Save and Create another Player. Once
you have completed these actions, the
players will appear in the context of the
team:
Follow the same procedure to add the technical team to our team. It is necessary
to repeat the procedure to create the opposing teams. This procedure to create and insert
team players, can be done in the same way, either in the Smart Coach (VO Live) or in
VO Editor:
6
Having created the teams and the players, we have to go to Menu, where we can
Create Games and choose what kind of competition:
Insert data on the category of the

game: The World Championship; The
Champions League; National
Championship; Regional
Championship; etc…; select the teams
which will be playing; Insert the
players, the technical team; the place
and date and the referees. You can add
comments in the context of the match.
Once again, it should be noted that these
procedures can be made on the other two platforms and then synchronized.
7
Having gathered all this content, we can create our Observation System,
customizing our analysis. For this we go to the system menu and we create our list of
actions and our system of observation:
Our system is a set of Parameters. At the end it is similar to a form with a set of
items that we fill in whenever we make changes.
There are three types of Parameters: Inclusive (you can select more than one
parameter at a time); Exclusive (you can select only one item); and Sequence (which
allows you to select more than one item and it creates a sequence of parameters from the
first to the lost one). We can at any time create new actions.
Examples of Parameters and Actions created:
8
Having performed this task (which likewise may be made in the Smart Coach,
we're ready to analyse the matches. And we have two ways to do this:
1. Or in Android tablet with Smartcoach (VO Live), doing real-time analysis;
2. Or VO, Editor doing video analysis.
This is a failure of the observation process, as the VO Editor doesn't enable the
analysis with real-time video. However, it is possible to do this analysis in real time in
the VO Editor without the video, doing later upload of the video and synchronizing it
with the tagged action. Anyway, as the understanding of the mechanisms that influence
the performance is one of the central concerns of the planning teams, the advisable, in my
opinion, is to make the real-time analysis on the tablet through the Smart Coach (VO
Live) and later, by uploading the video of the match, do the analysis in the VO Editor.
As previously seen we had the key factors ordered for our analysis which are relevant to
the performance, in order to integrate them in our process of preparation.
Giving examples (disciplinary action (Smart Coach) and Situation of Shot with
the Goal – Sporting CP (VO Editor):
The creation of individual

actions is a very fast and simple
process in the Smart Coach,
since it´s touch screen.
With the Video Editor

whenever there is an action that we intend to "cut", just click on the field where it took
place, the video will automatically stop and the system opens a circular blue menu, where
we can select the correct description for this event:
9
Example of how to register individual actions:
When we finished the previous steps, our working area looked similar to this one:
The video was cut automatically, as

the system defines the cut 10 seconds
before and after the moment we clicked on
the field (to indicate the spot of the event).
To change the cutting interval we went to
the top menu and clicked View >
Preferences. We can also change it for an
individual action by editing the action.
10
Once the the registration of the custom action is finished, it will appear in the
Custom Actions and we can choose to progressively synchronize it with the server and
with other platforms available. The Cloud Videobserver is a powerful computer engine
that offers an online database. By sending our recordings to the Cloud it will automatically
process, organize and turn them as:
• Team reports;
• Player reports;
• Statistics;
• Video playlists;
• Send information to the players or

coaching staff by e-mail.
II - Development
Chosen the tool it is time then to use it in practice, tagging all the individual and
custom actions (collective action).
11
In all in the two games I tagged 492 actions of 36 players, having attached 2 videos
and a playlist of the 1st game that serves as an example (attached to this thesis are two
global reports one the teams).
Once we had synchronized our analysis, we logged in at www.videobserver.com,

with our credentials. On the dashboard we could view the matches analysed:
And to create our own online database, organizing and accessing information
anywhere and anytime.
We simply selected the game we wanted to work, clicking on the result and then
we had access to all the information we needed:
-Statistics of our team (FC Porto) and the

opposing team (Sporting CP);
-Filter by individual video clips;
-Filter video clips of collective actions;
-Effectiveness of collective action;
-Sharing of data;
-Create a Game Report of each of the teams;
- Create a Game Report of each athlete.
12
Examples of others playlists created, but stored on disk, rather than in the Cloud:
The analysis of the game allows coaches to access information, increasing their
knowledge of the opponents, their team and their sport, making possible an improvement
in the training process and the quality of the performance of its sports teams, since in the
process of training the coach's effectiveness at each step is dependent on the quality (or
outcome) of the actions taken in the previous step.
III - Results and discussion
What we analysed/observed in the first game?
SPORTING CP-COLLECTIVE THREATS
GOALS CONCEDED
13
DETECT INDIVIDUAL THREATS
SHOW AN EXAMPLE:
19 – SAMUEL ASLANIAN -
RB – 3 GOALS
We can see these actions directly by

clicking on the location of the shot that I
intend to view:
SHOW ANOTHER EXAMPLE:
13-FRANKIS CAROL- RB (RIGHT-HANDED) - 9 GOALS
14
In addition to the two players
mentioned, Pedro Portela, right wing,
scored 4 goals himself. Therefore,
analysing these 3 players all together, we
have a total of 16 goals that are crucial to
analyse:
In addition to the situations of Action calls VO (programmed by the creators of

the program), we could still choose in our Observation System, and within our custom
actions, which we considered as
threats:
FAST ATTACK – a successful action:
REPLACEMENT AFTER GOAL - two successful actions
15
Still with the same criteria, we could examine:
- ASSISTANCES
- 6 and 9 METER GOALS
6M GOALS:
9M GOALS:
And all actions of attack:
16
We could analyse these actions one by one:
CUSTOMIZING ACTIONS FOR REVIEW AND TRAINING SESSIONS

(DEFENSE)
EXAMPLE: OUTNUMBERED ATTACK OF SPORTING CP
17
Once the design analysis of the movements was done, we recorded it, creating a
video clip:
THREATS
1. SHOTS on the FRONT LEFT SIDE ZONE – 28% (7 goals);
2. SHOTS on the FRONT AREA of the RIGHT SIDE – 28% (7 goals);
3. SHOTS in the INTERIOR ZONE through the PIVOT or PENETRATION –

24% (6 goals);
4. 9 METER SHOTS: 58% (9 goals);
5. INDIVIDUAL THREATS: CAROL FRANKIS-RB - 9 GOALS; PEDRO

PORTELA – RW - 4 GOALS; SAMVEL ASLANIAN – RB – 3 GOALS; EDMILSON
ARAÚJO (LB) – 3 GOALS);
6. FAST ATTACK;
7. REPLACEMENT AFTER GOAL;
8.1x1 IN THE CENTRAL AREA;
9.COLLECTIVE MOVEMENTS: NUMERICAL SUPERIORITY; ENTRANCE

TO THE WINGS (ALONE OR IN COMBINATION); CROSSINGS; USE OF THE
VEST.
These were the threats caused by the team of Sporting CP in the first game and
that can determine the actions to be trained in order to overcome them in a short period
of time (travel, training sessions, game).
18
In view of this context, let's focus
our defensive training:
- when we are outnumbered;
- in wing entrances, alone or both

at the same time;
- 2 pivot situations;
-1x1 central;
-2 x 2 from both sides;
-and, as already mentioned, paying particular attention to the left side of our
defense, so all the selected actions involve the right side of the attack – penetration on the
right side; crossing without ball C_LB_RB; 2 x 2 right, etc…
Type of Exercises:
19
However, we can still use our actions as possible threats to correct, thus having
an internal perspective where we failed and what we can improve and do better, as well
as, analysing our team (FC Porto) in Actions VO:
From Global
To the more specific, selecting all players involved in the match:
And gradually gathering actions to

analyse, for example: 7m committed (as if it
were a LEAD):
- So, after WHAT?
20
Comes WHO?
WHERE?
WHEN?
(Analysing on the timeline)
HOW AND WHY?
(See/Reviewing the actions)
Then follow the same criteria to select other actions: technical failures; Pass
Failed; Bad Reception; Loss of Ball; Lack Offensive (VO), for a total of 12.
21
Looking at the table include Offensive Fouls or fouls from the Pivot: (3) Central
(1) and LB (1) and FAILED PASSES by the Central Rui Silva and Miguel Martins (4 +
1) and the Pivot, Daymaro Salina (1).
Using the same previous

criteria, we could use our
Observation System to analyse
the:
-Discipline;
-Violation of the area;
-Steps;
-Failed shots; defended shots, blocked shots,

locked shots by defensive faults.
It immediately, comes to mind the correction of

the shots of players involved.
Once the "threats" analysed we start looking at

the "opportunities" given. First a view in which they are
"offered" by the opposite team (Sporting CP) and then
from the perspective of those that have been created by
our team (FC Porto) and that can be replicated in the
second game.
OPPORTUNITIES "OFFERED"
EXAMPLE: What: 7M COMMITTED (6 in total).
Who?
22
Where? When?
How & Why?
The same criteria was followed for the analysis of the Defended shots; Blocked
Shots; Failed Shots; Offensive Faults; Failed passes and the loss of the Ball; Bad
Receptions; etc. ... Therefore, we know that Sporting players committed 10 errors,
between passes bad receptions, turnovers, and technical attackers’ faults.
Another important thing is to analyse the discipline of the occurred actions (7):
And then if necessary

individualize the analysis by
choosing the player who had
more penalties and repeat the
same process prior to this
analysis. For example, where it
occurred:
Among other important data that we can analyse, I highlighted the 7m scored (1 –
Pedro Solha) and 7m failed [4: Portela (2); Aslanian (1) and João Pinto (1)]. This
information is very relevant for the goalkeepers and players who committed these faults.
23
The same criteria of analysis for the "threats" was also used
for the "opportunities" created by our team (FC Porto), which I want
give any detail given the extent of the argument, but just going to give
an example: opportunities created at the level of Completion –
Shots that resulted in a goal.
Looking at this information chart, what can we think of doing

for the training sessions?
-Shot situations at the 9m left side?
-Shot situations at the 6m right side, left side and central zone?
-What kind of movements/custom actions?
-Strengthen what's right and in what we had success?
-Or correct/enhance what was less effective?
To be sure, we made an analysis on our

Observation System, which indicated where exactly the
goals of the 6 meters were scored, by whom and with what
trajectory of the shot:
Example of a custom action by the central Rui Silva:
We could do the same to analyse the 9

meter shots.
Even within our System of

Observation, it is possible to analyse all our
actions taken in the attack, both quantitatively
and qualitatively:
24
So, in practice we can insist on actions of:
-1x1 ;
-2x2;
-creation of useful space of attack;
-crossings;
- wing entrances;
-screen setting and screen setting with an

opening;
- block situations; permutations;
-use of the vest.
2ND GAME
The second game was played 6 days later (14th May 2016) after our trip to Lisbon.
FC Porto, received and defeated the Sporting CP by 8 goals of difference: 33-25, making
a better result than the results achieved in the first game. For the analysis, we would
consider the same assumptions of the analysis and the evaluation of the same individual
and collective parameters.
25
Analysing the game and taking into account the work done on the "threats" from
the first game, we reached the following conclusions:
-Sporting CP has not achieved with success any replacement after goal action and
in fast attack action, but has achieved with success an action of counterattack;
- They performed less free shots, as the DEFENSIVE FAULTS, was a parameter
which grew considerably in FC Porto's defense, as a result of the intensity and speed of
the defenders to touch the ball carrier and face the possibility of shot in the front;
- They performed less 1x1 central and 2x2 actions successfully;
- Bearing in mind the defensive organization of the team of FC Porto, Sporting

CP used more often the entrance of the wing players: from 4 to 6;
- Although Frankis Carol scored more goals than in the first game (13-9), the other
athletes formerly identified as "threats" scored less goals: Pedro Portela (1); Aslanian (1)
and Edmilson (2). This is less than 6 goals from these 3 players.
Concerning the team of FC Porto, we can conclude that:
- Despite having suffered one more goal than in the first game, the team had a
more intense defensive action and in control of the movements of both individual and
collective;
- This defensive action allowed more goals in situation of counterattack (3) and
fast attack (3);
- There was a greater success in the actions of 1x1 (8) and 2x2 (9) that resulted in
a goal or allowed it to happen;
- More penetrations (6);
- More crossings (8) with success in the end.
Finally, it is important to refer that when collecting actions in Videobserver, you

are feeding the teams statistics and also the player statistics. As so, besides the Team
Match Reports, it is also possible to generate Individual scouting reports for the players.
As more information you put in the database, the more professional will the report look.
As it happens with team reports, the player reports will be more or less complete
according the information you choose to collect in your match analysis.
Conclusion
My opinion about the analysis and observation of the games can be summed up in
this sentence of André Vilas-Boas:
"To know an opponent in depth, we need four or five games. Because we have
to understand if things happen at random or whether they are, in fact, standard,
26
dynamic movements of the teams. From the moment that these dynamics, collective
and individual, are identified, we start thinking of the field work for the preparation
of the training session, with the simulation of the main game situations identified in the
opponent. Everything with care, weight and measure, because, although it is a work of
observation and comprehensive, thorough, detailed and fundamental, we can never forget
that the bottom line is always our pattern of play, our identity as a team.". (Vilas-Boas,
2006)
Training at the highest level has high requirements for the players, for the coaches
and at the level of the structure underpinning the whole team (doctor, physiotherapist, etc.
..). It is therefore very important to get the most out of observation, collecting all the
information that will be useful both for practice sessions as for the competition, according
Hughes & Franks (1997) this variable is one that most affects the learning and the
effectiveness of sports action, because making the observation and the analysis we can
evaluate the strengths and weaknesses of the team and the players on the parameters that
we select as well as, according to Grehaihne (2001), interpret the organization of the
teams and actions contributing to the quality of the game. On the basis of the observed
and analysed we can establish collective and individual tactical plans, improve our
individual technique in a number of areas and be prepared mentally and visually to face
opponents.
In the study, it was possible the exhaustive analysis of the two matches, using the
information from the first game and transmitted to the head coach as a way of improving
the athletes and the team when faced with the detected "threats", as well as be ready to
take advantage of the "opportunities" designed by the opponent. It was also a means of
observing were we had success collectively and individually. It also allowed the
improvement of all the selected parameters through training and application in the 2nd
game. This type of analysis, which is constructive, also allows the storage of data, and to
build a profile of a player, which he himself can see, making his self-evaluation
throughout the season as well as enabling the registration of a regular team analysis.
References:
 Bhandari, Inderpal; Colet, Edward; Parker, Jennifer; Pines, Zachary; Pratap,

Rajiv; Ramanujam, Krishnakumar (1997) Advanced Scout: Data Mining and
Knowledge Discovery in NBA Data. Data Mining and Knowledge Discovery,
1(1).
 Carvalho, R. (1998) O acesso dos treinadores à informação. Treino Desportivo, 3.
 Fayyad, U. (1998) Diving into databases. Database Programming & Design, 3
(11).
 Franks, I.; Goodman, D.; Miller, G. (1983) Analysis Of Performance: Qualitative
Or Quantitative. Sports, 15.
 Franks, I.; Macgarry, T. (1996) The Science Of Match Analysis. In: T. Reilly,
(1996) Science and Soccer. E & FN Spon, London.
 Garganta, J. (1996) A Análise Do Jogo Em Futebol: Percurso Evolutivo E
Tendências. Actas Das II Jornadas Do CEJD, FCDEF-UP.
27
 Garganta, J. (1998) A Modelação Táctica do jogo de Futebol: Estudo da
organização da fase ofensiva em equipas de alto rendimento. Tese de
Doutoramento, FCDEF-UP.
 Hugues, M. (1986) A Review Of Patterns Of Play In Squash. In: J. Watkins; T.
Reilly; L. Burwitz (Eds). Sports Science. E & FN Spon, London.
 Hugues, M. (1996) Tactical Modelling In Soccer. Actas II Jornadas Do CEJD.
FCDEF-UP.
 Manual Video Observer (2016).
 Marques, F. (1990) A Definição De Critérios De Eficácia Em Desportos
Colectivos. Provas De APCC. FMH-UTL.
 Prudente, J., (2011) Observação e Análise do Jogo: A necessidade de um
analista/observador de jogo nas equipas de alto rendimento, Universidade
Lusónona, Lisboa.
 Sampaio, António Jaime (1999) Análise do jogo em basquetebol: da pré-história
ao data mining. UTAD (Gabinete de Basquetebol).
“We may affirm absolutely that nothing great in the world has been accomplished
without passion.”
(Hegel).
28
EHF COACHING LICENCE
EHF PRO LICENCE
Coaches’ course
The importance of the defensive recovery

The training concept and
its contribute for the sporting success
Lecturer
Paulo Jorge Fidalgo
Junho 2016
INDEX
ABSTRACT_______________________________________ 3
INTRODUCTION__________________________________ 4
METHODOLOGY__________________________________ 5
DEVELLOPMENT_________________________________ 7
RESULTS / COACHING PROCESS__________________ 10
DISCUSSION / EVALUATION______________________ 17
CONCLUSION___________________________________ 20
BIBLIGRAPHY__________________________________ 21
Página 2 de 21
ABSTRACT
The importance of the defensive recovery has been growing in the last years,
especially due to the changes that have occurred in the way handball is played.
The speed increase in all match stages, the inclusion of fast re-establishments
and a greater importance given to the physical abilities of players, all together they
cause teams to prefer more and more a full player, one who can accomplish a larger
amount of offensive and defensive demands.
Regaining the ball, avoiding players’ exclusion and protecting our goal from
shots, these are the priorities regarded in the defensive recovery.
It is crucial to understand that avoiding a goal is as important as scoring one.
That is why the defensive recovery should take an important place in the routines of a
coach and his/her team.
Therefore I will present a set of exercises, each one followed by a brief
exposition, to build a reliable coaching methodology which may lead to success.
In the end, I intend to reflect on the data results of Madeira Andebol SAD.
KEY-WORDS
Handball/ Defence/ Defensive recovery/ Coaching methodology/ Madeira SAD
Página 3 de 21
INTRODUCTION
The word “recovery” is charged with a negative meaning, as it refers to

something that has been lost. If a team performs a coaching routine regarding the
defensive recovery, it is therefore crucial that the coach work motivation in the players.
Many times, I have told my players that the coaching session was intended to practise
the fast break, but also the defensive recovery. That way I was, in implicit way, making
them realize about the importance of this strategy.
The first assumption to become a good defender is to set one’s heart on
defending. As a coach, one must persuade players to long for offensive as well as
defensive actions. It is important to show them, as many times as possible, the value of
disrupting an opponent’s fast break.
We all know that high level teams present many offensive abilities, therefore it
is relevant to induce our players to develop defensive competences. There is a vast
majority of teams that give more importance to fast breaks than to recovering the ball
possession. We should persuade the offensive player to take an active part in the
defensive recovery, as we encourage the defensive player to perform a fast break.
When we play on a high competition level we are sure to face teams that
completely control fast breaks and quick throw-offs. If we want to compete on the same
level then we have to direct the training routines to fight this type of offensive
dynamics.
We need therefore to execute specific training about the defensive recovery and
all its many important aspects in a match. This is particularly important as we
sometimes may fail to block a fast break or assure a defensive balance. We have to
create specific training routines so that our players can practice defensive recovery
actions, and delay/neutralize any possible fast breaks.
During the defensive transitions players should prove their talent because
attackers have to execute fast actions of high quality. With these specific training
routines they will have the power to hinder the opposing team offensive actions, and
avoid exclusion situations.
Página 4 de 21
METHODOLOGY
The defensive recovery is a very important aspect in a match and I dare say that
teams do not value and drill it properly. This is because they worry mainly with
attacking concepts due to their importance in winning a game. Consequently, Running
back in defence is most often forgotten.
As players reach sportive maturity it is more difficult to introduce defensive
recovery routines in their court performances. So taking ball possession through
defensive recovery or simply building our defensive system are important
considerations that a coach should take into account. Therefore, players should learn
about this at young age.
It is essential to develop a coaching methodology that includes defensive
recovery. Many coachers do not dedicate enough time to practise this, they simply limit
themselves to yell at their players to return back. They forget that they have to teach
them what to do next and how to do it successfully. Let us not forget that this one of the
most repeated movements in a match.
The best strategy to set up a successful coaching that includes this defensive
approach is by identifying its objectives.
1. Prevent the opponent team from scoring in the first or second wave of a
fast attack
In my point of view, this must be the first objective of the defensive recovery. If
the defending team suffers goals because they do not run back properly in defence, then
they will have problems in setting up their defensive organization.
Most teams do their best to restore their defence the closest possible to their own
goals. Some teams strategically place one or more players further away from the goal so
that they can disturb the other team fast break as well as neutralizing an extended fast
break.
There are teams that use defence exchanges to get the most of high quality
players in the defensive process. They should optimize to the greatest the entry of these
players in the defensive recovery so that they can avoid fast break waves.
2. Delay the rival’s fast break so that our players may place themselves in
the proper defensive positions. Avoid goal in a third wave.
Contrarily to the first objective, in which some players can’t actively participate
in the initial stage of the defensive recovery, here all players are incorporated in its
tactic set up.
Página 5 de 21
In my opinion, if we focus our attention on bringing back players to the 6 metre
line, we contribute to the success of a fast break third wave because the offensive
players will be more at ease at the area near the goal.
It is important to encourage a constant defensive attitude which will cause
growing confusion and hesitation in the opponent team. This will create difficulties in
the passing lines, and consequently some stress in what concerns the offensive
decisions. It will cause discomfort in the attackers and many defensive 1x1.
3. Focus on a fast recovery of ball possession
Once the first two objectives are assured, the defenders must not neglect the
possibility of recovering the ball possession. Many times, once we go through the
several stages of a good defensive recovery we may be given the opportunity of
recuperating the ball possession. This way we may execute an offensive fast break.
The defensive dynamic implemented in this recovery stage may bring many
profits, especially if the opponent’s fast break is not well structured.
Later, I will present a group of exercises/stimuli adjusted to the defensive
recovery development. These exercises were performed by my team all sportive year
long and they assured us many points and victories. This allowed us a sportive balance
against the strongest teams.
I will use the official statistics of AM Madeira Andebol SAD during the 33
matches played in 2015/2016, to analyse more properly my players/team’s
success/unsuccess. This way I will be giving real data about the influence of this
process in a team’s success.
Página 6 de 21
DEVELOPMENT
According to Anton Garcia (2000, p.133) “the recovery is the first defensive
stage and it begins the moment one loses the ball possession. After having executed a
shot and lost the ball possession, all offensive players immediately become defensive
players, having to move the fastest way possible and using the shortest access, to
assume their specific positions”. The main aim here is to avoid or delay the opposing
team fast-break.
The same author refers that “it is fundamental to explain to the players that the
recovery of the ball possession is only possible, when one loses it in a goal shot or
simply due to a technic foul (passes, dribbles, offensive fouls), otherwise if the ball is
lost by interception it will be extremely difficult to get it back through the defensive
recovery. The ball possession is also possible through a goalkeeper defence or a
rebound”.
The way each team executes the defensive recovery depends on the coaches’
game philosophy. Some coaches argue that in this defensive stage the main worry is
returning back the fastest possible to the area next to the goal, preventing the dispersion
of the defensive players and consequently, the attackers from scoring. Others maintain
that the most important is to put pressure on the player carrying the ball avoiding it from
entering the goal. Bearing out this idea, Antón Gracia (2000, p.134) refers that the
“defensive recovery should be associated to the fast break blockage of the opposing
team, be it directly or indirectly”.
In my opinion, the defensive recovery is a very crucial reality in a handball
match. Therefore it is imperative to accept it and create regular training routines so that
it may become a spontaneous and natural happening in the competitions.
The defensive recovery doesn’t begin after the loss of ball possession. It starts
before it, when the offensive players acknowledge its possibility and react. We should
ask a player not “directly” involved in the loss of the ball possession to immediately
take part in the defensive recovery, the same way as we ask a wing to begin a fast break.
Many times I use the following question to make my players understand the real
importance of the defensive recovery: “What is our main aim in the positional attack?”
The answer is “Avoid a fast break shot!”
The first stage of the defensive recovery is in reality a free stage, in which the
“new” defenders have to conform according to the opposing team’s fast break. This
stage should be the most organized possible, yet the most important is to adapt oneself
to the multiple changes that the adversary team may present. Therefore, it is crucial do
train the basic responsibilities bearing in mind that variability of game situations.
The construction of our organized attack has a great influence in the defensive
recovery before the loss of the ball possession. It is important to pre-establish when our
team should finalize, especially for the players that have an active role in annulling
direct fast breaks. Sometimes the big problem is to predict the loss of the ball
possession (due to an unpredictable technic foul or an unexpected shot), that is why I
insist that the preparation of the positional attack is very important for the defensive
Página 7 de 21
recovery. Even the technic form used in shooting may have a strong impact in the
balance of the defensive recovery.
There are simple details which may have a positive effect in the first stages of
the defensive recovery. An example of this is when the goalkeeper actively participates
in the defensive recovery, particularly when he is asked to stand outside of his goal area
to delay or avoid a direct pass from the attackers. Another example is when a team
makes a fast break and a player realizes that his contribution in the attack construction is
not necessary anymore, so he decides to immediately prepare himself for the possibility
of a fast defensive recovery as his mates maybe in the eminence of scoring
From this moment on, there is a more organized stage which is intended to
difficult the opposing team’s fast break. The aims here may be different and diverse:
avoiding a fast progression, closing spaces and also recovering the ball possession are
some of the strategic examples that a team may use to be successful in the defensive
recovery.
Considering the different possibilities in a defensive recovery, I dare say that this
model has more credits because it allows neutralizing the most experienced players in
the fast break execution. For example, when we choose to mark man-to-man the player
who performs the first wave of fast break we are also hindering the normal evolution of
their fast break.
In the defensive recovery and in an intermediate area of the pitch it is important
to consider if the team is executing the fast break through an experienced player, or on
the contrary, if they are doing it collectively. If the first one is being used then we
should difficult the attacker’s trajectories the most we can and “push” him to less
effective areas. If they choose to do it collectively, we have to set up a more zonal
recovery avoiding empty spaces among the defenders. Here, it is important to avoid
being too close to the attackers so that we can better control their displacements with or
without the ball.
In the defensive recovery next to our defensive area, it is important to identify
the places with greatest efficiency for a fast break and decide the best placement to
adopt. It is not that essential to define which defensive system. It is more crucial to
establish an accurate orientation/placement in depth as well as in amplitude. If the fast
break presents a greater predominance of shooting/ exterior decision, it is important to
adopt a system with greater depth. On the contrary, if the fast break is predominantly
interior then a recovery that protects more the interior areas is advisable.
When we are in a terminal stage of the defensive recovery, some mistakes often
occur in the defensive basic assumptions. As the defenders are now in a “temporary
defence” situation, their placement and depth may be different from the habitual
defensive system. That is why it is important to train them for this stage with the same
demand as in the defensive process itself.
It is considered that a team is in temporary defence when they haven’t had the
opportunity to effectuate the attack-defence replacements predicted for that moment of
the match, adopting this way an alternative defensive system. It is also considered
temporary defence when the players are not in their specific position after a defensive
recovery.
Página 8 de 21
This defensive stage has been said (Silva 2008, p. 66) “to win a great importance
due to the increase in the use of fast transitions (attack-defence) where we can observe a
great number of successful shots in situations where the defenders are not organized in
the pre-established defensive system for the moment of the game”.
The players’ aim in this stage is to prevent the attacker from creating successful
shooting situations, especially 1x0 or 1x1. It is important to have information about the
methodology and tactics used by the opposing team in the terminal stage of the fast
break. For example, some teams value crossings while others prefer to use entries to
induce doubts in the temporary defence. Other examples that we regularly see in the
international handball are the use of two “fixed” pivots in the terminal stage of the fast
break or fast replacement with one of the wingers (ponta) transferring the ball
possession to a later entry. The more information we have, the greater our capacity of
reaction to solve the problems that may occur in the building of a successful defensive
recovery.
It is important to highlight that this defensive stage finishes when the adversary
team begins the attacking organization and this way, creates simultaneously conditions
for the building of the defensive system that we intend to use.
One of the relevant problems that frequently challenges the quality of the
defensive recovery, is the “politics” of the attacking/defending exchange. We should
rationalize the exchanges in a balanced and strategic way and we have to guide every
week trainings so that those exchanges can be accomplished without negative
consequences. For me, it is important to avoid more than two replacements at the same
time, especially long distance replacements. It is also advisable that the entries be
executed in defensive areas next to the bench for substitutes.
Summing up, the players that we want to execute attacking/ defending
exchanges, besides being very competent in the recovery process they have also to be
experienced in leaving the pitch the faster possible, so that the ones getting in may have
the time to reach the defensive area with success.
Página 9 de 21
RESULTS / TRAINING PROCESS
I present here a list of suggestions for the development of the defensive recovery
in the training process.
We should introduce in the training process the following aspects: more global
work in all the pitch and in the competition; reducing the zonal work in the areas;
working the interaction in the different stages of the match, attack/recovering/defence/
FB; give a more tactic and predominant meaning to the defensive recovery; include the
emotional decisions referee/result/chronometer; Change of game in superiority/
inferiority and introduce the goalkeeper vest in the offensive situations.
1º exercise:
Exercise 3 + 3 + 3 + 3
Defensive Recovery + FB
Description:
The 1º group of three begins with a shot; then the 2º group starts the FB. We
focus our work in the defensive recovery of the 1º group after the shot. After finishing
the FB, the 2º group should quickly guide into the defensive recovery, and so on passing
through the 4 groups, all perform FB and soon after react doing the best defensive
recovery.
Página 10 de 21
2º Exercise:
Dropping the ball / Execute free quicks / Organized Attack / GKVest + Defensive
recovery
Description:
We can start the offensive process following one of three different possibilities:
Dropping the ball after confusing the offensive players; executing 9 metres full quicks;
organized attack.
Another form to motivate a fast reaction of the offensive players to perform the
tasks of recovery is to introduce the GK vest.
After executing one of this tasks, players accomplish the defensive recovery.
Página 11 de 21
3º Exercise:
Defense + FB + Defensive Recovery
Description:
We begin the defensive process by introducing the FB and we finish it with the
defensive recovery.
We can be tolerant with the game rules to speed up the defensive recovery.
Example: Avoiding getting fouls or carrying the ball to the midfield (introduce GK’s
direct pass) while training the recovery.
Página 12 de 21
Página 13 de 21
4º Exercise:
Positional attack + Defensive Recovery + FB + Defensive Recovery
Description:
We begin with na organized offensive process, then we introduce the defensive
recovery, we motivate the winning of the ball possession or the fast replacement of the
ball to perform the FB. We finish with the defensive recovery.
In this proposal we execute two moments of defensive recovery and avoid losing
concentration in the second moment of the defensive recovery
Página 14 de 21
5º Exercise:
Positional attack + Individual marking or Defence/Attack exchanges + Defensive
Recovery
Página 15 de 21
Description:
We start with the organized offensive process; then we introduce some quality in
the defensive recovery; perform individual marking (or two); execute one or two
attacking/defending exchanges.
The aim here is to introduce new situations in the defensive recovery, or
situations that may induce more doubts and the resolution of problems.
Página 16 de 21
DISCUSSION / EVALUATION
After presenting a list of possible exercises to optimize the defensive recovery, it

is important to present the results and the objectives in the competition.
The table below gives the number of FBs performed by Madeira SAD and its
adversaries in the games of the regular stage of the PO1
We can see a great difference between the FBs performed and suffered. They are
less than 40%.
1- Championsgip smoment – Regular – 22 matches
Adversary
Madeira
Sad
Página 17 de 21
The table below gives the number of FBs performed by Madeira SAD and its
adversaries in the matches of the Play-off and classifying ranking. It refers to 7 matches
of decisive importance and objective definition in the final classification.
Again, we can observe a great difference between the FBs performed and
suffered. Same number, they are less than 40%.
2- Play-Off and Classifying ranking – 7 matches
Adversary
Madeira
Sad
The last table gives the number of FBs performed by Madeira SAD and its
adversaries in the matches of the three matches of the Final Four of the Portugal’s Cup.
It refers to 3 matches of decisive importance and objective definition in the performance
of the mentioned competition, in which Madeira SAD has conquered a place in the
Final Four of Portugal’s Cup. We want to emphasize that we did not use the match of
the 1/16 of the Final between Madeira SAD and Módicus from the second division.
Here, we can see a smaller difference comparing to the previous tables,
nonetheless, we maintain a very positive pattern between the FBs performed and
suffered. They are less than 30%.
3- Portugal’s Cup – 3 matches
Adversary
Madeira
Sad
Página 18 de 21
Analysing with detail the 33 matches performed by Madeira SAD we reach the
conclusion that 85% of the matches match the following pattern:
a) Madeira SAD victory when the team suffered less FBs than the ones
performed by itself
b) Madeira SAD defeat when the team suffered more FBs than the ones
performed by itself
Is it only a coincidence that only 15% of the matches are different from this pattern?
ACCORDING TO THE PATTERN
Victory / Draw 20 matches
Inferior – the number of FBs performed Example: Sporting – 4 FBs. // Madeira 5 FBs
by the adversary Victory - 1 Goal of difference
Defeat 8 matches
Superior – the number of FBs performed Example: ABC – 9 FBs // Madeira 5 FBs
by the adversary Madeira – 3 FBs // Sporting 4 FBs
Aguas Santas – 6 FBs// Madeira – FBs
Defeat - 1 Goal of difference
OUT OF THE PATTERN
Victory 2 matches
Matches with inferior adversaries
Superior - the number of FBs performed Example: Avanca – 4 FBs // Madeira 2 FBs
by the adversary Victory - 1 Goal of difference
Defeat 3 matches
Matches with superior adversaries
Inferior - the number of FBs performed Example: Porto – 2 FBs // Madeira 6 FBs
by the adversary Benfica – 5 FBs // Madeira 6 FBs
Defeat - 1 Goal of difference
Página 19 de 21
CONCLUSION
The aim of this work was to suggest a few answers for the sportive success in
what concerns the defensive recovery, to understand the different behaviours that may
be associated to the success of this defensive moment and to stimulate the training
process.
There are evidences which are fundamental for the success in the defensive
recovery: avoiding the fast break in the first wave; hindering the first pass; hindering the
supported fast break; closing the most risky areas; avoiding comfortable shots; building
the right defensive system.
We are sure about the importance of increasing recovery routines in the training
process as all game characteristics match this idea. There is a close relationship between
the sportive success/production and the quality of the defensive recovery, it is an
evidence proved in the given data.
To conclude, I list here a group of characteristics that may influence the training
process in the building of the defensive recovery, so that one can consider what to focus
on when dealing with it:
a) The balance in the defensive recovery may be connected with the adversary
and its fast break.
b) The balance in the defensive recovery is related to our players’
characteristics.
c) The defensive recovery should begin before the offensive finalization.
d) The system used in the defensive recovery is not the most important in the
first and second stage of the fast break; here, the players’ organization and
positioning is more significant.
e) The attackers who execute exchanges have to be aware of his positive
cooperation in the recovery process, be it because of the celerity in the leave-
taking, be it because of their active participation.
f) The building of the defensive recovery should avoid excessive exchanges in
the bench for substitutes or of long distances.
g) It is important to hinder the fast break in the midfield areas of the pitch
without disrespecting the rules of the game.
h) Avoiding accessible finalizations in the central or easy areas for the
attackers.
i) We shouldn’t “close” the tactic structure of the defensive recovery; the
players have to adapt themselves to the moment. Each wave, pass and
decision in the fast break may lead to a different defensive situation.
j) Avoiding precipitated leave-taking for the 6 defensive metres, as the depth in
hindering the offensive decisions is an advantage for the success of the
defensive recovery
k) When the temporary defence is set up, it is crucial to be highly concentrated
on the attackers and focused on the communication, so that we can decrease
the possibilities of scoring in the final wave of fast break.
Página 20 de 21
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apresentada à Faculdade de Desporto da Universidade do Porto, Porto.
Coelho, C. (2003). A defesa no Andebol - Um Estudo de caso com a Equipas do
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Ensino dos jogos desportivos Colectivos (1998). Centro de Estudos dos Jogos
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sequencial. Porto: D. Ferreira. Dissertação de Mestrado apresentada à Faculdade de
Desporto da Universidade do Porto.
Lima, J. (2008). Análise do Jogo em Andebol. Estudo do processo defensivo da
equipa da Espanha no Campeonato do Mundo de 2006. Porto: Dissertação de Mestrado
apresentada à Faculdade de Desporto da Universidade do Porto.
Prudente, J.(2006). Análise da Performance Táctico - Técnica no Andebol de
Alto Nível Funchal: Universidade Da Madeira. Dissertação de Doutoramento
apresentada à Faculdade da Madeira.
Román, J. (1997) Concepto de repliegue defensivo (Balance defensivo: 1ª fase
de la defensa). En VI Jornadas para Entrenadores de Balonmano.
Silva, J.A (2000a). A importância dos indicadores de jogo na discriminação
vitoria e derrota em Andebol. Porto: J. A. Silva. Provas de Aptidão e Competência
Cientifica apresentada à Faculdade de Desporto da Universidade do Porto.
Silva, J. (2008). Modelação Táctica do Processo Ofensivo em Andebol - Estudo
de situações de igualdade numérica 7 vs 7, com recurso a Análise Sequencial
Dissertação de Doutoramento apresentado à Faculdade de Desporto da Universidade do
Porto, Porto.
Sousa, R. (2000). Modelação do processo defensivo em Andebol: estudo em
equipas de alto rendimentos seniores Masculinos. Porto: R. Sousa. Dissertação de
Mestrado apresentada à Faculdade de Ciências do Desporto e de Educação Física da
Página 21 de 21
Complex Tactical
Procedures
Relationship between the 1st and the 2nd offensive lines
Paulo Jorge de Moura Pereira
Portugal Handball Federation

June 2016
Summary
This study aims to identify and describe a set of complex tactical procedures (CTP)
involving players from the first (Center back, left and right back) and second offensive
lines (Pivot and Wings) simultaneously or sequentially. As a complementary objective,
the set of basic skills performed by wings and pivots in this relationship will be
described. Three forms of cooperation are considered: among the first offensive line
players (back line) and the pivot between players of the first offensive line and the
wings and finally CTPs involving players from the first offensive line with the pivot and
wing. A sample of thirteen games was used: twelve for the final stages of the male and
female Champions League (season 2015/16) and one men's national teams game
(Golden League 2015) between France and Denmark. This study suggests that there is a
high variety of CTPs involving players of both offensive lines; There is a similar base of
tactical means used by most teams observed; The variants of the CTPs applied by the
teams observed suggests that they are planned according to the characteristics (strengths
and weaknesses) of its players.
Keywords: Procedures, Tactics, Back line, Wing, Pivot
2
Table of contents
Summary 2
Keywords 2
Introduction 4
Development 5
Relationship between the back line and the pivot 6
Relationship between the back line and the wings 10
Relationship between the back line, the pivot and the wings 12
Final considerations 15
Summary of basic skills of the pivot and wing players 18
List of observed games 18
References 19
3
Introduction
As Juan Antón states, offensive tactical means are divided into 4 groups: elementary,
simple, basic and complex (Antón, J. 1998).The complex tactical procedures are the top
hierarchical entity within the tactical means. Its development appeals to all tactical,
elementary, simple and basic means and its effectiveness depends on the ability of the
chain with each other. The basic tactical means refers to the numerical superiority
situations of eased resolution. The simple tactical means are related to the movement of
the ball and the players and finally the basic means are offensive collaboration
structures that are used in the game being examples the give and go, the successive
breakthrough, crossing with and without ball, and, at last the curtains blocks and screens
as forms of opponent obstruction.
This work aims to observe complex tactical procedures used today by high-level
competitive teams involving players from the first and second offensive lines running in
sequence or simultaneously as the time of participation of each of the players
Although it would be interesting data, this study does not intend to make a statistical
analysis of the occurrences but only a description of the tactical procedures used by the
different teams.
F.C.Barcelona, THW Kiel, MOL-Pick Szeged, MVM Vezprém, HC Vardar, SG
Flensburg-Handewitt, KS Vive Tauron Kielce, HC Zagreb, Paris Saint-Germain, France
and Denmark were the observed teams belonging to the men's competition. Buducnost,
Baia Mare, HC Vardar, Larvik and Györi Audi ETO KC were the observed female
teams.
This study presents only the identified tactical procedures in equal situations (7X7). All
offensive sequences in numerical asymmetry and transition phase were excluded.
Continuity actions taken by the teams immediately after the complex tactical procedure
will also not be referenced except for some exceptional cases of interest to the study.
4
Development
When we observe a high-level handball game, we can easily identify tactical procedures
almost exclusive of the back line in which the intervention of the pivot or the wing is
merely incidental to fix defenders. It is common the creation of conditions to expose a
defender to a duel preceded by the enlargement of a space by another player of the back
line as shown in Figure 1. From the initial duel may result relations ships provoked by
the feint player, especially with players that are in contiguous places. As can be seen in
figure 2, the left back must interpret what is the best solution: crossing with the Center
back (CB) or breakthrough between the exterior defenders of the 6:0 system.
In the previous example we have seen that the participation of the wings and the pivot is
only circumstantial insofar as they have no direct intervention in the action. Their
participation may subsequently happen in continuity situations resulting from the initial
action (1x1 / 2x2). In this context, defenders behaviour and the ability to read the
situational context by the attackers will set decision-making to a greater or lesser
effectiveness.
It is above all advisable to clarify an important point regarding the terminology that will
be used to denote offensive play spaces (figures 3 and 4).
5
Taking into consideration the figures 3 and 4, if we consider, for instance, the
movement of one wing (W), (W), it is important to differentiate between an external
circulation (out of 9m) or internal (near the 6m line). On the other hand, if we refer to a
pivot (PV) movement to the outside, we mean that the pivot moves away from the
vertical midline moving to external areas of the field.
We will then turn our attention to the purpose of this study: complex tactical
procedures (CTP) of relationship
relationship between players of the back line and wings or pivots.
Relationship between the back line and the pivot
A clear example of relationship between the backline players and the pivot (PV) is
shown in figures 5 and 6, being a CTP often used by the female team of Buducnost. We
cannot say if it arises from the free decision of PV to explore a useful space resulting
from a inside displacement or if the action is previously established to generate a duel
between the Center back player (CB) and the midright defender as shown in Figure 6.
This study does not aims to realise whether the observed actions are associated with
free/open game, directed or prefabricated, the latter becoming less used except in
special situations (Salas J. 2002). Accordingly, being always possible to perceive what
ideas support each model of game, we will try to focus only on the "phenotype" of the
team, namely, in what is observable only by enjoying the actions without pretending to
go further. The actions presented in figures 7 and 8 have the same tactical intention of
the actions described above. In Figure 7, when the ball arrives at the center back (CB),
the PV's change of position to the outside generates a clear 1x1 duel between CB and
the middle center defender. In the second
second case, the initial changing position (CB/RB)
associated with the strong attack of the LB with the PV’s change of position to the
interior, creates good conditions for a shot of the RB Katarina Bulatovic. This is a clear
example of tactical actions planned to explore individual characteristics, since this
player has a notable quality as a shooter.
6
In the CTP presented in figure 7, the PV’s change of position takes place
simultaneously with the beginning of the 1x1 duel. In the next case, the PV's change
takes place only after CB/RB changing position (and simultaneously with the strong
attack on the left back (LB). The fulfilment of the premises time (when) and mode
(how) will determine the actions effectiveness in what regards the achievement of useful
areas of shooting. Still associated with the same goal and as what happens in action 3
used by Buducnost, we can observe an action of the HC Vardar male team in which the
center back changes the offensive system in the opposite direction of the pivot
displacement (Fig.9). Simultaneously, the right back (RB) attacks the interior to explore
the space previously vacated by the pivot. The SG Flensburg pivot moves to the outside
(Fig. 10) at the same time that the LB at the middle extends spaces to provide a duel of
the CB against the 5:1 system defender of the KS VT Kielce.
7
Figures 11 and 12 (men's France national team)
team) feature a cross between the PV and the
CB (who changes position with the LB after the crossing) followed by a PV change of
position from outside to inside, at the same time there is a return ball led by the RB and
CB (previously LB).This tactic movement is used by the most of the teams followed by
a high number of variants. The most usual continuity aims to create spaces for 1x1
duels as we will see below. In Figure 12 we can see the displacement of the PV to the
inside after passing to the RB in order to clear the zone by fixing defenders. As
mentioned previously, the CTP that can be seen in figure 11 is a procedure often used
by different teams. However the continuity is defined in terms of strategic issues and to
take advantage of the players characteristics.
As we can see below, with the same beginning shown in Figure 11, Vardar female team
presents another continuity variant (fig.13), in which the PV moves to the outside after
incorporating herself between the central defenders. Simultaneously, there is a return
ball between the RB and the LB that is in the middle after the changing position with
the CB (fig. 14). The examples described so far (from 1 to 4) imply a change of position
of the PV that supposedly aims to explore spaces of reception, fix defenders to generate
duels in less dense areas or clear zones to be explored by other players.
Fig.14 - PV outside movement after incorporating

Fig. 13 - CB/PV crossing + PV between the central defenders T
between the central defenders
8
The teams THW Kiel, KS VT Kielce, Györi Audi ETO KC and others, explore
frequently a 1x1 duel inside (4C) after the crossing between the CB and the PV, in this
case made by the LB that receives from the RB. Uros Zorman (KS VT Kielce) and
Domagoj Duvnjak (THW Kiel) are excellent feinting players often involved in this kind
of actions. The PV, after pass to the RB, incorporate himself (between 1-2 or 2-3 at the
right) away from the area where the duel takes place, fixing defenders to extend spaces
and at the same time looks for positional advantage for possible reception of the ball to
finish with shot. Another example of continuity after the crossing CB/PV is the
transformation of the attack system by the CB (4.6). This action used by THW Kiel,
allows them to explore their potent shooters (e.g., Christian Dissinger) who relate with
each other using start-ups without ball or wide crosses.
Fig.15 - LB 1X1 in the middle after CB/PV crossing Fig.16 - Offensive system changing after CB/PV crossing
The following example, used by teams like the KS VT Kilce, Pick Szeged, HC
Vardar and others like the Györi Audi ETO KC or MVM Vezprém, shows the same
beginning of a 2x2 relationship between the CB and the PV (fig. 17) against a 6:0
defence system which aims to find an immediate solution between the protagonists, or
the CB proceeds with one of the back players (crossing or break through). In this action,
the CB trajectory is crucial to achieve flatten defenders, thus allowing the left back (LB)
that crosses to move deeper and find a better shot position. After the crossing CB/LB,
the PV works to fix defenders or gain positional advantage to receive from the LB.
Figure 18 presents an identical action in what regards the concept, but now
initiated by the Back player. The CB, after crossing, continues in accordance with the
context (shot from back position, break though, pass to the PV) or seeks for relationship
with the wing. These CTPs are known and relatively old, however they are part of the
tactical procedures of most teams, whether to apply as an initial action or as a
continuation of other actions. The task of the pivot players is crucial to the effectiveness
of the relationship with the back line. In addition to the enormous importance of
knowing how to use the body and the feet to block defenders, is required to the pivot the
ability to devise the ideal time and the most effective way to block while looks for
clearing options to its own benefit.
9
In this context of relationship with the pivot, the back line players act simultaneously in
order to find the best shooting position or to generate danger with pass into other areas
that provide effective continuity.
Fig.17 - 2X2 in the middle + CB/LB crossing. Fig.18 - 2X2 duel + LB/CB crossing.
Relationship between the Back line and the Wings
As occurs with the observation of complex tactical procedures involving the Back line
and the Pivot, a description of some examples of relationships between the Back line
field players and one Wing or both will be presented below.
Figures 19 and 20 show different forms of collaboration. In the first action used by Paris
Saint Germain, the left Wing (LW) circulates externally, to receive the ball from the RB
in order to be able to carry out a duel in a large space against the middle defender of the
HC Zagreb's 3:2:1 system. The middle defender is exposed to increased difficulties in
view of the mobility and feint capacity of LW, Samuel Honrubia in this case.
10
The CTP presented in Figure 20 shows that the two Wings are involved
sequentially in this action with different purposes. The right Wing (RW) circulates
internally and return to his post during the CB/LB change of position. This action of the
RW intends to disperse the attention since the following action occurs on the opposite
side. The LW circulates to the inside in order to clear the exterior when the ball enters to
the LB, who decides according to the situational context
context (pass to the LW or CB who can
use the cleared exterior produced by the LW inside movement).
In the following examples the LW circulates after receiving the ball from the
LB. His trajectory is aimed at flattening defenders to facilitate
facilitate the CB shoot in the first
case or the RB shoot in the second.
Figures 23 and 24 represent, respectively, a wing internal circulation (11) with a

simultaneous change of position on the back line (CB/RB) and a transformation of
offensive system supported by the LW (12). In the first case the wing function is to
move out of the defenders' visual field to observe possibilities to receive and finish the
action with shoot at the same time he clears outside spaces. In the second example, the
LW supports the CB who then changes the offensive system. The ball quickly circulates
between the back players in order the RB has possibilities to assist the PV. The RB
moves to the inside before receiving from the LB to decrease the distance to the pivot
and favours the pass between them.
11
As in the previous action (11) the figure 25 presents the same type of CTP,
however the wing circulation occurs far from the change of position. Figure 26 shows a
similar CTP in relation to the wing action presented in figure 24. In this case, against
the 3:2:1 defence of THW Kiel, the wing is implicated to support the preparation of
the 1x1 duel in the large space of the LB against the middle defender. Regarding the
attack to a depth defence, in this case the 3:2:1 system of THW Kiel, we perceive a
greater involvement of wings either to support further actions that occur in the back
offensive line, or to circulate internally to clear space or to receive and finish with
shoot. Other frequently observed action in the strategic and tactical activity of the wings
is their involvement in 1x1 duels after external circulation.
Relationship between the back line, the pivot and the wings
So far were considered only collaboration actions between the back line players
and the pivot or between the back line and the wings. Now we proceed to the
description of some examples involving
involving the back offensive line players in relation with
the pivot and the wings in sequence or simultaneously. The Figures 27 and 28 show the
wing participation to support a subsequent action of CB/PV crossing. In the first case,
the wing proceeds with internal circulation (15).
12
In the example illustrated in figure 27 we can see that the RW circulate to the
interior after crossing with the RB at the same time that occurs the CB/PV crossing. The
wing delays the entry simulating that he will
will reposition himself after the crossing with
the RB to hide the intended tactic of circulating simultaneously with the CB/PV
crossing. As in action 15, figure 28 shows the LW intervention as support of the CB/PV
crossing. In this case, the LW repositions himself
himself without circulating to the interior.
Both cases have the essential purpose to generate spaces for (1x1) duels even though
there is an initial preparation for that. In the case of FC Barcelona, , they try to take
advantage of excellent feinters Raul Entrerrios and Daniel Sarmiento.
Figures 29 and 30 show different types of collaboration between the back line
and pivot and wings. In the first case (17), the LW of Baia Mare team supports a change
of position between the LB and the CB simultaneously with the change of the pivot
position who comes out from the middle defenders to the outside by integrating herself
between the midright and middle defenders of the 6:0 system of Buducnost. This action
provides a clear duel at the inside of the field between the LB and the middle defender.
The action 18, represented in figure 30 describes a collaborative action typically

applied against deeper defence systems. However, Baia Mare uses it against the 6:0
system of Buducnost, as well.
well. The pivot supports externally to attract defenders and free
spaces to be exploited by the RW who circulates to the inside in order to receive the ball
from the LB.
13
The figures 31 and 32 show an action also commonly used by the most observed
teams. It is a circulation of the wing to the opposite side to subsequently
subsequently explore a 2x2
duel played by the left back and the pivot. Strategically this action intends to explore the
difference of stature that usually exists between the outside defenders and the pivots.
There are differences regarding the implementation and continuity variants of this CTP.
As shown in Figure 31, the LW circulates when the ball travels from the CB to the LB.
Next, the LB will give corresponding continuity, playing the 2x2 duel in that area with
the pivot or chaining his action with other players, especially with the contiguous
Center back. In the following example (20), the ball is in the LB when the RW
circulates. In this case, the CB attacks strongly in countermovement in what respects the
clearing trajectory of the pivot that occupies the space on the back of the middle
defender. The previous examples are two different ways of finalizing an action which
starts with the pivot between the outside and midright defenders associated with a wig
circulation. In turn, the action 21 applied by KS VT Kielce, aims to expand a space to
be occupied by the LB that subsequently will give the adequate continuity in terms of
the situational context.
Figure 34 shows an external circulation of the LW simultaneously with a change of

position of the pivot that moves to the outside. This joint action provides a 1x1 duel of
the LW against one of the middle defenders of the 6:0 system. After the duel, and in
continuity, the LW play as second pivot. The action 23 has a similar purpose varying
the effect area. In function of the defenders' behaviour, the CB as to decide if passes to
the LW or if starts a duel against the middle defender.
14
To complete the description of CTPs observed in this study, Figure 30 shows a type of
action often used by the Pick Szeged team. The LWLW supports a changing of position
between the LB and the CB. Then a return ball occurs in the pivot area creating a 2x2
duel in the middle of the field.
Final considerations
As we can see in table 1, focusing on pivots skills observation in the development of the
CTPs, we note that the PV action varies between a static game, close to the 6m line, and
a dynamic game. Basically, the static game aims to gain positional advantage to receive
and finish, fix defenders to decongesting other zones and to block defenders in order to
create useful spaces to be exploited by others. In the dynamic game we mainly observe
the intentionality of clear areas usually used for duels or to break through.
On the other hand, it appears that the wing has more skills today than in the past, in
which, in some cases, had to wait for the result obtained by the back players, only
participating to finish the action.
action. Although his main function continues to be finalizing
the actions from his post, other functions that were almost exclusive of the back players
are nowadays claimed to the wing, as well. The wing supports further actions as
changing positions in the back line, circulates externally to explore (1x1/2x2) duels in
different areas of the field, circulates internally to play as pivot, flatten defenders to help
the shooters or clears exterior zones.
The combination of tactical procedures involving the back
back line with wings and pivot,
linking competences of each specific post, generates an almost infinite possibilities
frame that makes our sport a nearly unique reality.
The 24 tactical actions described, carried out by the 16 observed teams are just some
examples of the 58 recorded. The actions were grouped by similarity in order to
characterize the performance of the players, especially the wings and pivots. Many of
creative behaviour of the players,
the actions constituted variants associated with the creative
15
being sometimes difficult to register, since they not repeat. This suggests, in a more or
less obvious manner, that the players, especially the most advanced, have possibilities to
find other solutions in addition to the previously planned.
There is a large variety of complex tactical procedures involving elements of both
offensive lines simultaneously or in sequence. A similar base of tactical procedures used
by the most teams observed that sometimes suggests that they play following similar
models. There are, however, variants of the TCPs that are planned on the basis of the
features (strengths and weaknesses) of its players.
The construction of the offensive game model by the teams’ technical staff is very
important and should take into account the particular characteristics of the own players
and the opponents (individual skills and basic or alternative defensive systems). If the
team wings don’t have special skills to feint, it won't be useful to plan tactics actions
involving external circulation of the wings to provoke duels against a middle defender
of a 5:1 system. On the other hand, if the team doesn’t have excellent back shooters,
will be little productive to design prior actions to flatten defenders in order to facilitate a
back line shoot, being necessary to search for other procedures that potentiate other
types of finalization, especially in break through.
The pivot type, in turn, shapes the way of how to play, promoting or not the outside
game according to his anthropometric characteristics. A fast and dynamic pivot can
explore clarified areas and provoke imbalances, releasing spaces. A slow burly and
heavy pivot will be more effective working in small spaces to obtain a positional
advantage to receive and shoot or to block defenders. The proper election of the tactical
procedures that are best suited to a particular team, usually decides the final result with
regard to the objectives to be achieved. The correct application in time and mode of the
planned actions and respective solutions of continuity, necessarily depends on prior
training of the details which will determine their effectiveness in game, such as:
trajectories, distances, times and forms of action. To achieve a tactical excellence
performance is necessary and mandatory a practice time sufficiently able to encode the
behaviour of players. It is up to the coach to order these behaviours in order to facilitate
the communication and the recognition of variable patterns of action depending on the
game context.
Implications for practice

Even though it was not part of this study, we can foresee some implications for training
associated with the application of the different complex tactical procedures previously
described. In a simplified way, a handball player nowadays should have high levels of
physical, technical, tactical and psychological qualities in order to meet effectively the
demands of a more and more faster and complex game. Although being among the most
important, the psychological factors will not be discussed due to the delimitations of
this study.
If we think about physical factors, the ability to change rhythms with constants
accelerations and decelerations (especially the back line players) implicating high
levels of lower limbs muscle power in order the start-ups are carried out in the shortest
time possible, even starting from static positions the most of the time. Non-linear
velocity (change of direction) and agility are required resources to recover the balance
after displacements and feints. Changing start-up positions with different body
16
alignments, in conjunction with other technical elements (dribble, feint, etc.) and more
or less complex decision making, should be part of the work to perform on a regular
basis. Also high levels of specific resistance are required to repeat these actions during
the game, especially in its final moments.
Given the high number of contacts resulting from the constant duels on the back line
and the work of the pivot with the defenders, high levels of maximum strength are
needed. With regard to specific displacements and now in a tactical and technical
perspective, it can be seen that many of the movements are made in proximity to the
defense and run parallel to the bottom line, in order to difficult exchanges and defensive
slidings.
On the other hand, the observation ability (effective use of the visual field) and speed in
decision making with diversity and in an adaptive way (relationship with teammates and
opponents) implies its exploration in practice, emerging the technique always in a
tactical solution context. The time and manner of execution of the various actions must
be the center of attention of coaches in search of the maximum effectiveness.
The various CTPs give rise to different forms of continuity solutions that involve the
planning of exercises that expose the players to the different possibilities generated by
the game. In addition to the solutions presented above, should be given to the player a
margin for creativity in order to enrich the set of possible answers. Thus, the game
becomes more unpredictable, which can be an advantage as far as the game principles
known by all team members are kept.
Segmental dissociation (arms/legs) is an ever-present requirement to enable and
facilitate the three dimensions game playing required to increase the possibilities of
communication between adjacent and distant game specific positions.
The sequence of technical elements such as the cycle of steps, the dribble and feints, is
often used to conquer spaces and helpful shooting positions. This sequence of technical
elements, allows a player to traverse more space by fixing different defenders and
increasing the possibilities of relationship and obtaining benefits for himself or for
others.
Taking into account the variability of the defensive systems in what regards the depth,
to the wing is requested to be able to play out of his specific post, on external
circulation to start (1x1/2x2) duels or internal to play as pivot. The today’s/modern
wing must possess skills to feint burlier defenders by taking advantage of his mobility.
As a pivot, should know how to gain positional advantage, but above all how to flatten
defenders and generate imbalances by returning to his post or displacements for cleared
spaces. Must be physically able to explore more closed shot angles and in contact with
the defenders at the time of the shot. The work at the "core" level is crucial to sustain
unbalanced actions that allow effective finalizations. This need is observed in all
specific posts, but especially for pivots and wings.
It would be interesting to produce other works associated with this topic, as for instance
a statistical analysis to verify which collaborative models are more effective for a given
defensive system or, on the other hand, to see if there are significant differences
between the male and female game models in what concerns the application of the
CTPs.
17
Complex tactical procedures (CTP)
Back line players +

Pivot Wing Pivot/Wing
Change of circulates circulates

Keep position Supports Combines
position externally internally
To receive the To win positional To receive and To continue further PV supports with
To clear zones advantage
1X1 /2X2 duels
finish with shot actions
ball wings circulation
and vice versa
To generate To receive de to disperse To flatten To shoot from his

To shoot
1X1/2X2 duels ball attention defenders post
Wings circulation
with duels
to teammates To support other To play as a pivot

breakthrough actions
To fix players in continuity
To clear spaces
Wings support with
duels
To block
Change of position
of the PV with
duels
Table 1 - Summary of basic skills of the pivot and wing players.
Observed games
Teams date Competition
Buducnost HCM Baia Mare 10.4.2016 CL
Larvik HC Vardar 10.4.2016 CL
Gyori Audi ETO KC FTC Cargo 9.4.2016 CL
Pick Szeged THW Kiel 20.3.2016 CL
THW Kiel Pick Szeged 23.3.2016 CL
KS Vive Kielce SG Flensburg Handewitt 27.4.2016 CL
THW Kiel Pick Szeged 23.3.2016 CL
HC Zagreb Paris S. Germain 23.4.2016 CL
HC Vardar MVM Vezprém 23.4.2016 CL
MVM Vezprém HC Vardar 30.4.2016 CL
THW Kiel FC Barcelona 24.4.2016 CL
FC Barcelona THW Kiel 30.4.2016 CL
França Dinamarca 10.1.2016 Golden League
Table 2 - List of observed games
18
References
- ANTÓN, J.(1993) Balonmano, metodología y alto rendimiento .Madrid. Gymnos

- ANTÓN, J.(1998) Balonmano: Táctica grupal ofensiva. Concepto, estructura y metodología.
Madrid. Gymnos
- ANTÓN, J.(2000) La importancia de los medios tácticos en la construcción del juego ofensivo
de alto nivel. I Congreso Nacional de Técnicos especialistas en Balonmano. Cáceres.
- Salas J. (2002) La concepción del juego libre, dirigido o prefabricado, en la estructuración del
juego de ataque en balonmano de alto nivel. Comunicaciones Técnicas Edita: Real Federación
Española de Balonmano.
19
GOAL KEEPER’S PREPERATION FOR A TOP LEVEL MATCH –
VIDEO ANALISIS, COOPERATION AND INDIVIDUAL TATICS
Pedro Miguel Pinto Vieira
Portugal
Índice
Substratc ........................................................................................................................... 3
Key words ......................................................................................................................... 3
Introdution ........................................................................................................................ 4
Metodologia ..................................................................... Erro! Marcador não definido.
Desenvolvimento ............................................................. Erro! Marcador não definido.
Preparação para o Jogo ............................................ Erro! Marcador não definido.
Regras de atuação .................................................. Erro! Marcador não definido.
Análise do Adversário ........................................... Erro! Marcador não definido.
Preparação Mental ................................................................................................. 9
Conclusões ...................................................................................................................... 10
Sugestões para o treino dos mais jovens ......................... Erro! Marcador não definido.
Bibliografia ...................................................................... Erro! Marcador não definido.
Substratc
The match preparation is very important to goal keeper have success in the competition.
In this work i’ll try to explain how i work with the goal keepers this moment.
I’ll talk about conduct rules, individual and group tactics and talk a little about mental
preparation and motivation.
In the end i’ll write some ideas to th young goalkeepers training.
Keywords
Handball; Goal Keeper; Match Preperation;
Introduction
The handball game has evolved to be faster and have more shots on goal.
As a result, we have a greater number of goals, but also more interventions by the keeper.
This change that has been observed requires that teams who want to succeed, have their
goalkeeper very well prepared to respond to a greater number of requests.
I remember when I played the goal keeper don’t have much attention with regard not only
to the specific training, but also the corrections and feedback and preparation for the
game.
Even then it was said, as today that: " A good goalkeeper is worth half team."
But if it is so important, why we don’t pay attention to the goalkeepers? I wondered.
There are numerous reasons for this to happen. But it's not what I want to talk.
I grew up as an athlete with this concern and when I became coach always devoted time
to training the keeper and the study on the subject.
I have no doubt that we are very short of required hours of specific training for we form
goalkeeper of excellence. As the orientation of the training itself has to change. I feel that
the work goes much by technical and physical aspects and little by tactical.
Moving ahead my concerns with the training, the objective is to reflect about my ideas of
how to prepare a goalkeeper for the game.
Methods
For this work I relied on a review of the literature and in my experience as a goalkeeper
coach.
Not having a lot of literature on the subject, I was gathering the concerns of various
authors about their ideas on what should be the goalkeeper training and extrapolating for
a possible preparation for the game.
That was how I was growing up my intervention with the Portuguese young goalkeepers
at the level of training and specific preparation for the game.
Development
You cannot talk about the preparation for the game without addressing the ideas that
sustain the work of the keeper.
The training planned and directed to the requirements that competition brings is the best
preparation that any athlete can have.
First you have to know that roles can unwind the goalkeeper in the game.
In my opinion it has three key roles, namely:
Last defender - This is your main role in the game. Prevent the ball entering the
goal ;
First attacker - with the game dynamics is important to have a goalkeeper who can
launch the counterattack, whether direct or supported, but also be prepared to promote
the fast throw off. (Technical and mental preparation)
First Defender - This is the least referenced role of the goalkeeper. He is the
player closest to the goal and must have an active role in deterrence and the intersection
of long passes. Even with the risk of contact and respective disqualification goalkeeper
should not miss this capability.
The keeper must also have a thorough knowledge of the game so you can make the best
decisions at important moments. Are decisions such as:
 Launch the supported or direct counterattack or not to launch and pause the
game:
 Knowing how to read the output of the first wave and could deter a pass;
 Be a support to colleagues of defense for its privileged view of the field, giving
important clues to his fellow defense.
It is important to reference the keeper so he can play their roles effectively in the game.
Preparing for the Game
First , I'd like to make it clear that training is the best preparation for the game.
It is the training that all necessary income capabilities are worked and developed.
If the goalkeeper has three roles in the game , they must be present in the training effective
and objective way .Eu divido a preparação para o jogo em 3 áreas:
 Rules of Conduct
 Video analysis
 Mental Preparation
Rules of Conduct
With all the dynamics of the game , the speed at which the situations succeed , the speed
of the shots and the increasing ability of finishers to modify / correct his shots is very
important that have pre-established rules to help the action of the goalkeeper.
These rules are no more than supports decision making.
Given the speed of the shots is critical foresight of the keeper . Without it difficult to
reach the ball in time.
The goalkeeper can not sit still waiting for the shot and react only off the ball , you must
observe, analyze and react .
If he do not will just guess the placement of the shot, and of course, this will lower the
effectiveness.
When we have pre-established rules that assist the reaction of the keeper to the received
stimulus, he is able to anticipate, or will have a clear sense of where will the shot go and
can start his reaction in time, but with greater assertiveness.
It is clear that even making a good observation and analysis is reacting out of time will
also not be effective. Or react too soon and the finishing corrects the shot, or react too late
and we have not reached the ball.
As a practical example of what I mentioned earlier, we have the following:
Collaboration with defense
Block is the group tactical mean king in this category. It is the most visible in the game.
To be effective it needs to be worked hard for the coordination of the blocker with the
goalkeeper is the best.
We have to work both simultaneously :
 the blocker must know , to fit with the strike arm , the time jump and direction of
the same and placement of arms . You can not allow the shot to his back .
 The goalkeeper has to read which side the ball will move the block and must be
in the block extension on that side. We can almost say , must be next to the blocker
despite being on a different plane.
This way is more facilitated the action of the goalkeeper because he can know sooner,
putting the shot and anticipate.
The block is not the only form of collaboration with the defense.
The condition of the shot areas, with more or less permissible in a certain area of the field
for the 1st line of shots is an interesting collaborative way.
Hellgren (2009) refers to the idea of mare and less effectiveness shot’s areas, to him there
are green areas where they can shoot and red where there may be shot.
These areas have directly to do with the angle of shooting and the goal area.
For this form of cooperation to be effective for the goalkeeper is very important that he
is well placed in the goal - being the closest to the ball - and focused - have the shoulders
parallel to the shooter.
Thus, with its size and without displacements the goalkeeper can defend the whole goal,
this increases the efficiency by increasing the time available to the defense.
Individual Tatics
If the technique is an important aspect, it is the visible act of tactics.
Espar (1998) cited by Sá (2009) states that the individual tactic is the intelligent use of
the technique , that is, at any given time using the appropriate technical gesture , chosen
within your gestural repertoire .
Given the short time to decide and react is very important to develop the individual tactics.
The tactical training form intelligent goalkeeper and helps the goalkeeper to defend
consciously. (Ramirez, 2013)
The tactical and tactical training is little mentioned in the literature and should be used in
specific training goalkeeper.
In the end the goalkeeper will always depend on your decision to succeed.
In preparation for the game this aspect should have particular importance and emphasis.
So we help the goalkeeper to walk your way to more success.
For example, in meetings prior to the game these aspects are always questioned the
keeper.
It is explained to them the importance of deciding on the basis of observation over
instinct.
must observe aspects as:
• Handedness:
• Trajectory;
• arm position;
• shot type;
• Action of defense;
By way of example the goalkeeper should know that 1st line of hip shots should fall
because the probability of the ball going down is very big.
Are little rules that help decision- keeper 's decision.
Feints, placement and displacement in goal ( shots to 6m)
The feints are an important weapon for the goalkeeper especially to shots from wings,
pivots and penetration
With them the goalkeeper can create doubt the shooter and get him to shoot where the
goalkeeper anticipated the shot.
For example move the goal, taking the finishing to make a hat and retreating to defend
the ball.
One that is common is to raise one leg with the opposite hand to defend the ball.
Simulate raising a leg and in the air, lift the opposite leg. Used to stop counterattack.
As regards placement, before, for example, wings shots, it is very effective to invite the
kicker to choose an area of the goal that the goalkeeper knows that is unprotected and can
anticipate, react at the right time , the shot.
As for displacements (Olsson, 2009) may also function as a means to cause the shot to
shot in certain areas. Before as for displacements (Olsson, 2009) may also function as a
means to cause the shot to shot in certain areas. Before a shot pivot or penetration, leaving
the beacon describing a half moon, opening the 1st post will invite the finishing the shoot
this space, reducing the chances the kicker is easier to anticipate and defend. a shot pivot
or penetration, leaving the beacon describing a half moon, opening the 1st post will invite
the finishing the shoot this space, reducing the chances the kicker is easier to anticipate
and defend.
Time
The time in which the actions take place is crucial to success, too soon the finishing
corrects the shot, too late the keeper does not reach the ball.
To exit the goal before a pivot shot, the goalkeeper must advance at the pass , not when
the pivot already made the rotation. In this way the keeper ensures more balance and
better prepare for defense. The same is true before a shot in penetration, get to where you
need to run a very close defense the moment the shot will not allow the keeper timely and
balanced posture intervention.
Opponent Analysis
The opponent analysis is a very important task in preparing for the game.
It can be done using the observation games and notes the actions of finishers and
placement of the shoots, live or watching the game run on the video. And it can be done
by observing sections of each player taking a register and memorizing.
Here the greatest care to have is the quality and quantity of information.
Much information is worse than none information, which can cause difficulties in
processing and storage of such information.
And if it is not chosen carefully can raise doubts in the game.
The way we operate in the preparation of the game through video analysis is : delivery of
complete games of opponents for observation, generally by the goalkeeper .
It serves more to take general knowledge of the opponent and go - acquainted with him .
Here goalkeepers are taking knowledge of who are the most dangerous players, to finish
off over that field areas like shot off.
The day before the game and after selected opponents to examine more specifically, are
them shown clips of various shots of opponents for them to stay with a more reliable
guide the behavior of finishers .
The maximum we work is that the video never overcomes the rules , because , for
example, before defensive systems different behaviors are different .
The idea here is to select the minimum amount of information with the most important
content.
It is also important to show the goalkeeper who the players are coming out faster to the
Counterattack , preparing it to deter , or opponents goalkeepers are more eager to launch
the counterattack
Mental Preparation
For me it is very important that the goalkeeper feel confident for the game.
One of the strategies I use is to use clips of own goalkeeper before success situations. The
idea is to give greater confidence to the keeper and up their self-esteem.
The questioning of the opponent is also a strategy used, it is an interesting dialogue and
that helps a mental visualization of the finishers range shooting preparing them for
competition.
Conclusions
We can therefore conclude that:
 The training is the best way to prepare for the competition;
 All training components must be provided;
 There should be rules of operation to allow better faster intervention by the
Goalkeeper;
 The tactics must be worked and trained specifically. For tactical training happen
the collaboration of fielders is required;
 The tactical training helps more aware keeper terms of its role;
 The goalkeeper has other roles besides defending shots, to intercept and deter long
passes and throw the counterattack or replacement after goal.
Suggestions for training of younger

 Knowing what we want goalkeepers apply in the game gives enormous guidelines
for the training of goalkeepers:
 Training with many stimuli that appeal to decision-making at the expense of
mechanical work;
 In training situations of competition must be provided;
 Create situations where the goalkeeper to succeed in its intervention in specific
training;
 Forcing the goalkeeper to think of all of the training times.
References
 Olsson. Mats: EHF perodical – Individualisation of Goalkeeper Training, Viena
(2003)
 Hellgren. Claes: 6º Congresso Técnico-Científico de Andebol, Lisboa (2009)
 Ramirez, Pedro: Workshop Handkeeper Project (2013)
 Ramirez, Pedro: entrenamiento táctico del portero de balonmano en la iniciación.
una propuesta de trabajo.
 Sá, Paulo: antecipação e tomada de decisão no guarda-redes de andebol:
contributos para atingir a excelência, Corunha (2009)
ANALYSIS OF QUICK ACTION AFTER
RECEIVING GOAL: “FAST THROW
OFF”.
DESCRIPTION OF THE METHODOLOGY
DEVELOPED IN ADEMAR LEON´S TRAINING
SESIONS AND TACTICS ACTIONS ANALYSIS OF
SOME CLUB IN ASOBAL LEAGUE.
RAFAEL GUIJOSA CASTILLO

SPAIN
Rafa Guijosa. Máster Coach 2016. Page 1

INDEX
1. SUMMARY……………………………………………………………………3
2. KEYWORDS………...………………………………………………………...3
3. INTRODUCTION..…………………………………………………………....3
4. METHOD..……………………………………………………………………..5
5. DEVELOPMENT………………………………………………………………9
5.1. Training Methodology Ademar León team,,,,,,…………………………....9
5.2. Tactic Development Ademar León..……………………………………...13
5.3. Descriptive Analysis of ASOBAL teams …….…………………………16
Example 1. F.C. Barcelona..……………………………………………16
Example 2. Naturhouse la Rioja..………………………………………18
6. DISCUSSION………………………………………………………………...19
7. CONCLUSIONS….…………………………………………………………..19
8. BIBLIOGRAPHY ……………………………………………………………20

1. SUMMARY
This tesis will reflect about how and why in high performance stocks fast throw off take
advantage after receiving a goal, how we tactically develop this phase in the main teams
of Asobal league in Spain, ADEMAR LEON, FC BARCELONA and NATURHOUSE
LA RIOJA and what kind of training methodology we used and develope in the
Ademar Leon to work this phase of the game
2. KEYWORDS
Fast throw off,1 Tactical Action, Phase Game, Methodology, Numerical Superiority.
3. INTRODUCTION
Handball is a sport whose game has been adapted to the different regulatory variables
that have been modified over the years, to become the indoor sport that may have more
dynamism in their game.
One cause of this increase in the intensity of the game came caused by the modification
of the rule in the throw off moment after receiving a goal that developed in the early
nineties. Previously, as happens in soccer and football, it could not take center after
being shot until all players on the team that had scored both had not returned to their
camp. This made the game stages remain perfectly defined-fold attack, defense-counter,
with a kind of halt or slowdown of the dynamics of the game when a goal is received.
The modification of the standard kickoff after the goal meant that the team had just
received a goal could take before the team players who had scored a goal were in the
field, it could get fast center and play numerical superiority if any player was
celebrating both or delayed in the defensive organization.
This regulatory amendment revolutionized the game gaining more dynamism, speed and
intensity throughout the match and was a change in the high significant competition, as
teams began to run, initially an anarchic way, for example with 2 or 3 players looking
surprised by speed but without any tactical control, to progressively create perfectly
trained, planned situations, and strategically used to try to dominate and determine the
pace of the game.
1
Phase is commonly called the action quick throw from center after receiving goal.

It is precisely in this section where I will guide this work focuses its approach on how
the most powerful teams in the Asobal League adapt to this feature of the regulation and
how the "fast throw off" is a phase of planned game and studied strategically to be more
competitive.
This phase of special game, you can train with related contents in the phase fast break
tasks, it has a strategic and tactical component which is explained in this study and on
which a specific training methodology is proposed as the one we used in the ADEMAR
LEON team.

4. METHOD
THE FAST THROW OFF LIKE A PHASE OF THE GAME.
Centering the main theme in the analysis of how the most powerful teams Asobal, use
the quick throw-off after receiving a goal, we will understand and explain this "phase"
as a special in the game and we will call "fast throw off"
Obviously the theoretical study of offensive team play in handball has its essence in the
analysis phase of the game, and these are the situations that are created cyclically in the
game and determining the ball (ATTACK), non-possession of ball and the need to
recover (DEFENSE), the attempt to score a goal before the opponent is organized
defensively (FAST BREAK), and the need to avoid the latter (RECOVERY). Goal is
scored when the regulation requires out of the center, and although as we discussed on
the modification of the rule can now get fast, but the fact of having to do the serve is a
slowdown in the tempo. Thus after achieving the goal must be teams who choose not to
play option "fast throw off", using the rules to slow down the game, making attack-
defense changes, rest or mark a rhythm game clearly marking what phases of play have
prepared, defense-contraatque if no goal-positional attack, defense-attack if received
goal, etc.
What is clear is that the "fast throw off" is a phase that can be used because it allows the
regulation, and that while some teams do not use it except in isolated situations, other
teams work, train and use it as a decisive stage for more competitive.
In the High Level Competition is becoming increasingly common, especially in the

opening minutes of each half print speed at this stage and try to surprise the opponent
before organized. They get the strongest teams dominate the pace of the game, because,
knowing their physical superiority and breadth of bench, opting to force this stage of the
game to give no respite to theoretically inferior team.
On the contrary, training and use of equipment at lower "fast throw off" priori implies
the possibility of being more competitive against teams potential. The initial approach
seems logical: "If I get shot easily because the defense is not able to stop attacking play,
but quick goal is achieved before organized, the party will be more balanced."
In the most modern handball, especially in high performance, it is increasingly common

to see how the best teams not only seek to exploit this phase of the game a surprise and
searching intensity, if not raised different tactical actions, perfectly designed and
prepared for the peculiarities that will occur in these situations with defensive systems
form and even if situations of numerical superiority.

The teams proposed in his party plan to take advantage situations "fast throw off"
produce different strategies in such situations based on several factors relating to the
analysis of the rival and the team itself intended to tune in developing actions and
ensure success Finally, as described in the following table:
ANALYSIS OF RIVAL OWN ANALYSIS
Where is the substitution area ?. defensive disposition
Player / change is made attack- defense. No attack-defense make changes.
Defensive area where the attack-defense Players change attack-defense.

change occurs.
Action attacking zone.
More vulnerable defensively.
weaker defensive player tactical move to make.
The fact seek the surprise and anticipation before the rival defense system is organized,
forced to develop their own content phase in fast break game, where the transportation
of the ball, solving situations in wide spaces, finding situations numerical superiority
and all executed at maximum speed, among other elements individual tactical quality
provide a framework of methodological development with a multitude of variables.
On the other hand, the need to regulate marks that have to make the throw off treading
the line of center field and waiting for the referee's signal determines a crucial to the
success or not of Contragol appearance.
A common mistake in the player taking tread the line is not good and / or remove before
pite the referee, the second lost in rerunning well the serve is to lose the game "fast
throw off" option. In the same way the pass to the player who takes normally sent by the
goalkeeper, must be correct because if not, in the same way is lost while the action
impossible. Determine what will draw defensive player, and who is the first player to
receive, it which player will start the "fast throw off" is key to the further development
of the tactical action element.

In the development of "fast throw off"establish three distinct phases, ranging us mark
the contents of training, tactical procedures that we use and appropriate tactical and
strategic solutions, as described in the following table:
INITIAL PHASE DEVELOPMENT ENDING

Defensive organization. How the next action starts Area in which seeks to end:
to throw off ?: - Same starting area
- With changes defense- - Barrette - Different area to start
attack. - Player boat On which player will work:
- Unchanged attack defense - Specialist attack that has
What use tactical move. not change.
Making the throw off - Player weaker defender
correctly. Defending what tactical
action is generated. final action of the game:
Determine which player - Clear Status Release
will take and who gets the - - Stop the game and
first pass move on to Phase
Attack game.
Goalkeeper pass.
INITIAL PHASE: should be developed in a few seconds and it is imperative that

everything works perfectly, it will not fail to seize the opportunity "fast throw off". The
first factor is that we must be clear in our own defensive disposition and clearly define
whether there will be changes attack-defense at this stage or wait for the end of the
phase of "fast throw off". The first pass generally the goalkeeper, must be precise and
fast, and perfectly complete synchronization of the action in the shortest possible time
should be clear which player will receive the first pass to score, and that will be
responsible for the throw off perfectly executed to avoid wasting time, if the referee
ordered repeat "fast throw off" remove the effect will be canceled.
DEVELOPMENT: This phase begins at the moment when the referee signals the "fast
throw off", and quickly we must determine after that first pass and will develop action if
there is a second pass connection to the tactical action or if the player receives the pass
after the kick start tactical action by moving boat; clarify this aspect to avoid errors can
be definitive for the ultimate success of fast throw off. The tactical action to be
performed, the selected "play" must be perfectly designed taking into account the
mechanization of shares, the area where the action is initiated, if the area of possible
change attack-defense or not, the player or players on that it wants to attack sequence
and continuity of action or variables can be applied.
ENDING: Once the action and detecting which area seeks end, either in the area of
onset of action or another, and after exhausting all options zones and players where we
seek the end, we must also determine how STRATEGIC if the action is not finished
with clear release if for action and passed to another stage perfectly defined game,
making the changes attack-defense if they have and trying to prevent the opponent to

make them, or, if they do not have changes attack and defense, to continue the action by
linking directly attacking play.
As you can understand, this sequence in three fast throw off phases must be done
quickly and safely, and that requires a methodology adequate training in the domain of
proprietary content of fast break phase in dominated game situations in open spaces,
with spaces and moving large and generally in situations of numerical superiority.
Therefore for successful fast throw off parallel with the strategic peculiarities that we
have described above players able to master the game in situations fast break game are
required, highlighting tasks proposed in the training methodology and content
development on the pass, uncheck without the ball and situations of numerical
superiority.

5. DEVELOPMENT.
5.1. METHODOLOGY OF TRAINING CONDUCTED INADEMAR LEON.
PROPOSED METHODOLOGY FOR THE TREATMENT OF SITUATIONS IN

NUMERICAL SUPERIORITY.
As we have been discussing, the fast throw off phase has different conditions that make
it special, the time of throw off, regulation, finding surprise before the rival defense is
organized, speed, etc, and in this process there a strategic component that generates
many situations in numerical superiority at the start of the serve by providing ample
space to solve and / or times of continuity and completion of the tactical action where
usually situations of numerical superiority unexpectedly found and reduction space and
usually with very little time to resolve. Mastery of these three sections relating to space
and time to go fix us mark methodological work patterns:
• The ability to create situations of numerical superiority

NUMERICAL
with quick throw
SUPERIORITY
• Ability to solve situations of numerical superiority with SITUATIONS
open spaces.
• Ability to solve situations of numerical superiority in

confined spaces.
• Ability to solve in the shortest time possible.

The methodology should always be evolving from simple to more complex situations.
Start with larger spaces tasks and more time to solve situations of numerical superiority.
Proposal tasks where these situations apply under fast break and then gradually adapt to
the peculiarities metoldología of fast throw off phase.
SPECIFIC
DESCRIPTION SCHEMES
INFORMATION
Exercise
focused on
solving fast
break 2x1
situations.

As you can see we use tasks fast break situations in training methodology for command
and control situations of numerical superiority by the standards of resolution more or
less space in the shortest possible time, and following a methodological process of
progression from the most general to the most specific we modify the tasks introducing
more difficulty and guiding the work to phase fast throw off as we are interested in,
such as shown in the following diagram task work developed as a relay where we look
for the solution situations of numerical superiority in the beginning, middle and end of
the counterattack. For them work with two fjios defenders (red bib) at the start of the
counterattack and two defenders working the final stage is organized:
SPECIFIC
DESCRIPTION SCHEMES
INFORMATION
Exercise focused Resolve
on solving situations of
situations 3X2 numerical
situations start superiority 3x2 in
and ending the different spaces.
fast break. Knowing defend
inferiority and
willingness to
fast break.
Such exercises the offer within a programming framework training loads where we look
for the general treatment of situations in numerical superiority under fast break for the
player knows resolve them intuitively, without stopping or slowing down the game for
that. Progressively tasks are difficult and getting closer to real game situations. In this
idea of progression, when we want to influence the time of fast throw off Phase, what
we do is a variant of this same exercise but put a player-pin fixed in the center after
taking the past from the goalkeeper.
SPECIFIC
DESCRIPTION SCHEMES
INFORMATION
Exercise As a variant of
focused on the previous
solving year, we focus
situations 3X2 on the
situations start methodology for
and end the fast throw off
fast throw off occurs in actions
4 (pass the
goalkeeper) and
5 (throw off
time).

Moving towards strategy and tactical action, where we will try to prevent the opposing
defense is organized, but there will be many spaces, methodological training work we
will guide sequentially from the defense, working situations start fast throw off, and
structuring situations of numerical superiority or numerical equality in a line of tactical
work, first analytically with game actions group tactics to end linking the entire
sequence as systematic collective game, as described in the following schemes:
SPECIFIC
DESCRIPTION SCHEMES
INFORMATION
Exercise focused on We work
solving situations in simultaneously two
situations 3X2 end (red phases of play, attack
players) 3x2 (red), defense
With fast throw off (blue inferiority (blue).
defenders players).
A fixed player to pass in
midfield.
With this model of exercise developed two jobs simultaneously to master situations of
numerical superiority that we will meet at the end of the fast throw off phase, and on the
other defensive dynamics in real game situations to motivate the defensive attention and
predisposition to fast throw off whenever goal. You use a fixed player which is ranked
at throw off for the development fast throw off phase, as explained in the following
scheme:
SPECIFIC
DESCRIPTION SCHEMES
INFORMATION
Exercise focused on Continued from
solving situations in previous sequence in
situations 3X2 end (red the aftermath of the
players) launch to occur in
With fast throw off (blue Action 3 times.
defenders players). Key moment action 1
A fixed pin in midfield. wherein the
goalkeeper passes
the fixed player, and
action 2 wherein the
first pass is given to
the left wind.
In the development of this type of exercise when adapted for fast throw off and work
from the back tactical action used as a resource the fixed pin to work analytically each
phase and get performance to how to execute the final action seeking a tactical move
clearly defined phases START (kickoff time), CONTINUITY (first pass and
development of tactical movement), and ENDING (effect of tactical action or
continuity).

In this case we develop starting with any of our ends receiving the first pass in the
startup phase to give create a problem of changes opponent in the startup phase and thus
try to create situations of numerical superiority, as explained in the following scheme:
SPECIFIC
DESCRIPTION SCHEMES
INFORMATION
Exercise focused on After the throw off
solving situations in made the left wind
situations completion initiates the action in
3X2 with fast throw off. the opposite area to
its specific position
trying to create
situations of
numerical superiority
(Action 3). For this
the fix player in first
pass (pivot attacker)
accompanies the
action on the
opposite side of the
end.
Once analyzed and explained the training methodology we used in the Abanca Ademar
León for the fast throw off phase and how we target these contents of work for the
treatment of stage fast throw off l, from a methodological point of view is important to
appreciate how we develop tactically fast throw off l action and how to apply all the
work methodology at this stage as explained in the next section of the tactical
development in the Abanca Ademar Leon.

5.2. TACTICAL ACTION DEVELOPMENT FAST THROW OFF IN ADEMAR
LEON.
Defensive arrangement is generally a system 6: 0 and usually try to be no attack-defense

changes, even if we have to resort to this resource will always develop in the area
closest to the exchange zone so that the action is slow and generally we use the resource
we have seen in training methodology where you pivot E is the one who hits the ball on
our left end F as shown in the following diagram:
In our team defensive ends are specialists in 2 or 7 in 6: 0, and usually do not have the
playmaker in defense, but 3 and 4 are left back player in offensive game, Leo Santos,
Aguirrezabalaga and Juanjo Fernández. These three players are good defenders and
perfectly mastered all kinds of related fast break contens as we have seen in the part of
training methodology tasks therefore are three players who have the ability to play in
open spaces and maximum speed with a certain reliability and quality Tactical . As for
C, this being left back player, if we change the longer we do defend at 6, making change
attack-defense if the change is next area. If we do not change lefty attack defense and
this action we do with D instead of the left side F.

As we have seen in training tasks, tactical development of action we do with F receiving
the first pass in throw off after the goal, and attacking towards the area C to cause
situations of numerical superiority, while E moves to the area A-B, and trying to
discount 7:
This first action of attack C is the key because from there we will see that mismatch
may have been on the defensive, if so, how we continue the action. If you have not
finished in the zone C, in this continuity back to try to create a situation of numerical
superiority in the area of A-B-E, among others, seek out situations crossing A-B or
exchange between the two:
As we noted above, A and B are both good players advocates and specialists on the left
side in attack positions (left back players), therefore we offer good solutions to end
these actions release or generate much attention to defense. In this case, due to the
continuity created after the model proposed by the situation in numerical superiority
caused by the action of F and intention to discount the defender 7 action A-B
imbalance, what we get we are working constantly on 4, is who is going to offer us
where we can or should complete the action in what place we have managed to have
better numerical superiority. With the crossing or exchange of A-B we can finish in that
area, either with pitch or connected with E, or last option to return the game to the area
C to try to end around that area, as shown in the following diagram:

If after all this procedure tactical actions we have not found any clear chance to finish,
stop action, reorganized positions, make the changes attack-defense if any and started
POSICIONAL PHASE ATTACK.

5.3. DESCRIPTIVE ANALYSIS OF ACTIONS OF CONTROL EQUIPMENT
ASOBAL LEAGUE: Example 1: MODEL FC. BARCELONA.
The defense available in System 6: 0 usually with Viran Morros in position 4 in the
defense making change attack defense left side, with the central, usually Raul Entrerrios
in the second defender, being the pivot (defender 5) who hits the ball Entrerríos center
and who receives the first pass.
After receiving the first pass, the central, B, looking quickly connect with the pivot, E,
2x2 central work.
Simultaneously with that time tactical start of 2x2 B-E, on the center of defense one of
the two wings (in this case the example is with left wing player, F) flows into the
opposing zone of their specific position, contrary side for the drive ball zone, to
transform the system 3: 3 with two pivots, while the ball is sent to the area to connect
with right back, C.

Giving option to have two upcoming C supports that allow you to launch if the defense
has not come out or move to E or F if left free.
And in a final phase if C decides to continue playing to B, occurs in the same action
around F to its original position at the left end creating doubt changes opponent
defenders allowing C-B to complete the action or throwing away or connecting with F
or E, if he has been unmarked.

Example 2: MODEL NATURHOUSE LA RIOJA
In arrangement generally defensive in 6: 0, but also act as a defensive variant in 5: 1,

without affecting the structure of fast throw off, since both systems, playmaker is in
position 2 in defense and the left wing is the defending 3 in 6: 0 or 7 in 5: 1. In this case
we will analyze the structure of fast throw off developed from its system 6: 0, with the
playmaker at 2 and left wing in 3, left back and pivot in 4 to 5. This defensive structure,
as used in the 5: 1, allows you face these situations fast throw off situationwithout
changes in attack-defense, being the pivot E which hits the ball on the central B.
The sequence starts from the moment of throw off quickly in the first action of B
bouncing always trying to surprise by speed 2x2 defense in connection with E.
Looking situations direct connection with E, or throwing or giving continuity to the

strength of B to connect with C, who approaches the work done by the 2x2 B-C and
from there decide to connect with E, make shoot or give continuity to A, which is who
usually ends the action with ease in the outer area between 6 and 7. Typically this player
is Carlos Molina, and many of the goals are achieved in this type of actions and
situations created spaces to extend taking advantage of the previous work of B-E-C and
the confusion created in the defense has not had time to organize for the quick action of
fast throw off.

6. DISCUSSION
From the point of view of the new trends that are marked in the High Performance
regarding the dynamics of the game, the pace of play, and control of the game phases, it
is proposed as discussion appoint or treated as a stage play especially when fast throw
off phase is done.
In another point of discussion can choose as an argument the constant use of this
resource, if always use the phase contragol to try to get faster and develop a well-
defined ?, or tactical action, it remains as a resource the teams will use depending on the
time ?.
Methodologically, if used frequently take this phase of play, is successful to perform

specific tasks on this action, or simply adapt tasks of fast break contents training ?.
7. CONCLUSIONS
In this study we have done a descriptive analysis of the actions of fast throw off in
Asobal equipment and training methodology that we use in the Abanca Ademar Leon.
In handball we are a relatively young sport, whose regulation is constantly adapting to
new tactical trends and the characteristics of the players. This means that in the high-
performance sports CONTROL THE PHASES OF THE GAME IS DECISIVE, and
one of them, such as the phase of contragol, for their special moment that requires the
regulatory throw off, the habit of the teams slow pace, or stop the game to control the
pace of game, make for attack-defense changes, preparing the attack phase, etc., can be
used to break the scheme "pause time" after the goal and try to surprise the opponent
with quick action to throw off and well-organized tactically, with actions perfectly
structures that avoid falling into anarchy own precipitation of the moment and looking
for a perfectly designed tactical intentionality.
The specific training of these actions, dominating the time of throw off, who takes and
receives the first pass, how the action of initiation, development and ending is
developing, is, as can be seen from work done by teams Asobal analyzed, several goals
a game where rival teams can dominate the fast way in fast break the effect of rival
attacks.
The author of this study understands, and so it works is done, the fast throw off action:
"It is a phase of the game that should be used strategically in all the matches, and
therefore must be perfectly worked in training".

8. BIBLIOGRAPHY.
 Mahlo, F. (1974). LÁcte Tactique Eu Jeu. Editions Vigot

 Antón García, J. L. (1990). Balonmano: Fundamentos y etapas del aprendizaje
Gymnos. Madrid.
 Antón García, J.L. (1994). Balonmano: Metodología y Alto Rendimiento.
Paidotribo. Barcelona.
 Alvaro, J; Dorado, A; González Badillo, JJ; González, J.L.; Navarro, F; Molina,
JJ; Sánchez, F. (1995). Modelo de Análisis de los Deportes Colectivos basado en
el rendimiento en competición. INFOCOES, nº0
 Ibañez, S J; Pino, J. (1997). Criterios para la elaboración de los sistemas de
juego en los deportes de equipo. RED, Tomo XI, nº3.
 Antón García, J.L. (1998). Balonmano: Táctica Grupal Ofensiva. Gymnos.
Madrid.

Analysis of the Attack in Numerical Superiority
in the Semifinals (1st/ 4th) of the Portuguese Senior National
Championship Play-offs - Women's 1st Division 2015/2016.
Raquel Cristina Cunha Soares da Silva
June 2016
Master Coach & Licensing Coach Course
I
Summary
The main goal of this work was to analyse the attack in numerical superiority
(NS) in the semifinal games (1st/4th) of the senior national championship play-offs of
the Portuguese women's 1st division, in the current season (2015/2016). The four
games of this phase were analysed and the number (no.) of exclusions by team; the
no. of attacks in NS situation; the attacking time in NS; the goals/results obtained by
in NS; the tactics used in NS. The teams which were analysed were Alavarium,
Colégio de Gaia, Colégio João de Barros and Madeira SAD.
It was not possible to claim, in this study, whether the higher or lower number of
exclusions determined the final winner/loser.
The offensive tactics which were observed the most in NS were crossing; fixing
the direct opponent and continue with successive progression (“decalage”); fast attack
and 2x2 situations left back or right back with the line player (pivot).
Keywords: Women's Handball; Exclusions; Numerical Superiorities (NS); Attack;

Tactical Situations.
II

Contents
Page
Summary ...................................................................................................... II
1. Introduction .................................................................................................. 5
2. Methodology ............................................................................................… 7
3. Main Body
3.1. Results and Discussion .......................................................................….. 8
3.1.1. Teams/observed games /results ……...................................................... 8
3.1.2. Exclusions with consequences of numerical inequalities ................….. 8
3.1.3. Attacks in numerical superiority (NS) ...........................................…… 9
3.1.4. Attacking time in numerical superiority (NS) ............................……... 10
3.1.5. Goals scored in numerical superiority (NS)..................................……. 11
3.1.6. Efficiency of the attack when in numerical superiority (NS) ………... 11
3.1.7. Analysis of the outcome of the attacks in numerical superiority (NS)... 12
3.1.8. Main offensive tactics observed in numerical superiority (NS)..…….……...
13
3.1.9. Attacks in numerical superiority (NS) – attacking time/offensive
system/ final score/place where the action was finalized……..…..…..…….. 14
4.Conclusions ................................................................................................... 16
5. Reference List ............................................................................…..……… 17

III

Contents -Tables
Page
Table no. 1 – Play-offs 1st/4th ................................................................................................... 8
Table no. 2 – Exclusions per team/game ............................................................................….. 8
Table no. 3 – Exclusions per team/game .................................................................................. 8
Table no. 4 – Total number of exclusions per team .................................................................. 9
Table no. 5 – Attacks in numerical superiority per team/game ................................................ 9
Table no. 6 – Total number of attacks per team in numerical superiority ................................ 9
Table no. 7 – Attacking time in numerical superiority per team/game .................................... 10
Table no. 8 – Attacking time in numerical superiority per team .............................................. 10
Table no. 9 – Average time of the attack in numerical superiority per team/game................... 10
Table no. 10 – Average time of the attack in numerical superiority per team .......................... 10
Table no. 11 – Goals scored in numerical superiority per team/game ..................................... 11
Table no. 12 – Total number of goals scored in numerical superiority per team ..................... 11
Table no. 13 – Efficiency of the attack in numerical superiority per team/game ..................... 11
Table no. 14 – Efficiency of the attack in numerical superiority per team ............................... 11
Table no. 15 – Result of the attacks in numerical superiority per team/games ........................ 12
Table no. 16 – Global result, in percentage, of the attacks in numerical superiority .............. 12
Table no. 17 – Percentage of goals in NS by team/game ........................................................ 13
Table no. 18 – Time summary of the attacks in numerical superiority per team ..................... 14
Contents - Graphs
Page
Graph no.1 – Total no. of exclusion/ no. of attacks in numerical superiority .......................... 9
Graph no.2 – Attacking time in numerical superiority per game/team................................ 10
IV

1- Introduction
The optimization of performance in handball goes by the larger knowledge of

the game, fundamentally, one of the factors that leads to a high performance, achieved
by observation and analysis of the competition (Prudente, 2006).
According to Garganta (2001), analysis of the performance of teams provides
the identification of important individual and collective variables, which allow the
approach of contents when training and as well verifying evolutionary trends in
different sports. Menezes et al. (2015) also refer that the identification of movement
patterns of the opponents allows the systematization of training in a way that the
situations have strategic and tactical demands similar to competition.
According to Gutiérrez et al. (2010), statistical analysis conducted by the EHF
(European Handball Federation), of all the championships organized by them, a
common denominator is present, their studies are based, mainly, on the determination
of the effectiveness of the shot. In former studies, the appreciation of the effectiveness
is based on the ratio of number of goals achieved and the shots that were made.
However, on those analysis the numerical inequalities are not reflected.
The International Handball Federation (IHF) also performs, during
competitions organized by them, statistical analysis of the performance of players and
teams, including results on the effectiveness of the shots made on different zones of
the field, as well as the number of assists and errors, after the competitions. (Menezes
et al, 2015)
Sierra-Guzmán et al. (2015) conducted a study about numerical inequalities in
Handball and, according with the developed research about the theme, they consider
that these situations do not receive the necessary attention. The referred researchers,
quoting Gutiérrez et al. (2010a), claim that statistical analysis conducted by several
International Federations do not differentiate between numerical inequality and
numerical equality situations. We agree with these authors, considering that in close
games, numerical inequality situations can be decisive in the final outcome.
Gutiérrez et al. (2010) carried out a study with the purpose of verifying the
influence of offensive actions in numerical inequality in the final outcome of the
game. The research was based on the analysis of 20 games of high level, played in the
European Championships in Sweden (2002) and Slovenia (2004) and the World
Championship in Portugal (2003). The results lead to the conclusion that, in these
games, numerical superiority did not determine the winner or the loser of the games.
However, Silva (1998), quoted by Prudente (2006), indicated the effectiveness
of the attack in numerical superiority as one of the indicators that revealed a
significant association with the final outcome, analysing the data from 1998 European
Championship.
In a previous study, it was found that in high-level teams the most used tactical
means in numerical superiority were successive penetrations and the movements/run-
ins to the second line to reach the position of second pivot. (Barbosa, 1999, quoted by
Prudent 2006)
5

In disciplinary regulations of Handball, the application of rules intended to

ensure the physical integrity of athletes leads to frequent numeral inequality
situations. The possibility of using a goalkeeper in the attack or replacing him by
another player while the team is attacking, contemplated in the regulations of
Handball, is also a rule which allows the exploration of an offensive numerical
superiority, even being both teams in numerical equality.
The importance of studying numerical inequalities increases if we take in

account that, for example, in the Men's European Championship 2010, the average
number of exclusion per game was 9 and in 2012 it was 7,5 per game (Pollany, 2012,
quoted by Sierra-Guzman et al. 2015).
Previously, Sequeira (1994) quoted by Maia (2009) performed a study about
disciplinary actions applied in the National Championship of the 1st Division 93/94,
being the average of yellow cards per team 2,39, temporary exclusions 3,876 and
disqualifications per game 0,13.
In a study performed by Sierra-Guzmán et al. (2015), the conclusions obtained
where that in the European Championships of 2012 and 2014 7 different tactical
situations where used in numerical superiority with 71% and 72% of effectiveness,
respectively. The most used situations were the movement of the centre back into the
second line to play as a second pivot and fixing the opponent through and individual
action, with the pivot placed in between the 2nd and 3rd defenders on the left side,
predominantly.
The mentioned author in the previous study, quoting Sanz, Gutiérrez Y
Martínez (2004), affirms that in an investigation preformed by them, it was found that
in the attacks with numerical superiority, in general, the shots taken with major
efficiency are the ones which were taken with a higher proximity to the goal, with less
opposition and from the wing players.
We checked the average of exclusions in the first phase of the Portuguese
National Championship - Women's 1st Division, of the season 2015/2016, played in
22 rounds, with 12 teams in competition, having it been recorded an average of 8
exclusion per game, being 10 the maximum of exclusions verified only in one team,
in one game.
It was our intention to verify the behaviour of the 4 best ranked teams in the 1st
phase of the championship mentioned in a numerical superiority situation, analysing
them in the semi-final games of the Play-off (1st/4th), because the teams are the same
ones who obtained the top four places of the 1st phase.
Thus, we seek to increase the knowledge about the offensive processes in
numerical superiority situations in the Portuguese Championship - Women's 1st
division, through the analysis of the behaviour of the above-mentioned teams.
6

2 – Methodology
The 4 games of the semi-finals of Women's Portuguese National

Championship 1st Division Play-off (1st/4th), of the current season, were observed. The
observation and analysis of the videos were performed by two observers, both coaches
and former players of the sport, one master in Sports Science and the other graduate in
Sports Management. Both are attending the Course “Master Coach & Licensing
Coach”, having one chosen to develop his work on numerical superiority and the
other on numerical inferiority, using the same groundwork.
An indirect observational methodology was used, using the videos placed by
the teams in competition in the platform “Videobserver” which is the responsibility of
the Portuguese Handball Federation and through cuts made with the tool “VO
Amateur (Vo Editor + Smartcoach)”.
An observation grid structured with the following parameters was elaborated:

a) Number of exclusion per team.
b) Number of attacks in numerical superiority situation.
c) Attacking time in numerical superiority.
d) Goals scored in numerical superiority/efficiency.
e) Outcome of the attacks in numerical superiority.
f) Tactical situations executed in numerical superiority.
The statistical procedures used were the average and the percentage.
7

3. Main Body
3.1. Presentation of the results/discussion
3.1.1. Teams/games observed/results

Game no. teams dates Local result
2500 Alavarium x Colégio de Gaia 30/04/16 Aveiro 29-25
2502 Colégio de Gaia x Alavarium 07/05/16 Gaia 23-30
2501 Colégio João de Barros x Madeira SAD 30/04/16 Meirinhas 27-28
2503 Madeira SAD x Colégio João de Barros 07/05/16 Funchal 24-18
Table no. 1 – Play-offs 1st/4th – semi-finals, best out of 3 games

After the analysis of table no.1, we verified that Alavarium and Madeira Sad
were the teams who won the two games played in this phase, thus qualifying for the
final phase of the National Championship - Women's 1st Division 2015/2016. In this
study, the 4 presented games were observed.
3.1.2. Exclusions with the consequence of numerical inequalities
Game no. 2500

Game no. 2502
Total round
Game no. 2501

no. of exclusions for Colégio João de Barros 0 (1)
no. of exclusions for Madeira SAD 3 (4)
Game no. 2503
Total round
no. of exclusions fo Colégio João de Barros 3
In the previous tables, we verified that the winning teams obtained, in total,
more exclusions than the teams who lost, counting 10 exclusion for Alavarium and 5
for Madeira Sad.
8

We emphasize that, relative to the game no 2501, by the analysis of the score
sheet, we found one exclusion for each of the teams which are not visible in the
analysed video. Therefore, they were not considered in this study.
In table no.4, we observed the total number of exclusion per team in this study.
In this Play-off, the average of exclusions per game was 5,3 (not considering the 2
exclusions not observed in the video of game no.2501 and which are present in the
official score sheet). This average is lower than the one verified in all games of the 1st
phase of the same championship, which was 8.
1st Alavarium 10
2nd Madeira SAD 5 (1)
3rd Colégio João Barros 3 (1)
Total of exclusions 21 (2)
Table no. 4 – Total number of exclusions per team
3.1.3. Attacks in numerical superiority (NS)

Game no. team no. attacks
2503 Madeira SAD 6
2500 Alavarium 5
2502 Alavarium 3
Total no. of attacks in NS 56
Table no. 5 – Attacks in numerical superiority per team/game
position team no. attacks

1st Colégio de gaia 32
2nd Colégio João de Barros 10
3rd Alavarium 8
4th Madeira SAD 6
Total no. of attacks in NS 56
Table no. 6 – Total number of attacks per team in numerical superiority
40
30
20 total no. of exclusion
10
0 no. of attacks in
Colégio de Madeira Alavarium Colégio numerical superiority
Gaia SAD João de
Barros
Graph no.1 – Total no. of exclusion/ no. of attacks in numerical superiority
9

By the analysis of tables no.5 and 6 and graph no.1, we verified that Colégio
de Gaia performed the greater number of attack in numerical superiority, which seams
to us normal, because their opponent obtained the greater number of exclusions. The
opposite happened with Colégio João de Barros which, although they have a lower
number of exclusions than their opponent, Madeira Sad, was able to obtain a greater
number of attacks in numerical superiority.
3.1.4. Attacking time in numerical superiority (NS)

Game no. team seconds min., sec.
total 1006 16 min., 46 sec.
Table no. 7 – Attacking time in numerical superiority per team/game
position team seconds min., sec.
1st Colégio de Gaia 512 8 min. e 32 sec.
2nd Madeira SAD 177 2 min. e 57 sec.
3rd Alavarium 161 2 min. e 41 sec.
4th Colégio João de Barros 156 2 min. e 36 sec.
total 1006 16 min. e 46 sec.
Table no. 8 – Attacking time in numerical superiority per team
Attacking time in numerical superiority (min.)
Colégio de Gaia
Madeira SAD
Alavarium
Colégio João de Barros

Graph no.2 – Attacking time in numerical superiority per game/team
Game no. team seconds position team seconds

2500 Alavarium 15,6 1st Madeira SAD 29,5
2500 Colégio de Gaia 16,3 2nd Alavarium 20,1
2502 Colégio de Gaia 15,5 3rd Colégio de Gaia 16,0
2502 Alavarium 27,7 4th Colégio João de Barros 15,6
2501 Colégio João de Barros 20,8 média total 18,0
2503 Madeira SAD 29,5 Table no. 10 – Average time of the attack in
2503 Colégio João de Barros 12,7 numerical superiority per team
média total 18,0
Table no. 9 – Average time of the attack in numerical
superiority per team/game
10

Analysing the previous tables and graph, we verified that Colégio de Gaia was
able to obtain the greater attacking time in numerical superiority (8 minutes and 32
seconds), having the remaining teams very balanced times in this aspect, not reaching
3 minutes. However, the average time per attack in NS was superior for Madeira Sad
and Alavarium, teams which qualified for the Final Phase.
3.1.5. Goals scored in numerical superiority (NS)

Game team goals
no.
2500 Alavarium 2 position team goals
2500 Colégio de Gaia 4 1
st
Colégio de Gaia 9
2502 Colégio de Gaia 5 2nd Madeira SAD 5
2502 Alavarium 0 3rd Colégio João de Barros 4
2501 Colégio João de Barros 2 4th Alavarium 2
2503 Madeira SAD 5 total 20
2503 Colégio João de Barros 2 Table no. 12 – Total number of goals scored in
total 2 numerical superiority per team
Table no. 11 – Goals scored in numerical superiority
per team/game
We found that the team that was longer in numerical superiority, Colégio de
Gaia, was the one which scored more goals in NS. Alavarium which obtained the
highest number of exclusion, not being the team with the lowest attacking time in
numerical superiority, was the one which scored the lowest number of goals in this
situation. The teams referred above were direct opponents in this Play-off, not having
a direct ratio between the number of goals in numerical supiriority and the situation of
winner of the round, because it was Alavarium who won both games and qualified for
the final.
Looking at the other two teams in direct competition, we verified that Madeira
Sad presented, in relation to his direct opponent (Colégio João de Barros), more
exclusion, higher attacking time in numerical superiority and scored a goal more in
that time. The team which qualified for the final was Madeira Sad.
3.1.6. Eficácia do ataque em superioridade numérica (SN)
Game team no. no. efficiency position team no. no. efficiency
no. goals attacks goals attacks
2500 Alavarium 2 5 40% 1º Madeira SAD 5 6 83%

2500 Colégio de Gaia 4 19 21% 2º Colégio João de 4 10 40%
Barros
3.º Colégio de Gaia 9 32 28%
2502 Alavarium 0 3 0%
4º Alavarium 2 8 25%
2501 Colégio João de 2 4 50%
total 20 56 36%
Barros
2503 Madeira SAD 5 6 83% Table no. 14 – Efficiency of attack in numerical superiority
2503 Colégio João de 2 6 33%
per team
Barros
total 20 56 36%
Table no. 13 – Efficiency of attack in numerical
superiority per team/game
11

In table no.13, we don't show the effectiveness of Madeira Sad in game no.
2501, because the only exclusion of their opponent, according with the official score
sheet, was not contemplated in the observed video for this analysis, as well as one of
the exclusions of Madeira Sad (circumstance already mentioned previously).
When analysing table no.14, we verified that the teams which obtained the
highest and lowest efficiency in numerical superiority situations were the teams which
qualified for the final phase, without it being possible to affirm that this situation
determined the winner/ loser, as it had already happened in other performed studies
(Gutiérrez et al.2010).
3.1.7. Analysis of the outcome of the attacks in numerical superiority

(NS)
Game no. team no. goals % Shots % Technical % End of %
2500 Alavarium 5 2 40% 1 20% 1 20% 1 20%
2502 Alavarium 3 0 0% 2 67% 1 33% 0 0%
Total 8 2 25% 3 37,5% 2 25% 1 12,5%
2500 Colégio de Gaia 19 4 21% 9 47% 1 5% 5 26%
2502 Colégio de Gaia 13 5 39% 5 39% 1 8% 2 15%
Total 32 9 28% 14 44% 2 6% 7 22%
2501 Colégio João de 4 2 50% 1 25% 1 25% 0 0%
Barros
2503 Colégio João de 6 2 33% 1 17% 2 33% 1 17%
Barros
Total 10 4 40% 2 20% 3 30% 1 10%
2503 Madeira SAD 6 5 83% 0 0% 0 0% 1 17%
Total 6 5 83% 0 0% 0 0% 1 17%
Total global 56 20 36% 19 34% 7 13% 10 18%
Table no. 15 – Result of attacks in numerical superiority per team/games
Results no. goals shots Technical End of

Winning
teams
Madeira SAD 6 83% 0% 0% 17%
Alavarium 8 25% 37,5% 25% 12,50%
Losing
teams
Colégio João de 10 40% 20% 30% 10%
Barros
Colégio de Gaia 32 28% 44% 6% 22%
Table no. 16 – Global result, in percentage, of the attacks in numerical superiority
By analysing tables no. 15, 16 and 17, we identified the outcome of the attacks
in NS of the observed teams and the percentage of goals in NS in the total amount of
goals scored by the each team. Madeira Sad was the team with greater success, as in 6
attacks they scored 5 goals (83%), representing 21% of the total amount of goals
scored by them in game 2503 (data from game 2501 was not considered, because in
this game, the only exclusion of their opponent, in this game, was not observed in the
video, constituting a limitation in this analysis). Colégio João de Barros converted
40% of their attacks in NS with success, Alavarium 25% and Colégio de Gaia 28%.
When it comes to the total amount of goals scored by each team, Alavarium scored
12

3% of them in NS, Colégio João de Barros 9%, Colégio de Gaia 19% and, as we saw
previously, Madeira Sad 21%.
The winning teams obtained the best and the worse outcomes in this analysis.
Game no. team NS goals Total goals % NS goals

total 2 59 3%
total 9 48 19%
total 4 45 9%
total 5 24 21%
total global 20 176 11%
Table no. 17 – Percentage of goals in NS by team/game
3.1.8. Main offensive tactics observed in numerical superiority (NS)

When it comes to Alavarium, we verified that the tactical situations used the
most were attacking the direct defender, fixing him and continue with successive
progression (“decalage”), movements which involved crossing and 2x2 actions
between right/left back and pivot (“decalage”).
Regarding Colégio de Gaia, the tactic situations used varied a lot, the most
used were attacking the direct defender, fixing him and continue with successive
progression (decalage); fast attack; crosses and movement of players.
Colégio João de Barros used, in majority, in their offensive actions a fast
attack, attacking the direct defender, fixing him and continue with successive
progression (decalage) and assists to the pivot.
Lastly, Madeira SAD used with bigger frequency the situations of crossing,
movement of players and blocks.
Successive penetrations and player movements to show up as a second pivot

were pointed out by other studies for attacks in NS situation (Barbosa, 1999, quoted
by Prudente 2006). Sierra-Guzmán et al. (2015) pointed out the fixing of players by
an individual action and the movements for the centre back to show up as a second
pivot.
13

3.1.9. Attacks in numerical superiority (NS) – attacking time/offensive system/

final score/place where the action was finalized
Attack in no. Offensive Defensive Attack Local Local missed shot
NS (time) attacks system system outcome goal
Alavarium
1 a 10 sec. 2 n.a. n.a MS; EI 6m
11a 15 1 3x3 5:0 TF
sec.
16 a 20
sec.
21 a 30 5 3x3 5:0 2G;2MS;TF 6m;9m 6m;9m
sec.
31 a 60
sec.
+ 60 sec.
total 8 2G;3MS;2TD;EI 6m;9m 2(6m);9m
Madeira
SAD
1 a 10 sec. 2 n. a. n.a. 2G(7m) 2(7m)
11a 15
sec.
16 a 20 1 3x3 5:0 G 9m
sec.
21 a 30
sec.
31 a 60 2 3x3 5:0 2G 6m;9m
sec.
+ 60 sec. 1 3x3 5:0 EI
total 6 5G;EI 6m;2(7m);2(9m)
Colégio de
Gaia
1 a 10 sec. 15 4(2x4) e 4(5:0) e 6G; 6MS; TF; 2EI 3(6m);7m;2(9m) 4(6m),7m;9m
9(n.a.) 9(n.a.)
11a 15 4 3(2x4) e 5:0 2G;2MS 2(6m) 2(9m)
sec. 3x3
16 a 20 5 3(2x4) e 5:0 G;2MS;2EI 6m 6m;9m
sec. 2(3x3)
21 a 30 2 3x3 5:0 MS;EI
sec.
31 a 60 6 3(2x4) e 5:0 4MS;2EI 2(6m);7m;9m
sec. 3(3x3)
+ 60 sec.
total 32 9G;14MS;2TF;7EI 6(6m);7m;2(9m) 7(6m);2(7m);5(9m)
Colégio
João
Barros
1 a 10 sec. 4 2(3x3) e 2(5:0); G;MS;TF;EI 6m 6m
2(n.a.) 2(n.a.)
11a 15 3 3x3 5:0 MS;2TF 9m
sec.
16 a 20 1 4:1 G 6m
sec.
21 a 30
sec.
31 a 60 2 3x3 5:0 2G 7m; 9m
seg.
+ 60 seg.
total 10 4G;2MS;3TF;EI 2(6m);7m;9m 6m;9m
Total 56 25(3x3) e 39(5:0) e 20G;19MS;7TF;10EI 10(6m);4(7m);6(9m) 10(6m);2(7m);7(9m)
global 13(2x4) 4:1
Table no. 18 – Time summary of the attacks in numerical superiority per team
Legend: n.a. - not applicable; MS – missed shot; TF – Technical Foul; EI - End of numerical
Inequality; G -Goal
14

When analysing table no.18, we verified that, in majority, the offensive system
used by all teams in NS was the 3x3, having Colégio de Gaia used, as well, the 2x4
system. The scored shots were realized preferentially from the 6m, as well as the
missed shots, although there are goals and missed shots from the 9m.
In Alavarium, 67% of the attacks in NS were located between the times period
of 21 to 30 seconds, accentuating that two goals in NS were in this interval.
Of the 5 goals obtained by Madeira Sad in NS, 2 resulted from a 7m-shot
originated still in numerical equality, but which was followed by an exclusion. Of the
remaining goals, 2 were obtained after attacks between the 31 and 60 seconds, 1 from
the 6m and the other from the 9m. The other goal was scored from 9m, after an attack
between 16 and 20 seconds.
When analysing the attack in NS from Colégio de Gaia, we found that of the
32 attacks resulting from 10 exclusion of the opponent, with times between 6 and 52
seconds, 9 goals were scored (1 from a 7m-shot, 2 from the 9m and the remaining 6
from the 6m), 14 missed shots and 2 technical fouls; 47% of the attacks in NS had a
duration between 1 and 10 seconds, having the observation allowed to state that the
fast attack situations were predominant. We point out that the 7m-shot, although it
was scored in NS time, it was conquered in numerical equality. 30% of the attacks in
NS had a duration between 11 and 20 seconds.
Colégio João de Barros performed 70% of their attacks in NS until the 15
seconds and scored only 1 goal, while the remaining 3 were obtained in longer
attacks.
We verified that more than 505 of the scored goals in this study were shot
close to the goal, from the 6 meters and 7 meters, situation verified in previous
investigations.
15

4. Conclusions
- The teams with more exclusion were the winners and, consequently, the ones who
qualified for the final phase of the National Championship - Women's 1st Division
2015/2016, Alavarium and Madeira SAD.
- The teams which realized the biggest number of attacks in numerical superiority
were knocked-out of this Play-off, Colégio de Gaia e Colégio João de Barros, being
the teams with the lowest number of exclusions.
- The longest attacking time in numerical superiority was obtained by Colégio de
Gaia, which was also the team who scored more goals in NS, but it was the team in
the highest percentage of missed shots.
- The average time per attack was superior for Madeira Sad and Alavarium, teams
which qualified for the final.
- The teams with the highest efficiency in NS, where Madeira sad (83%) and Colégio
João de Barros (40%).
- In the observed game, the number of goals obtained in NS in relation to the total
number of goals of each team was 21% for Madeira SAD, 19% for Colégio de Gaia,
9% for Colégio João de Barros, 3% for Alavarium.
- It is not possible to affirm that the number of exclusion of each team, in this study,
determined the winner/loser.
- In total, we observed 56 attacks in NS (21 exclusions), being 36% concluded with a
goal, 34% with missed shots; 13% with technical fouls and 18% were not concluded
since the numerical inequality ended with the entrance of the excluded player.
- Attacking time in NS; in Alvarium's team, 67% of the attacks were situated in an
interval between 21 and 30 seconds, having scored their only two goals in NS in this
interval; in Madeira SAD, 50% of the attack had a duration greater than 30 seconds,
being the only team which had an attack with duration greater than a minute; in
Colégio de Gaia, 47% of the attacks had the duration between 1 and 10 seconds and
30% between 11 and 20 seconds; Colégio João de Barros performed 70% of their
attacks until 15 seconds and scored only 1 goal, the remaining 3 goals were obtained
in longer attacks.
- The main offensive tactical actions observed were attacking the direct defender,
fixing him and continue with successive progression (“decalage”), 2x2 situtions
between left/right back and pivot; fast attack; crosses; movement of players; assists to
the pivot; blocks and left/right wing movement to the second line to stay as second
pivot.
16

5. Reference List
Garganta, J. A. (2001). A análise da performance nos jogos desportivos: revisão

acerca da análise do jogo. Revista Portuguesa de Ciências do Desporto, Porto, V. 1,
n.1, p. 57-64.
Gutiérrez, O., Fernández, J.J., Borrás, F. (2010). Uso de la eficacia de las

situaciones de juego en desigualdad numérica en balonmano como valor predictivo
del resultado final del partido. Revista de Ciencias del Deporte, 6 (2), 67-77. (2010).
ISSN 1885 – 7019.
Menezes, R. P.; Morato M. P.; Reis; H. R. (2015). Análise do jogo de Handebol na

perspetiva de treinadores experientes: categorias de análises ofensivas. Revista de
Educação Física / UEM, v. 26, n. 1, p. 11-20, 1 trim.
Prudente, J. (2006). Análise da Performance táctico-técnica no Andebol de alto nível

- Estudo das ações ofensivas com recurso à análise sequencial. Dissertação
apresentada com vista à obtenção do grau de Doutor em Educação Física e Desporto
na especialidade de Ciências do Desporto.
Sierra - Guzmán, R.; Sierra – Guzmán, S.; Sánchez Sánchez, F.; Sánchez
Sánchez, M. (2015). Análisis de las Situaciones Tácticas de la Selección Española
Masculina de Balonmano en Desigualdad Numérica en los Campeonatos de Europa
de Serbia 2012 Y Dinamarca 2014. Journal of Sport Science/ ISSN: 1885 – 7019,
2015/ vol: 11.
17
To use or not to use the goalkeeper
in outnumbered offensive situations
1
RAUL GONZALEZ GUTIERREZ
Introduction
The handball is developing like every sport and this development is closely
connected with the changes in the regulation of the game.
The teams are making effort to adapt to this new situations in two different ways:
1- Using these new tactics to try to get a benefit from it.
2- Prepare the teams for counteract the use of these new features for the rival
teams.
Inside of this natural evolution of the handball, we have to emphasize the huge and
new tactic feature, which means to use the goalkeeper in unequal numerical offensive
situations.
Over time, all of the teams have adapted their defenses and attacks to this particular
situation in the game.
Its effectiveness is not entirely clear because not all of the teams are using this new
tactical feature for resolving their outnumbered situations in attack.
Also there isn’t a clear pattern to use it when analyzing, but there are many tactical
combination that can be used.
This recent change in the regulation has caused many doubts and different
discussions when using the two large models of game. All of this caused that every single
coach in the World has the next question in his mind:
CAN I USE THE OPTION OF THE GOALKEEPER AS A PLAYER IN OUTNUMBERED

OFFENSIVE SITUATIONS?
2
Objectives
- Analyze and study the behavior of the teams faced with the outnumbered
offensive situations in the top-level competition.
- To make difference between the two large game models in being outnumbered
before this particular situation in the attack.
1. Attack in outnumbered situation using the option of goalkeeper as a

player.
2. Attack in outnumbered situation not using the option of goalkeeper
as a player.
- Evaluate and quantify the success of these game models in outnumbered

offensive situations.
3
MEANS AND STRUCTURE OF THE STUDY
- The study is going to be carry out on the four first leg matches from the
quarterfinals of the Champions League.
- For accomplishing this study, we need to follow a series of steps and we will use
different means which will allow us to have a clear idea of everything that we
want to evaluate and quantify.
1- VIDEOS
We will analyze the four matches from the Champions League:
ZAGREB-PARIS
VARDAR-VESZPREM
FLENSBURG-KIELCE
KIEL-BARCELONA
2- STATISTICS
We will analyze the official statistics from the Champions League.
3- ANALYSIS
We will study the videos and the statistics. We will prepare our own statistics which
will allow us to study this particular situation of the game.
4- FINAL EVALUATION
Following the previous steps, we can reach a number of conclusions which are the
objective of this study in the outnumbered offensive situations.
4
ANALYSIS OF THE MATCHES
- We will analyze the four matches from the Champions League and for doing it,
we need to understand what the data is offering to us in the different statistics
that we are valuating.
The statistical parameters we are going to use are the followings:
1- 2 MIN SUSPENSION:
It refers to the number of 2 min suspensions. The number always refers and
allows to locate the 2 min suspensions that the team has. This number can be
repeated because during the same exclusion, several attacks may occur.
2- NUMBER:
It refers to the number of the attack. It is numbered from 1 and cannot be
repeated unlike the number of 2 min suspension. Keep in mind that within a
same exclusion can occur several attacks. This allows us to see if the attacks are
long, looking for fouls and what happens in each of them.
3- MINUTE:
It is the minute when the 2 min suspension happens.
4- TACTICAL PROCEDURE
We want to know the tactical procedures that are used by the teams in this kind
of game’s situations.
We do not want to analyze the whole process because we start from the basis
that all of the teams are looking for a long attacking tactical solutions that lead
nowhere and with the unique objective of passing time.
We only want to focus and resume everything in this attacking process,
concentrating on the final solution that is being used.
5
5- SOLUTION
Every attack can end in a different way or solutions:
1- FOUL: The attacking team is achieving nothing positive but the defense is
making a foul. This situation favors the attacking outnumbered team
because the time is passing and the time is shorten for the suspended player
which is left out of the field.
2- GOAL: It is the ideal and most difficult situation. The attacking team achieve
to score.
3- SHOT: The attacking team achieve to shot, but does not score.
4- LOSE THE BALL: The attacking team loses the possession of the ball.
5- YELLOW CARD: The attacking team makes the defense to be penalized with a
yellow card.
6- 2 MIN SUSPENSION: The attacking team makes the defense to be penalized
with a 2 min suspension.
6. DEFENSIVE BALANCE
We want to know how the attacking outnumbered team is performing in front of the
difficult situation of fall back in defense. This outnumbered offensive situation causes a lot
of mistakes in the substitutions.
1- NO: There is not a defensive balance. When the attack ends with foul or the rival
team is not trying to make a counter attack.
2- GOOD: When the team which is in defense is using counter attack. We want to
evaluate the efficacy of the defensive balance. This could be good, even though the
counter attack ends with a goal because we consider that the defensive balance is
good when all of the players are in ideal defensive disposition and independently if
the attack finishes with a goal or not.
3- BAD: It can also happen otherwise. The defensive balance is considered as bad when
the defensive team is making the counter attack in a right way and the goalkeeper
saves the situation. This consideration is made when the players are not in ideal
defensive disposition.
4- GOALKEEPER AS A PLAYER: We refer to whether the outnumbered team in offensive
situation is using the option of the goalkeeper as a player. If not, the word NO will
appear. And in the case of using it, will appear the position of the player that will use
it. EXT – EXTREMO (Wing player), CENT – CENTRAL (Center), LAT-LATERAL (back
player)…
It may happen that one team in one specific situation decides to use it or not. The
thing is that this option can be used randomly by the teams.
6
ANALYSIS OF THE QUARTERFINAL MATCH BETWEEN KIEL –
BARCELONA
In this first leg match from the quarterfinals we need to highlight the low number of
2 min suspensions during the match. In this kind of matches with maximum equality and
with a lot of tension, usually there are many 2 min suspensions.
Another fact to note is the absence of the goalkeeper as a player by the two teams.
None of the teams consider this option as a valid option and they use variations in
their offensive systems, where the players are looking for an options in the attack, always in
outnumbered situations.
The outnumbered situations usually cause a lot of counter attacks which happens
because of the ball lost. In this match, the control of the defensive balance is extraordinary
because there was no goal from any counterattack in this particular situation.
The Barcelona’s defense has only two 2 min suspensions, which we cannot evaluate
exhaustively if the attacking procedures are effective or not.
In this two 2 min suspensions we need to underline the patience of Barcelona with
which the team prepares their attacking outnumbered game.
The mixed process of the attack are made with a long movements of players, looking
for a long ball possession. Almost every attack finishes with a foul and there is only a shot in
the attack number 7.
Another factor for valuation is the absence of lost balls and technical fouls.
Meanwhile Kiel has four 2 min suspensions. In their 11 attacks only 2 finished with foul and
their possessions are very much direct constantly looking for a goal.
They usually are looking for a shot situations and their defensive retreats before the
error situations are good. They do not receive goal from a counter attack.
In this match we can see a very interesting tactical situation in the attack number 11.
Before the imminent return of the excluded player, the players of Kiel are attacking the
opposite side of the benches making a huge space with a lack of defensive players which is
used by the excluded player. He is reincorporating in the attack and scores.
7
STATISTICAL ANALYSIS OF KIEL IN THE MATCH KIEL-
BARCELONA
Tactical Defensive Goalkeeper
Suspension Nº Minute Solution
Procedure Balance as a player
Crossing
1 1 14,11 cent-back Foul No No
player
Moving
1 2 into free Goal Good No
space
Crossing
2 3 7,55 cent-back Shot No No
player
Wing-
2 4 Foul No No
pivot
1x1 Back
2 5 Shot No No
player
2 6 crossing Shot Good No
3 7 45,02 crossing Shot No No
Wing-
3 8 Shot Good No
pivot
4 9 57, 38 crossing Lost Good No
STATISTICAL ANALYSIS OF BARCELONA IN THE MATCH KIEL-

BARCELONA
Crossing
1 1 12,55 cent-back Foul No No
player
1 2 1x1 cent Foul No No
2 4 42,23 crossing Foul No No
2 6 2x2 back Foul No No
2 7 1x1 cent Shot Good No
8
ANALYSIS OF THE QUARTERFINAL MATCH BETWEEN
FLENSBURG– KIELCE, FIRST LEG
It should be pointed out the big difference of minutes which were played in
outnumbered situation. Kielce has five 2 min suspensions and Flensburg only one.
Flensburg in the only outnumbered situation that has in one attack, is playing with
the goalkeeper as a player and get a yellow card and in the end of the play and after the foul
is making a shot to the goal but without a score.
It cannot be appreciated the behavior because with only one 2 min suspension it
cannot predetermine a pattern or a play style that can be analyzed.
On the other hand, Kielce with five 2 min suspensions shows a great diversity in the
game of outnumbered offensive situations.
Depending from the situations, it’s changing the use of the goalkeeper as a player
and also depending from the remaining time of the 2 min suspension.
When using it, it is used by the wing players, who always comes to replace it.
So it happens in this match in the 33, 02 min, we can see a 2 min suspension and
another one in the 33, 28 min.
This situation is forcing the team to play in outnumbered offensive way with 4
attacking players and in this particular occasion, Kielce achieves to score without receiving a
goal in the counterattack.
In this outnumbered situations, Kielce hasn’t lost a ball and hasn’t got a technical
foul. This is a great achievement because it plays a lot of time outnumbered in attack.
In the attack 12, Kielce doesn’t make an attack because the remaining time is short
and it is gone in the outnumbered offensive situation.
9
STATISTICAL ANALYSIS OF FLENSBURG IN THE MATCH
FLENSBURG- KIELCE

Yellow
1 1 28.41 crossing No Wing
Card
1 2 1x1 cent Foul No Wing
1 3 1x1 back Shot No Wing
STATISTICAL ANALYSIS OF KIELCE IN THE MATCH

FLENSBURG- KIELCE

1 1 12,33 Cent-pivot Goal Good wing
1 2 crossing Foul No No
1 3 crossing Shot Goal No
2 4 26,52 1x1 back Goal Good wing
2 5 crossing Foul No wing
2 6 2x2 cent Foul No wing
2 7 crossing Suspension No No
3 8 33,02 -
3-4 9 33,28 1x1 back Foul No No
3-4 10 1x1 back Goal No No
5 12 59,38 -
10
ANALYSIS OF THE MATCH BETWEEN VARDAR AND
VESZPREM
The match is very balanced in terms of 2 min suspensions. Vardar has five 2 min
suspensions and Veszprem has four.
The two teams are using similar tactical procedures. Every time when they use the
option of the goalkeeper as a player it is made with the wings. Both of the teams are using
the goalkeeper as a player in the beginning of the game and when it’s considered that the
game is away from the zone of the wing, it changes to achieve an equality from the opposite
side and leave it like that without an opponent the defensive wing.
The wing player which is used for the option goalkeeper as a player, it is always the
person who is next to the benches. This situation is being used to have less space for the
changing and therefore the changes are made in the fastest possible way.
The two teams in the situations of passive play or in the end of the first half, are
making the attacks without the option of the goalkeeper as a player. This is clearly made
because they are aware of the risk of error and want to escape from the option to shot
directly by the opposite team.
Veszprem achieves to play this situation in an almost perfect way because it is
capable of scoring a goal in the attacks number 6,7,9. At the same time, it can achieve all of
their organized defensive retreats, without receiving a goal in the counter attack and uses
their attacks without any ball lost.
The unsuccessful shots are answered with a good defensive balance and these are
made after they have wasted the time in attack and in the situations of passive play.
Vardar is not that precise as Veszprem and has some balls lost, ending in direct shout
goals. Attack number 4.
I must say that the times that Vardar is not using the goalkeeper as a player in the
attacks number 8, 10, Vardar is scoring in situations of numerical imbalance.
11
STATISTICAL ANALYSIS OF VESZPREM IN THE MATCH
VARDAR-VESZPREM

Crossing
1 1 4,46 Shot No Wing
cent-back
1 2 2x2 back Foul No Wing
2 3 26,46 2x2 cent Lost Goal Wing
3 5 54,37 1x1 back Foul No Wing
3 6 2x3 back Goal Good No
3 7 2x2 back Goal Good Wing
4 8 57,27 1x1 back Shot Good Wing
4 9 1x1 back goal good wing
STATISTICAL ANALYSIS OF VARDAR IN THE MATCH VARDAR-

VESZPREM

1 1 12,22 1x1 back Foul No Wing
1 3 2x2 cent Shot Good Wing
2 4 18,18 2x2 cent Lost Goal Wing
3 7 1x1 back Lost Good Wing
4 8 29,36 1x1 cent Goal Good No
4 10 2x2 cent Goal Good No
5 11 42,23 1x1 back Goal Good Wing
5 12 1x1 back Shot Good Wing
12
ANALYSIS OF THE MATCH BETWEEN ZAGREB AND
PARIS IN THE QUARTERFINALS OF THE CHAMPIONS LEAGUE
The most significant fact is the big difference of 2 min suspensions that Zagreb has,
comparing to Paris. Zagreb has six suspensions and Paris only two.
In this match the both teams are using different tactics. Zagreb is using the
goalkeeper as a player while Paris prefer to play its attacks being outnumbered.
We cannot evaluate Paris because it plays only 4 min with numerical inferiority. It
should be pointed out that in those few minutes, makes good profit from its occasional
attacks.
In the first suspension, attack number 2, scores. And in the second suspension,
attack number 5, achieves a 2 min suspension for Zagreb, which allows them to play the
next attack in numerical superiority.
On their behalf, Zagreb uses the option of goalkeeper as a player in some occasions.
But, not always. However, what really attract attention is the huge variety of combinatory
means that uses Zagreb.
Zagreb changes regularly the attacking system, putting the goalkeeper as a player in
different positions of the attack. This makes confusion and the defense cannot adjust to the
rival attack.
In each of the occasions that uses this combinatory process, the goalkeeper as a
player finishes in the closest position from the benches to facilitate and make the change in
the fastest way possible.
In the attack number 1, the retreat can be considered good, even though finishes
with a goal, because it not cause by bad change.
Quite the opposite happens in the attack number 10. The ball lost causes a situation
of counterattack which finishes with an easy throw and thank to the good action of the
goalkeeper does not finishes scoring.
13
STATISTICAL ANALYSIS OF ZAGREB IN THE MATCH ZAGREB-
PARIS

1 1 1,54 1x1 back Foul No No
1 2 1x1 cent Goal Good No
Wing-
2 3 28,58 Foul No No
pivot
STATISTICAL ANALYSIS OF PARIS IN THE MATCH ZAGREB-

PARIS
1 1 4,39 Crossing Goal Good Cent
1 2 2x2 back Goal Good Back
2 3 7,50 Crossing Foul No Cent
2 4 1x1 back Foul No Cent
2 6 Crossing Shot Good No
3 7 11,49 2x2 back Foul No No
Wing-
3 8 Goal Good Cent
pivot
4 9 30,47 Crossing Goal Good Wing
4 10 Crossing Lost Good Wing
5 11 47, 10 Crossing Shot Good Wing
Wing-
6 12 52, 29 Shot Goal Cent
pivot
6 13 Crossing Shot No Cent
14
SUMMARY OF THE STATISTICAL ANALYSIS
To get a conclusions from our research, we will make a statistical summary which
will allow us to understand and analyze every data that we have collected in these four
matches from the quarterfinals from the Champions League.
NUMBER OF 2 MIN SUSPENSIONS
1st HALF 2nd HALF TOTAL

VARDAR 4 1 5
VESZPREM 2 2 4
KIEL 2 2 4
BARCELONA 1 1 2
FLENSBURG 1 0 1
KIELCE 2 3 5
ZAGREB 3 3 6
PARIS 2 0 2
TOTAL 17 12 29
In the four matches there are TOTAL 29 2 min suspensions.

This makes an AVERAGE of 7.25 suspensions per game.
The team with the highest number of suspensions is ZAGREB with 6 suspensions.
The team with the lowest number of suspensions is FLENSBURG with only 1 suspension.
The match between VARDAR-FLENSBURG is the match with the highest number of
suspensions, with 9.
The matches with the lowest number of suspensions are: FLENSBURG-KIELCE and
BARCELONA-KIEL with 6.
15
NUMBER OF ATTACKS

VARDAR 8 4 12
VESZPREM 7 2 9
KIEL 6 5 11
BARCELONA 3 4 7
FLENSBURG 3 0 3
KIELCE 7 5 12
ZAGREB 8 5 13
PARIS 4 1 5
TOTAL 46 26 72
In the four games there are TOTAL 72 attacks in numerical inferiority.

This makes an AVERAGE of 18 attacks per game.
The team with the HIGHEST number of completed attacks in numerical inferiority is ZAGREB
with 13 attacks.
The team with the LOWEST number of completed attacks in numerical inferiority is
FLENSBURG with 3 attacks.
The match with the HIGHEST number of completed attacks in numerical inferiority is
VARDAR-VESZPREM with 21 attacks. VESZPREM has 9 and VARDAR has 12.
The match with the LOWESR number of completed attacks in numerical inferiority is
FLENSBURG-KIELCE with 15 attacks.
MINUTES OF THE SUSPENSION

In the FIRST HALF there are TOTAL 17 suspensions.
There is an AVERAGE of 4.25 suspensions per game in the first half.
The team with the HIGHEST number of suspensions in the first half is VARDAR with 4
suspensions.
The team with the LOWEST number of suspensions in the first half is BARCELONA and
FLENSBURG with 1 suspension for each of them.
The match with the MOST suspensions in the first half is VARDAR-VESZPREM with 6
suspensions per match.
The matches with the LOWEST number of suspensions in the first half are KIEL-BARCELONA
and FLENSBURG-KIELCE with 3 suspensions per match.
In the SECOND HALF there are TOTAL 12 suspensions.
16
There is an AVERAGE of 3 suspensions per game in the second half.
The teams with the HIGHEST number of suspensions in the second half are KIELCE and
ZAGREB with 3 suspensions for each one of them.
The teams with the LOWEST number of suspensions are PARIS and FLENSBURG with 0
suspensions.
And finally, the three matches have the same number of suspensions in the second half, 3
for each one of them.

VARDAR 4 1 5
VESZPREM 2 2 4
KIEL 2 2 4
BARCELONA 1 1 2
FLENSBURG 1 0 1
KIELCE 2 3 5
ZAGREB 3 3 6
PARIS 2 0 2
TOTAL 17 12 29
SOLUTIONS
GOALS
The team with the HIGHEST SCORE in numerical inferiority is ZAGREB with 4 goals.
The team with the LOWEST SCORE in numerical inferiority is FLENSBURG with 0 goals.
The match with HIGHEST SCORE in numerical inferiority is the match between VARDAR –
VESZPREM with 6 goals.
The match the LOWEST SCORE in numerical inferiority is KIEL-BARCELONA.
FOULS
The team with the HIGHEST number of received fouls in numeric inferiority is BARCELONA
with 6 received fouls.
The team with the LOWEST number of received fouls in numerical inferiority is FLENSBURG
with 1 received foul.
The match with the HIGHEST number of fouls in numerical inferiority is KIEL-BARCELONA
with 9 fouls.
17
The match with the LOWEST number of fouls in numerical inferiority is FLENSBURG-KIELCE
with 6 fouls.
SHOTS
Here we have to make a summary of the goals, not only of the shots because in this section
we need to include the missed shots too.
The team with HIGHEST number of shots in numerical inferiority is ZABGREB with 5 shots.
The team with the LOWEST number of shots on goal is FLENSBURG with 1 shot.
The match with the HIGEST number of shots on goal is VARDAR – VESZPREM with 10 shots.
The match with the LOWEST number of shots is FLENSBURG – KIELCE with 5 shots.
LOST BALLS
The team with the HIGHEST number of lost balls is VARDAR with 2 balls.
BARCELONA, FLENSBURG and KIELCE have not lost a ball.
In the match of FLENSBURG – KIELCE there is no lost ball.
In the match VARDAR- VESZPREM there are 3 lost balls and this is the match with the
HIEGHST number of lost balls.
2 MIN SUSPENSIONS AND CARDS
We can quantify from the attacking success because obtaining 2 min suspensions or
warnings from the opponent team it’s always very positive thing for any of the attacks.
In this section PARIS and KIELCE get a 2 min suspension and FLENSBURG gets one yellow
card.
TOTAL GOAL FOULS SHOTS LOST SUSPENSION CARD

VARDAR 12 3 5 2 2
VESZPREM 9 3 3 1 1
KIEL 11 2 3 5 1
BARCELONA 7 6 1
ZAGREB 13 4 4 4 1
PARIS 5 1 3 1
FLENSBURG 3 1 1 1
KIELCE 12 3 5 1 1
18
FINAL EVALUATION OF THE STUDY
- The teams are adapted in the functions of their needs. When they play this
situations, previously there was a training process where they tried all of the
tactical procedures. After that, are being chosen the ones that are mostly
adapted to the attacking necessities of the team.
- The success depends mostly from the kind of player that every team has and
from its characteristics. In this way, it can be chosen one or another model.
- The situations of the game does not have influence. It depends from their
characteristics, if the teams decide to make a risk or not, with the situation of the
goalkeeper as a player.
- Another important factor is the time because the time determines this kind of
situations.
- From the other hand, all of the teams are adapting their defenses with trainings
that are efficient in the face of the numerical inferiority.
- We have to underline that the few lost balls in the four matches and the difficulty
which the defenses have in the match domination.
- In the situations with numerical inferiority attacks, we can distinguish three
models:
1. Using the goalkeeper as a player.
2. Playing without the goalkeeper as a player.
3. Mixed: depending from the situation. The teams can decide to play some of
the attacks with the goalkeeper as a player and another ones without him.
1. THE GOALKEEPER AS A PLAYER
- The use of the goalkeeper as a player in outnumbered situations can make a

bigger aggressiveness in the attacks. These are shorter and they achieve a lot of
throwing situations.
- Because of that the defensive balance is getting worse and a lot of risks must be
made. The change of the goalkeeper as a player is difficult and is not successful
all the time. This makes that, even though there are good situations for goal,
these are put in contrast with the received goals from counterattack.
19
2. Without the goalkeeper as a player
- When the option of the goalkeeper as a player is not used, another objectives in
the attack must be looked up. We need to look for a long possessions in the
attack making more fouls and achieving to pass the time of suspension. The risk
in the defensive balance is minimum because it doesn’t depend from the change
of the goalkeeper as a player.
The answer of the mentioned question in the introduction: CAN I USE THE OPTION
OF THE GOALKEEPER AS A PLAYER IN OUTNUMBERED OFFENSIVE SITUATIONS?
The situations stays open and it’s very difficult to quantify because all of the
analysis does not reflect a defined structure which would allow us to quantify
and evaluate the results. It can change in the function of the players, game
situations and immediate objectives which we would like to achieve in this
period of game.
The two options are correct and efficient because the study does not reflect
significant variations regarding the use of the first or the second option. The
teams are training and maximizing this kind of situations in the way that they
achieve a specialization where the obtained performance by the different teams
is very similar in the top-level competitions.
The coach who can chose between these two options, previously has trained the
both possibilities. He knows well his players and how they can adapt to the game
in outnumbered attacking situations. The coach analyze, compares and chooses
the best option which can be adapted to his team.
20
EHF MASTER COACH/PRO-LICENSE
Offensive Models used by the top four teams on the

decisive games of the EHF Euro 2016 in Poland
Ricardo Vasconcelos
(GBR)
Lisbon, 2016
Offensive Models used by the top four teams on the decisive games of the EHF Euro 2016 in 2016
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TABLE OF CONTENTS
1. Summary............................................................................................................. 3
2. Key Words........................................................................................................... 3
3. Introduction........................................................................................................ 3
4. Methods.............................................................................................................. 4
5. Results................................................................................................................. 5
5.1. Norway......................................................................................................... 5
5.2. Croatia.......................................................................................................... 12
5.3. Spain............................................................................................................. 16
5.4. Germany....................................................................................................... 22
5.5. Observations................................................................................................. 29
6. Conclusion........................................................................................................... 30
7. Symbol Index....................................................................................................... 31
8. References.......................................................................................................... 32
2 EHF Master Coach/PRO-LICENSE Ricardo Vasconcelos

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1. Summary
The aim of this paper is to analyse describe the offensive models of the Nations
classified in the four first places on the last 2016 European Championship in Poland.
The goal is to allow us to better understand the tactical options that some of the better
Nations are using offensively as well as unveil the common characteristics and trends
in current senior male high performance handball.
The analysis undertaken revealed that the ratio of usage of Team Offensive Tactical
Movements on the overall number of positional attacks was above 69% on all four first
teams of the competition achieving values around 80% on two of them.
The analysis also revealed common trends amongst all teams such as offensive
system transformations - 3:3 to 2:4 or 3:3 with one of the Wing players moving to
second pivot (Pv). This situation was more obvious even when on numerical superiority
situation where all the teams opted for a system transformation where the playmaker
(PL) would move to second pivot (Pv).
2. Key Words
National Team, European Championship, Handball, Offensive Model, Offensive

System, Decision Making.
3. Introduction
Handball is a sport that consists on both group and individual actions. Focusing on the
offensive side of the game, the main objective of the attackers is to score goals as
easily as possible and, if that can’t be achieved on a fast break or offensive transition
situation (second wave), then the teams will relate to a group of previously established
group elements trying to guarantee and accomplish ideal shooting contexts that will
increase the chances of scoring and that constitute the team offensive tactical model
(TOTM).
One of many definitions that we could apply and relate to the concept of tactic comes
from the bridge with the business world that define tactics as “means by which
a strategy is carried out; planned and ad hoc activities meant to deal with
the demands of the moment, and to move from one milestone to other in pursuit of the
overall goals” (Business Dictionary).
The way that handball has evolved on the past few years with a clear increase on the
overall speed of the game and on the number of goals scored per match indicates the
gradual “increase of the useful game time and, as a consequence, the possibility of a
bigger number of attacking situations” (Alvarez, 2012).With that in mind, the necessity
for different strategies to overcome better prepared defences - with physically and
conceptually better prepared defenders, with higher levels of proactiveness working to
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actually promote the mistake in the attack rather than wait for it to happen – has led to
a fast and clear evolution on those TOTM’s constituted by pre-established group
movements or set-plays to face virtually any and every defensive system that the
opposition might use with the objective of creating an optimal shooting situation and, at
the same time, decrease the number of turnovers and technical faults.
As described by Garcia (1998) and Laguna (1996) those tactical elements can be
classified as (as cited by Alvarez 2012):
- “Elementary – representing superiority situations in attack where there

exists cooperation between teammates – 2x1, 3x2 or 4x3.
- Simple – simple situations of numerical equality, like the movement of the

ball or players to different positions, that are present in any game level.
- Basic – represent a group of actions with cooperation as “pass and go”,

attacking the gaps, crosses, screens, switches or blocks that are always
done by two players versus a numerical equality defence.
- Complex – they imply the participation of a larger number of teammates and

consist on the articulation of all the above mentioned means (...)”.
The use of the TOTM is, therefore, one of common use regardless of the offensive
system that the overall model of play of the team establishes (3:3, 2:4 or 4:2).
4. Methods
The research was made through video analysis from the last four games of the EHF
EURO 2016 in Poland. The games taken into consideration were both semi-finals
(CRO X SPA and NOR X GER), the Bronze medal game (NOR X CRO) and the Final
(GER X SPA).
On each of those games we’ve analysed and counted the offensive tactical movements
from both teams (basic and complex mainly) in organised/positional attack and their
context (numerical equality/inferiority/superiority and against which defence).

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5. Results
To better express the outcome of this analysis and provide a better reading and
understanding, the tactical movements and related data will be presented team-by-
team starting on the 4th place and moving to the gold medallist.
The objective is not to show all the specific basic and complex type TOTM’s up to their
conclusion but to give an analysis of the overall Team Offensive Tactical Model.
Further, the images and Team Offensive Tactical Movements (TOTM) descriptions will
be categorized accordingly to the defensive system they were used against.
5.1. NORWAY
Positional Attacks (Total) 95

69.47%
TOTM’s (Total)* 66
*Basic and Complex
5.1.1. TOTM when facing a team using the 6:0 defensive System
Switch between Center Back/Playmaker (CB/PL) and Left or Right Back (LB/RB)
without ball:
- Acting as a “trigger” movement to flatten the 6:0 for a distance shooting or

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- Continuity using the 2x2 that the position of the pivot/Line Player (Pv/LP)
creates.
Right Wing to second Pivot/Line Player (Pv/LP):
- Positional Pv facing a theoretically “lighter” wing defender forcing a decision

on the immediate 2x2.
- Flatten the 6:0 to allow distance shooting.
- 3x2 situations on the opposite side.
Playmaker (PL) and Pivot (Pv) cross combined with Playmaker and Right/Left
Back (RB/LB) cross:

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- Flatten the 6:0 defence allowing distance shooting from the Back players.
- 3 x 2 situations on the side of the positional Pv.
- Positional Pv facing a theoretically “lighter” wing defender.
LB/RB to second Pv (2:4 - System Transformation):
- Creating uncertainty on the point defender allowing momentarily a 2x2

situation on the side of the transformation (PL x Pv) and/or a 3x2 situation
on the opposite side RB/LB (now as 2nd Pv) + Back and Wing.

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LW/RW to 2nd Pv:

situation on the side of the transformation (LB/RB x Pv) and/or a 3x2
situation on the opposite side RB/LB + RW/LW (now as 2nd Pv) and Wing.

PL cross with Pv, combination with R/L Back to second Pv (2:4 - System
Transformation):
5.1.3. TOTM when facing a team using the 5+1 defensive System

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- Create uncertainty on the point defender, trying to make him commit to a

decision or hesitate and provoking the same reaction on the number 3
(Center Back defender) allowing 3x2 situations on the outside of the
defence in both sides.
- Variations include the same PL and Pv cross without the combination hence
without the 2:4 system transformation.
5.1.3 TOTM when facing a team using the 5+1 defensive System
RW/LW to second Pv:


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- 3x2 on the opposite side of the transformation if the defender 3 (CB

defender) commits to the first attack.
PL and Pv cross:
- Create a 2x2 between the RB/LB and the Pv and/or a “clearing” zone on the
opposite side with large space for a 1x1 or 2x2 with Back and/or Wing.
5.1.4. Special Game Situations
Numerical Inferiority combination

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- Complex type combination, designed to create a numerical equality or

superiority situation (3x3 or 3x2) and cancel the numerical advantage from
the defence.
- In this specific situation, there’s a cross with ball between both wings (top
left image), the LW passes the ball to the PL and returns to his position (top
right image) whilst the RW tries to “split” the defence by positioning himself
between defenders 2 and 3. At the same time PL passes the ball to RB and
switches with LB. LB receives the ball from RB and realizes a wide attack on
the RB zone (bottom left image) promoting a simple cross and committing
defenders to the right side of the attack. RB then passes the ball at pace to
the PL (now at LB position) and the situation is created depending on the
executants decision making (bottom right image).
Numerical Superiority (2:4 - System Transformation)
- The option in numerical superiority was for the introduction of a second

positional Pv.

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5.2. CROATIA

78.65%
TOTM’s (Total) 70
5.2.1 TOTM when facing a team using the 6:0 defensive System
Switch between PL and LB/RB:
- Purpose of flattening the defence and creating momentum for the RB/LB
promoting distance shooting or 2x2 situations with the Pv in case the
defenders commit and step out of the 6m increasing pressure on the
shooter.
- The variations observed include (after or during the above described

switch):
 Simple Cross;
 Double Cross;
 Combination with one of the wings moving in to

second Pv.

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Cross between PL and Pv:
Vs 5:1
Special Game Situation
promoting distance shooting or 2x2 and 3x2 situations with the Pv in case
de defenders step out to put pressure on the shooter.
- As a variation after the cross between the PL and Pv one of the Back
players moves to 2nd Pv on a 2:4 system transformation.

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5.2.2 Special Game Situations

superiority situation (3x3 or 3x2) with the inclusion of the GK
replacement as LW to promote equality in attack.
- The situation is created to be concluded on the opposite side of the GK

replacement (“Libero”, Bib/vest Player) providing enough time for the
substitution to occur and the GK to be back in goal.
- In this specific situation, there’s a cross with ball between PL and RW (top
left image), the RW passes the ball to the RB (top right image) and returns
to his position whilst the Pv tries to “split” the defence by positioning himself
between defenders 2 and 3 (or alternatively between the two CB’s). RB
realizes a wide attack on the LB zone promoting a simple cross and
committing defenders to the left side of the attack (bottom left image). LB
then passes the ball at pace to the PL (now at RB position) and the situation
is created depending on the executants’ decision making (bottom right
image).

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Numerical Superiority combination (2:4 – System Transformation)
- The option when in numerical advantage was for the system transformation
through the PL moving into the 2nd Pv position creating a 2x1 on the side of
the positional Pv, a 3x2 in the middle and a 3x2 on the opposite side.

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5.3. SPAIN

71.6%
TOTM’s (Total) 63
5.3.1 TOTM when facing a team using the 6:0 defensive System
3:3 with LW at 2nd Pv Combination with cross PL with Pv and LW back to his
normal position:
- Complex combination where the LW is used as a second line at the initial

stage of the tactical movement with the intention of maintaining the defence
flat and to create uncertainty.
- After the cross between the PL and the Pv the LW starts moving back to his
original position, screening on his way the defenders creating, in this
specific case, a situation where the Pv is open and unmarked.
- In other cases, the screening caused by the return from the LW to his
position will contribute to a shooting situation from the Back as the
defenders will remain flat on the 6m without any aggressiveness towards the
shooter.

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PL and LB/RB switch combined with the opposite wing moving to 2nd Pv:
- Complex combination where the switch between PL and Back (R/L) is

combined with the opposite wing moving to 2nd Pv.
- The switch intends to provide momentum to the Back (R/L) when

approaching the central zone and the movement of the Wing (R/L) to
second line has the goal of screening the defenders, keeping them flat and
looking to provide a favourable shooting situation from the Back (R/L)
moving to the central zone.
- In case the decision of the Back favours the continuity of play, there’s a 2x2
situation created on the side from where the Wing moved out and a 3x2
situation on the opposite side (in this specific case LB, LW and 2nd Pv).

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LW to second Pv:
- The movement of the Wing (R/L) to second Pv will promote a “clearing”

zone for a 2x2 between the playmaker and the positional Pv when the
number 1 defender behaves as above man-marking the Back (R/L) from the
side of the transformation.
- If the PL decides to attack between both central defenders he has a 3x2

situation with both lines and a 3x2 continuity option on the opposite side of
the transformation.
- Other alternatives started with the positioning of the original Pv between the
defenders 1 and 2 on the side of the transformation creating a situation
where the Pv is facing a theoretically “lighter” wing defender forcing a
decision on the immediate 2x2 (depending on the defenders behaviour).
LB to second Pv (2:4 – System Transformation):

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- Creates a 3x2 situation on the side of the transformation and a 3x3 situation
in the central zone promoting uncertainty on the point defender as, if he
doesn’t commit to the side of the transformation, the PL will have a 3x2
situation with both Pv’s.
- As the image sequence demonstrates this uncertainty and posterior

commitment of the point defender to the ball carrier created a 2x1 situation
on the opposite side that allowed a favourable shooting situation.
- The same situation was promoted with the RB and the PL moving into 2nd
Pv with the same intentions as described above.
Structural 3:3 change - 2 Pv’s and no LW:
- The structural change occurred when facing a 6:0 defence the coach from
Germany opted to change his defensive system to a 5+1.

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5.3.4 Special Game Situations

superiority situation (3x3 or 3x2).
- The team plays without one of the Wings;
- In this specific situation, there’s a cross with ball between PL and Pv, the Pv
passes the ball to the LB (could be RB) and returns to his position either
between the defenders number 2 and 3 (or both central defenders) whilst
the LW (could be RW) makes an “in and out” movement to create
uncertainty on the defenders going back to his position. LB passes the ball
to the RB that realizes a deep attack on the central zone returning the ball at
pace to the LB and the situation is created depending on the executants’
decision making.

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Numerical Superiority combination
- The option in numerical superiority in this situation was for the introduction
of a second positional Pv.
- Other option when in numerical advantage was for the system

transformation through the PL moving into the 2nd Pv position creating a 2x1
on the side of the positional Pv, a 3x2 in the middle and a 3x2 on the
opposite side.

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5.4 GERMANY

80.19%
TOTM’s (Total) 81
PL switch with LB/RB:
promoting distance shooting or 2x2 situations with the Pv in case the
defenders commit and step out of the 6m increasing pressure on the
shooter.
- The variations observed include (after or during the above described

switch):
 Simple Cross;
 Double Cross.

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3:3 Structural Change back to normal 3:3:
- Complex type combination where both Wings start as Pv’s and step back to
their respective positions with the purpose of flattening the defence, screen
the defenders and create uncertainty amongst the defenders.
- At the same time that the above situation takes place, the PL switches
position with LB that moves to 2nd Pv between the 2 and 3 defender on the
opposite side creating the following context:
 A “clearing” zone on the left for a 2x2 with LW and LB;
 A 3x2 situation with the 2nd Pv, the RB and the RW;
 A 2x2 situation with the 2 center defenders and the

positional Pv.

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RW/LW to 2nd Pv:
- The movement of the Wing (R/L) to second Pv create a situation where the
Pv is facing a theoretically “lighter” wing defender forcing a decision on the
immediate 2x2 (depending on the defenders behaviour).
- The positioning of the Wing as 2nd Pv between defenders 1 and 2 of the

opposite side creates a potential 3x2 alternative of continuity to the pressure
exerted by the PL
PL and Pv cross with ball

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promoting distance shooting or 2x2 and 3x2 situations with the Pv in case
de defenders step out to put pressure on the shooter.
- As a variation after the cross between the PL and Pv one of the Back
players moves to 2nd Pv on a 2:4 system transformation.
RW to 2nd Pv:

situation on the side of the transformation (LB/RB x Pv) and/or a 3x2
situation on the opposite side RB/LB + RW/LW (now as 2nd Pv) and Wing.

on the 2x2.

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PL cross with Pv with ball:
- Create uncertainty on the point defender, trying to make him commit to a

decision or hesitate and provoking the same reaction on the number 3
(Center Back defender) allowing (in this case) a 3x2 situation on the outside
of the defence on the side of the Pv block.
- Variations used include the same PL and Pv cross with combination with
R/L Back or PL to second Pv (2:4 - System Transformation).

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5.4.3. Special Game Situations
Numerical Inferiority:
- Combination designed to create a numerical equality or superiority situation

(3x3 or 3x2) with the inclusion of the GK replacement to promote
equality in attack.
- In this specific situation the GK replacement (“libero”, Bib/vest) is used as a

LB (opposite side of the substitutions bench), the Pv positions himself
between defenders 2 and 3 on the left side (top left image). The “libero”
passes the ball to the (PL that is repositioning himself as LB) and moves to
2nd Pv looking to create uncertainty amongst the defenders (top right
image). The PL (now at LB) passes the ball to the RB (that repositioned
himself as PL) that executes a full pressure attack trying to commit both
central defenders and creating a 3x2 (or 3x3) situation on the left (bottom
image).

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Numerical Superiority
- The option in numerical superiority in this situation was for the introduction
of a second positional Pv.
- Other option when in numerical advantage was for the system

transformation through the PL moving into the 2nd Pv position creating a 2x1
on the side of the positional Pv, a 3x2 in the middle and a 3x2 on the
opposite side.
Free (9m) Throw
- This 7x6 system transformation was only used on this specific context with
the intent of promoting a favourable distance shooting situation or taking
advantage of the possible confusion at the defence organization to assist
one of the Pv resultant from the four players “unfolding” the attacking barrier
on the free throw.

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5.5. Observations
Despite all the described above there are, in this sort of analytical observation, a few
conditionings that one has to work with and can’t deny.
The analysis of complex situations as the one described above, will always tend to
provide an endless number of continuity possibilities depending on the behaviour
(reaction) of the defenders and decision of the attackers and the desired outcome
and specific nuances would require an extended process of analysis and questioning
with the coach of each team and each of the players that made decisions on the
observed situations. This way, what you see above is the analysis of each situation
through my own “lenses” which, I’m happy to accept, will certainly be different - in
some cases, if not all - from other readers.
The goal of this study, as explained earlier, wasn’t to show all the specific basic and
complex type TOTM’s up to their conclusion but to give an analysis of the overall
Team Offensive Tactical Model. This is, in itself, a somewhat constrained observation
as relates to only two games per team on a decisive moment of an International
Senior Competition. To give a clear example of the constraints we are mentioning,
we can use the fact that the Croatia National Team faced the same defensive system
throughout both matches (6:0) limiting their TOTM analysis to the situations prepared
to face that system only.
On an ideal context, I would have had the time to observe the teams throughout all
the games at the competition facing more defensive systems and providing more
data, however and due to several factors, this is what was possible and, hopefully will
raise the readers awareness and willingness to study this theme deeper.

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6. Conclusion
With the evolution of the game throughout the past decades, the volume and
intensity of the game has changed exponentially.
With that, the biological, anthropometrical, psychological, technical and tactical

elements inherent to the “optimal handball player” have changed promoting, in a
team organisation perspective, a clear evolution not only on the used defensive
systems but also on the nuances and behaviours on the roles of the players on
each system with more proactive defences looking to anticipate the attackers and
promote mistakes rather than waiting for them to happen.
Side by side with this evolution in defence, the attack evolved as well, increasing
his speed and complexity of tactical movements trying to promote ideal shooting
situations leading to high shooting effectiveness.
If it is true that the optimal context would be to recover balls in defence promoting
fast breaks and transitions (1st and 2nd waves) therefore “easy” shots (1x0
situations), the reality is that this is not always possible and the organised
positional attacks are still the situation most used when trying to score and, as
observed, over 69% of the time the option is for a basic or complex Team
Offensive Tactical Movement or System Transformation looking to disrupt and
“break” those highly organised and structured defensive models.
This is, on my perspective, a clear indicator that the Team Offensive Tactical
Movements are a fundamental aspect on any handball team and this situation will
be emphasised on a larger scale with the introduction of the new rules concerning
the GK substitution.

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7. Symbol Index
Symbol Definition
Player Movement
Pass Direction

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8. References
Matches Analysis: ehftv.com
Statistical Data: http://pol2016.ehf-euro.com/
Arraya, M. e Sequeira, P.: “Andebol – Um caminho para o Alto Rendimento”, Janeiro

de 2012.
Kovacs, P.: “Trend analysis of the 12th Men’s EHF EURO 2016 POL”,
eurohandball.com, February 2016.
Moreno, F. Avila: “Set Offence Design”, IHF Periodical Article.
Prudente, J.: “Análise da performance táctica-técnica no andebol de alto nível - estudo

das acções ofensivas com recurso à análise sequencial”, Tese de Doutoramento,
Universidade da Madeira, 2016.

AN ANALYSIS OF THE LAST TEN

MINUTES SHOTS IN GAMES WITH
TIGHT RESULTS ON THE GERMAN
BUNDESLIGA SEASON 15/16

Roi Sánchez Santabárbara
RFEBm
Spain

Table of Contents

Summary .......................................................................................... 3

Keywords.......................................................................................... 3

Introduction ..................................................................................... 4

Methods ........................................................................................... 6

Development..................................................................................... 9

Results and Discussion................................................................... 13

Conclusions.................................................................................... 15

References...................................................................................... 17

SUMMARY

In handball as in all sports, the games are decided most of the times in the last few
minutes. According to this, the handling of data referring to this phase of the game could be a
distinct advantage in order to succeed and get the best final result.

The idea behind this study is to analyze the shots within the close games in order to
find conclusions to help coaches where a lot competitive pressure and fatigue impact the
performance of the players in those last few minutes. The study distinguishes different shot
zones where the teams find better shot positions evaluating the effectiveness and success.
Once the results are shown, the study tries to summarize a succession of conclusions on the
information that coaches can consider during the game preparation throughout the week or
during the game.

Thirty (30) Bundesliga games were selected for this study. Their common feature is
that they ended with a three-goal difference at most. A complete shot analyze has been done
on each game writing down all shot situations. The following pages of the document show the
methods, the analysis, the results and conclusions of the study. The objective of the author is
to provide a tool for coaches to better read the last few minutes of the game.

KEYWORDS

Shots, Decisive phase, Analyze, Pressure, Fatigue, Bundesliga

INTRODUCTION

In order to define the shot in handball, it could be possible to reach an agreement: the
shot is the capacity that the game brings us to score a goal. This capacity can be carried out
through different situations, different body postures, beating various oppositions (Laguna,
2008). This study focuses on how this capacity can be performed on the last minutes but it
will also address some key questions. How effective are the teams during this phase of the
game? Do pressure and fatigue influence the effectiveness of the players? How and from
where are the shots performed? Who makes the shots? And the goalkeepers.., from where do
they save more shots?

Obviously, a player’s shooting performance will not be the same at the 20-minute
mark of the game as it will be at the 57-minute mark, when that performance is relevant for
the final result of the game. Factors such as fatigue, psychological pressure from previous
games as well as the current one and the quality of the players involved are fundamental and
decisive during these game phases.

But, what is pressure? Where it is? Initially it is not a concrete physical and tangible
object. We cannot see it or touch it but we know that it exists and that it conditions people’s
behavior and judgement. Two kinds of pressure can be distinguished: positive pressure and
negative pressure (Mague, 2006). The negative pressure is related to the hostility of playing as
visiting team or when the crowd is jeering and trying to intimidate the players… Examples of
positive pressure could be the support and encouragement from the crowd when a team plays
home and the support of family members, friends or coaches. This kindly support can turn
into a problem and bring further pressure related to the fear to fail or to not fulfill other
people’s expectations.

Sport competitions demand a very high level of combative egocentrism, protected and
recognized for a one-way sport and social culture structure, based on victory or defeat, all or
nothing (Bredemeier, 1985). Consequently, the sportsmen focus only on beating their
adversary directly -in this case: shooter and goalkeeper or shooter plus block and goalkeeper-
instead of their own immediate performance. All this psychosocial and sociocultural pressure
during competitions requires tasks and strategies to help elite sportsmen beat these
distractions and keep control in the daily training situations too. (Dale, 2000)

In addition to the aforementioned pressure situations, the fatigue accumulated during
the whole game may affect the way the players deal with critical situations towards the end of
it. The psychological fatigue is another factor to consider, since this aspect could also highly
influence the performance of the players and minimize their skills on specific game actions or
movements, regarding both muscular strength capacities and coordination (Pires Ferraz,
2016). This could hinder their capacity to make the right decisions with a clear head and avoid
mistakes. This effect can also be noticed on the shot movement in handball. Therefore, it is
very important to introduce these factors on the daily training and to be aware of the fatigue
during the game, inserting player rotations to minimize it on this specific phase of the game.

In an attempt to analyze these situations in detail and verify whether the games are
really resolved on these 10 last minutes, the author conducted a study on what is considered to
be the best handball league worldwide, the German Handball Bundesliga. Its purpose is to
compare the shooter’s behavior on this game phase extrapolating the data to the whole game
(60 minutes). As already shown on the section Summary, the study emphasizes the shot zones
and how the shots have been executed in order to draw conclusions regarding tactics and
strategy. All these conclusions should be properly linked to the game model context of the
German Handball Bundesliga because handball is not played the same way in Germany as in
other countries and leagues. In the last part, the data are evaluated in order to find out whether
the pressure and the fatigue have an impact on the shot performance of the player in the final
part of the analyzed games.

METHODS

This study analyzes 30 games of the current season 2015/2016 with a close end result
(max. 3 goal-difference). These games were downloaded from the platform
www.sportlounge.com (further information on the references).

Photo 1: Video platform of the DKB German Handball Bundesliga. Sportlounge

Once the games were downloaded, the relevant data regarding the last 10 minutes
were gathered and transferred to the statistics spreadsheet (Graph 1). The shots were grouped
with a comment underneath which would be used to complete the study.

Graph 1: Shots spreadsheet

The spreadsheet (Graph 1) provides the following information:

● Results at the 50-minute mark and the 60-minute mark of the game
● The point from where the shots came (zone, position, fast break, 7m…)
● Which player has shot
● If the shot failed to score a goal (then marked in the spreadsheet with just the number
of the shooter)
● If the shot scored a goal (then marked with the number of the shooter in a circle)
● If it was a standard jump shot (no comments attached)
● The execution comments related to the shots are under the number of the player, the
comments can be the following: underarm shot, overarm shot without jump, spin
shot… or even if the shot was blocked for a defensive player
● The goalkeeper saves the shot (the 7m one too) and which goalkeeper has made the
save

In order to enable a comparison between the official statistics of the DKB Handball
Bundesliga and the analyzed shots reflected on the spreadsheet, these guidelines shall be
followed:

● In a shot from 9 meters or further away the shooter throws on the 9 meter line or
further away
● An underarm shot is performed with the hand at the hip level
● A fast break shot is a fast break performed on the first wave phase
● The attack areas are as described in Graph 2
● The games were observed three times in order to minimize the uncertainties of the
study

DEVELOPMENT

Random games with tight results (maximum 3-goal difference) were selected. In order
to find homogeneous data, at least one game of each team was considered. The following
games were analyzed:

Game Result Min 50´ Final result
Leipzig -‐ Berlin 19 -‐ 19 25 – 23
Berlin -‐ Hannover 25 -‐ 24 28 – 28
Wetzlar -‐ Gummersbach 21 -‐ 25 30 – 30
Göppingen -‐ Melsungen 22 – 22 27 – 24
Gummersbach -‐ Berlin 23 – 24 26 – 28
Kiel – Lübbecke 22 – 21 28 – 26
Lübbecke -‐ Balingen 21 – 19 25 – 24
Lemgo -‐ Flensburg 26 – 24 30 – 32
Lübbecke -‐ Hannover 25 – 26 29 – 29
Melsungen – Rhein-‐Neckar Löwen 20 – 20 25 – 23
Gummersbach -‐ Melsungen 22 – 24 26 – 27
Berlin -‐ Flensburg 23 – 23 26 – 27
Melsungen -‐ Hannover 21 – 22 25 – 28
Balingen -‐ Lemgo 26 – 21 30 – 27
Magdeburg -‐ Wetzlar 23 – 21 26 – 26
Rhein-‐Neckar Löwen -‐ Magdeburg 22 – 19 27 – 25
Balingen -‐ Wetzlar 22 – 23 27 – 26
Rhein-‐Neckar Löwen -‐ Flensburg 18 – 21 22 – 25
Bergischer -‐ Gummersbach 18 – 18 22 – 23
Lübbecke -‐ Stuttgart 19 – 18 23 – 22
Berlin -‐ Wetzlar 19 – 15 23 – 20
Bergischer -‐ Magdeburg 21 – 20 28 – 26
Bergischer -‐ Leipzig 24 – 26 28 – 31
Melsungen -‐ Balingen 24 – 25 29 – 28
Magdeburg -‐ Flensburg 19 – 18 23 – 22
Lübbecke -‐ Eisenach 18 – 17 22 – 24
Hannover -‐ Kiel 23 – 21 30 – 30
Stuttgart -‐ Hannover 19 – 17 21 – 23
Hannover -‐ Berlin 18 – 20 25 – 22
Sttutgart -‐ Lemgo 22 – 23 28 -‐ 27

Table 1: Analyzed games with the partial results (min. 50) and final results

The results of the study were classified according to the following criteria: the final
score, the shots in general, the shot position, the part of the court from where the shot came,
the shooter and the goalkeeper’s performance. The following results are always referred to the
last 10 minutes of the games:

Depending on the score

● In 27 out of the 30 games (90% of them), the difference at the 50-minute mark was
less than or equal to 3 goals
● In 7 of them (23%) the team that was behind recovered and won the game
● In 12 of them (40%) the advantage was maintained the rest of the game or even
increased
● In 6 of them (20%) the match ends in a draw
● In 9 games out of the 17 where the final score was different than the one at the 50-
minute mark, the home team improved their score and in 8 of them the visiting team
got more points

Depending on the shots in general

● Total number of shots: 469
● Total number of goals scored: 281, with a success rate of 59.91%. The success rate of
the whole season considering the complete game (60 minutes) is 59.87%
● Total number of shots where the ball goes out of the court: 23, i.e., 0.76 shots in this
game phase (4.90 %)
● Total number of shots that go to the post/crossbar: 21, i.e., 0.70 shots in this game
phase (4.47 %)
● Total number of shots on target: 397, i.e. 13.23 shots in this game phase (84,64 %)
● Total number of shots after a rebound: 6, i.e. 0.20 shots in this game phase (1.27 %);
in 4 of them the ball entered the goal and in 2 of them it did not
● Total number of blocked shots: 28, i.e., 0.93 shots in this game phase (5.97 %)
● Total number of underarm shots: 17, i.e. 0.56 shots in this game phase, (3.62 %); in
7of them the ball entered the goal (41.17%)
● Total number of overarm shots without jump: 37, i.e. 1.23 shots in this game phase
(7.88 %); in 15 of them the ball entered the goal (40.54%)

Depending on the shot position

● Total number of 7-meters shots: 50 (10.67% of the total number of shots); in 34 of
them (68%) the ball entered the goal
● Total number of fast break shots: 26 (5.55% of the total number of shots); in 22 of
them (84.61%) the ball entered the goal
● Total number of shots from the wing position: 46 (9.80% of the total number of shots);
in 24 of them the ball entered the goal, i.e. 52.17%
● Total number of shots from the line player position: 47 (10.02% of the total number of
shots); 33 of them the ball entered the goal, i.e. 70.21%
● Total number of penetration shots: 46 (9.80% of the total number of shots); in 43 of
them the ball entered the goal, i.e. 93.47%
● Total number of shots between 6 meters and 9 meters: 15 (3.19% of the total number
of shots); in 9 of them the ball entered the goal, i.e. 60%
● Total number of shots between 6 meters and 9 meters and penetration: 61 (13% of the
total number of shots); in 52 of them the ball entered the goal, i.e. 85.24%
● Total number of shots from 9 meters or further away: 239 (50.95% of the total number
of shots); in 116 of them the ball entered the goal, i.e. 48,53%

Depending on the part of the court from which the shot came

● Total number of shots from the attack right area: 83 (17.69% of the total number of
shots); in 52 of them the ball entered the goal, i.e. 62.65%
● Total number of shots from the attack left area: 101 (21.53% of the total number of
shots); in 66 of them the ball entered the goal, i.e. 65.34%
● Total number of shots from the attack central area: 209 (44.56% of the total number of
shots); in 107of them the ball entered the goal, i.e. 51.19%

Graph 2: Statistics of the shot areas

Depending on the player who made the shot

● Considering the 30 games, 42 players scored 3 or more goals in the last 10 minutes of
the games

Depending on the goalkeeper’s performance

● Total saves by the goalkeepers: 116, which corresponds to 3.86 saves per game in
these 10 last minutes with a percentage of saved shots of 24.73%
● Percentage of saved shots on target: 29.22%
● Total saves of 7-meter shots: 13, i.e. 27.65 % of the 7-meter shots on target
● The goalkeepers have a higher percentage of saved shots when the shots come from
the central area of the court as shown in the shot area statistics (Graph 2)


Once all data have been gathered on the Development phase, the results are
extrapolated and compared first with the total 60 minutes of the game and then with the
general statistics of the league.

Depending on the position from where the shots were made

● Total number of not blocked shots: 441, extrapolated to 88.20 total shots per game.
The actual average of the season is 81 not blocked shots per game
● Total number of goals scored: 281, with a success rate of 59.91%. When extrapolated
to goals per game, the number would be 56.20. The actual average of the season is
48.47 goals per game
● Total number of 7-meter shots: 50 (10.66% of the total number of shots); in 34 of
them (68%) the ball entered the goal. When extrapolated to goals per game, the
number would be 6.79 7-meter goals per game. The actual average of the season is 5.5
7-meter goals per game
● Total number of fast break shots: 26 (5.54% of the total number of shots); in 22
(84.61%) of them the ball entered the goal. When extrapolated to goals per game, the
number would be 4.39 fast break goals per game. The actual average of the season is
4.5 fast break goals per game
● Total number of shots from the wing position: 46 (9.80% of the total number of shots);
in 24 (52.17%) of them the ball entered the goal. When extrapolated to goals per
game, the number would be 4.8 goals from the wing position per game. The actual
average of the season is 5.44 goals from the wing position per game with a 62.86%
success rate
● Total number of shots from the line player position: 47 (10.02% of the total number of
shots); in 33 of them (70.21%) the ball entered the goal. When extrapolated to goals
per game, the number would be 6.6 goals from the line player position per game. The
actual average of the season is 5.05 goals from the line player position per game
● Total number of shots between 6 meters and 9 meters and penetration shots: 61 (13%
of the total number of shots); in 52 (85.24%) of them the ball entered the goal. When
extrapolated to goals per game, the number would be 10.4 goals between 6 meters and
9 meters and penetration shots per game. The actual average of the season is 12.97
goals between 6 meters and 9 meters and penetration shots per game
● Total number of shots from 9 meters or further away: 239 (50.95% of the total number
of shots); in 116 of them (48.53%) the ball entered the goal. When extrapolated to
goals per game, the number would be 23.20 goals from 9 meters or further away per
game. The actual average of the season is 14.64 goals from 9 meters or further away
per game with a 45.87% success rate

Depending on the goalkeeper’s performance

● Total saves by the goalkeepers: 116, which corresponds to 3.86 saves per game in
these 10 last minutes. When extrapolated to saves per complete game, the number
would be 23,19. The actual average of the season is 19.37 saves per game.

Table 2 is the comparative statistics of the season 2015/2016 on the German 1°
Bundesliga (date of retrieval 25/05/2016), which was used to extrapolate the data to the whole
games in order to compare them to the statistics of the shots. To extrapolate the data, the
partial number was divided by the total number of the games (30) and multiplied afterwards
by the total amount of 10-minute parts of the game, that is, 6 parts. The data were extracted
from the official website of the DKB Handball Bundesliga (see References).

Table 2: Statistics of the total shots

The total number of saves was also extracted from the same official website of the
DKB Handball Bundesliga (see References). The result was 5442 total saves (date of retrieval
25/05/2016).

CONCLUSIONS

From the results shown in the previous sections, the following conclusions can be
drawn:

1. In 90% of the games with a tight result (max. 3 goals final difference), the result at the
50 minutes was also tight (max. 3 goals final difference)
2. One out of 4 games is turned around; this confirms the importance of the data
analyzed in this document
3. Although the efficiency of the shooters is similar to the complete game, the total
percentage of shots is 8.88% higher in this phase of the game when it is compared
with the complete game
4. The average of goals goes from 48.47 per game to 56.20 in the last ten minutes
5. As shown in Graph 3, only 15% of the shots are not on target during this phase of the
game. The goalkeepers save 25% of the remaining 85% shots and the last 60%
remaining is goal

Graph 3: Total shot statistics

6. 23% more 7-meter shots are executed in the last ten minutes of the games with a tight
result
7. 3% less fast break goals are achieved in the last ten minutes of the games with a tight
result
8. 12% less goals from the wing position are scored in the last ten minutes of the game
with a tight result, that means 10,69% less
9. 30% more goals from the line player position are scored in the last ten minutes of the
games with a tight result
10. 20% less goals between 6 meters and 9 meters and penetration goals are scored in the
last ten minutes of the games with s tight result
11. As shown in Graph 4, 51% of the shots are performed from 9 meters or further away
in the last ten minutes of the games with a tight. That means 58% more shots from 9
meters or further away if it is compared with a complete game

Graph 4: Shooting areas statistics. German Bundesliga

12. The overarm shot is the second most common shot in the last ten minutes of the games
with tight results, after the standard jump shot
13. 20% more shots are performed from the left zone as over the right zone on the last ten
minutes of the close games. Even so, the shots over the central zones are double
performed comparing to the side zones
14. The goalkeepers perform 19% more saves on the last ten minutes of the games with
tight results
15. 1,4 players on average score 3 or more goals per game in the last ten minutes of the
games with tight results.

To summarize, the main conclusion drawn from the data is that 8.88% (see Graph 4)
more shots are performed in this phase of the game. Therefore, the number of goals scored
and saved by the goalkeepers is higher. It may then be concluded that if the coaches can
manage these last situations knowing from where and when these shots are made, the chance
of success will greatly increase.

Graph 4: Comparative between goals and shots

The areas where the most of the shots are made are the central areas. These are usually
long distance shots or are executed when the rival plays with the line player and not so much
through shots between 6 meters and 9 meters, penetration shots or through wing shots. In
Graph 5 the differences between the real values of the goals in complete games and the
extrapolated data of the analyzed last ten minutes are shown.

Graph 5: Comparative of the area where shot is made and the goals. German Bundesliga

Apart from all these conclusions on tactics and strategy, it should not be forgotten that
the most successful sportsmen are distinguished because they can find the rightest, fastest and
most effective solutions on difficult situations in crucial moments of the game, even under a
high physical and mental stress on the fatigue phase. Therefore, training on decision-making
and a high amount of prolonged physical activity are really essential to the successful
performance of the players in the last phases of the games, to the point where they can change
a tight result.

REFERENCES

1. LAGUNA, M.: “El Lanzamiento: Curso de Entrenador Nacional 2008” Subject:
Técnica – Táctica Individual. RFEBm

2. Web platform that saves the 2015/2016 season games of the German DKB Handball
Bundesliga. www.sportlounge.com.

3. Shot statistics of the German DKB Handball Bundesliga: http://www.dkb-handball-
bundesliga.de/de/dkb-hbl/statistiken/saisonen/statistiken/saison-15-
16/saisonstatistik/team-angriff/

4. Goalkeeper´s save statistics of the German DKB Handball Bundesliga:
http://www.dkb-handball-bundesliga.de/de/dkb-
hbl/statistiken/saisonen/statistiken/saison-15-16/saisonstatistik/torhueter/

5. Sport article searcher of the German Sports Institute www.bisp-surf.de

6. MAURE, G.: “El Rival interior”. Alto rendimiento en deportes de competición, 2006

7. BREDEMEIER, B.J.: “Moral reasoning and the perceived legitimacy of intentionally
injurious sports acts”. J Sport Psychol 1985: 7: 110–124.

8. DALE, G.A.: “Distractions and coping strategies of elite decathletes during their most
memorable performances”. Sport Psychol 2000: 14: 17–41.

9. PIRES Ferraz, R. M., Roland van de Tillar, Ana Pereira, Mário C. Marques: “The
effect of fatigue and duration knowledge of exercise on kicking performance in soccer
player”, 2016

2016
Handball Youth Training

Department
Sporting Clube da Horta
Technical Coordination
Reflections and Proposals for

2016/17 Season
Rui Alberto Gouveia dos Santos

EHF Pro Master Coach
July 10 rd 2016
1
Index
Pág
1 – TITTLE
2 – SUMMARY 03
3 - INTRODUCTION 03
4 – CONTEXT 04
4.1 – Field of intervention 04
4.2 – Chart 05
4.3 – Operation 05
4.4 – Technical training for coaches 06
4.5 – Pedagogical principals 06
4.6 – Skills e assignments 07
4.6.1 – Coordinator 07
4.6.2 – Coaches 07
4.7 – Continued training for coaches 08
4.8 – Volume of training and matches 08
4.8.1 – Volume of training 08
4.8.2 – Matches 09
4.9 – Team’s schedules for training – Season 2015/16 09
4.10 – Competition’s participation: local, regional and national 10
4.11 – Technical and Tactical content 10
4.12 – Philosophy/Game concept 11
5 – RESULTS 11
5.1 – Nº of athletes on the senior squad 11
5.2 – Nº of federate athletes on the youth training 11
5.3.1 – Regional results 11
5.3.2 – Nacional results 12
5.4 – Nº of athletes on the Azores Team 12
5.5 – Compliance with the department's guideline document 13
5.6 – Parental involvement in the club activities 13
5.7 – Coach's training and update 13
6 – CONCLUSIONS 14
7 - PROPOSALS 14
8 – ATTACHMENTS 15
ATTACHMENT I – Technical and tactical plan (Contents) 16
ATTACHMENT II – Philosophy/Game concept 21
REFERENCES 22
2
2 – SUMMARY
The present work is a reflection on the organization, operation and achieved results in
the youth training department of Sporting Clube da Horta (SCH) , the only club in Faial
Island (city of Horta - Azores) involved in the Handball practice. Faial Island has about
15.000 people and about 8.500 reside in the city (Horta).
Simultaneously it is a proposal for the 2016/17 season.
In the 2010/11 it was presented a document with guidelines about the organization of
the youth training handball department in the club and so now, five seasons later, and
facing the results achieved, it is import to reflect and propose a new dynamic in the
department’s operation and organization with the soul purpose of improving and
achieving new goals.
The evaluation indicators of the work developed in the youth training department, being
the number of federate athletes, the game results, both regional and national, the number
of player in the Azores teams represented at the Island Games (IG) and the number of
players in the senior team, that is part of the national championship 1st liege, confirm
the need for this club to maintain their investment in the youth training department.
Key - Words: Youth Training, Coordination, Organization
3 – INTRODUCTION
In Portugal there are many sports clubs that are invested in youth training with a double
perceptive: social promotion for sport practice and for youth training of handball
players.
In 2010/11 SCH organized a youth training department, having nominated a coordinator
and not a manager.
We can difference both terms
The coordinator functions are centered in the training, orientation/guidelines,
coordination, education and supervision of all the coaches’s work; the manager, in
addition to the above functions, takes total power of the specific sport modality,
influences and determines sport policy and has power over human resources, material
resources and financial resources.
In the present paper we focus our analysis in the operation and coordination of the youth
training department reflecting upon the work that has been developed over the past
years and upon achieved results.
For the purpose we remind the goal that were set for the department:
1 - To promote the practice of handball within the club;
2 - To motivate children and young people for the Handball practice in SCH in future
perspective, methodologically guiding it’s training process to gain their loyalty to the
practice and to the club;
3 -To detect and follow, from beginners level, the players that show great potential for
the handball practice;
4 - To integrate each year in the senior team 1 to 2 players;
5 - To implement locally a social dynamic around the handball practice, captivating
parents to participate and follow the team and club activities;
6 - To federate at least 100 players of the youth training levels;
7 - To promote the training and update knowledge of coaches;
3
This goals have quantity variables (goals 4 and 6) and quality variables (all of the
others) that need to be evaluate.
For the our purpose the quantity variables will be measured through:
- Number of athletes that integrate the senior team;
- Number of federate athletes of the youth training levels;
Regarding the quality variables, these will be evaluated according to:
- Results in both regional and national competitions of the youth level teams;
- Number of players that integrate the Azores team that participate in the Island Games
- Fulfillment of purpose in the department’s Guideline Document;
- Parental involvement in the club activities;
- Training and update knowledge of coaches;
Still in the spectrum of this reflection, and facing the 5 year accumulated experience, we
present a set of proposals to reorganize and trigger a new dynamic in the youth training
department of SCH.
4 – CONTEXT
In this chapter we will present a brief characterization of the youth training department
of the club that does not have its own sports facilities.
4.1 – Field of intervention
The SCH youth training department, in line with the Club’s direction, seeks to focus its
action on two fronts: the promotion and sports youth training quality.
The sports promotion aims to captivate children and young people (the ranking/levels
bambis, minis and iniciados) to practice handball, creating loyalty to the club and to the
handball practice.
The experience of recent years tells us that young people who begin the practice of
handball in the ranks of initiates and youth, do not to maintain and integrate the teams
of the club until the end of the season, and eventually give up. Why? The difference of
technical and tactical level of the players, since the players of children and youth teams
began their practice earlier in the ranking bambis, minis or iniciados, lying in a more
advanced training process. In this context, and although every year we register a few
new entries on the ranks/levels referred, the bet on attracting athletes from 3rd grade has
been a priority.
The sports training, which is intended to be of quality in all levels, pursues two main
objectives: (1) provide the players technical, tactical, physical and psychological
fundamentals, to face successfully the competition and (2) the integration of trained
players inside club in the senior team participating in the National Championship of the
1st division.
Each player of juniors level/ ranking who will in the future join the senior team means a
reduction in financial costs by hiring players from outside the region, and can create a
better identification of the club’s members and supporters. This also increases
spectators present in home games.
4
The task of training players that will rise to the ranking/level of junior or senior and will
integrate the senior team participating in the National Championship of the 1st division,
is ambitious, arduous and complex, but inevitable for a club that despite financial
difficulties, intends to continue to participate at the highest level of competition in
national handball.
Many of the young people who pass through the club and the sport do not opt for a
professional or semi-professional career for various reasons, including the continuity of
studies outside the island, personal and professional choices or by the lack of technical
and tactical quality to play at a higher level.
However, they keep the passion and the desire to continue to play handball, and for that
reason the decision of the club to constitute a B team at the senior ranking/level came in
response to a group of players who wish to continue to play without the professional
responsibilities that are part of the professional team, increasing not only the sport offer
of the club, but also the possibility of some junior players gain competitive experience
for possible inclusion in the professional team.
4.2 – Chart
The club has yet to address the lack of sports leaders to fulfill the training teams and
monitor the work of the coaches serving as a liaison with management. The following
table shows the team’s human framework for the youth training teams.
Table 1 - Teams and technical / management framework
Club Management
Department’s Director - Jorge
Rosa
Youth training department’s
Teams
coordinator - Rui Santos
Male Coaches Sport leader
Bambis – 6 -9 years (2009 a 2007) Pedro Silva/
Minis – 10-11 years (2006 e 2005) Henrique Oliveira/
Infantis – 12-13 years (2004 e 2003) Rui Santos/ Raifer Noa
Iniciados – 14-15 years (2002 e 2001) Mário Bettencourt/
Juvenis – 16-17 years (2000 a 1999) Rui Fialho/ Yuri Kostetsky
Juniores – 18 -20 years (1998 a 1996) Rui Fialho/Yuri Kostetsky
4.3 – Operation
The department should meet regularly in order to analyze, monitor and define new
strategies for the work in place.
Its operation involves three types of meetings:
- Between the department's coordinator and the club’s director responsible for youth
training (every three months - September, December, March and June - to analyze the
5
compliance with the guideline document, to monitor the process of training and
competition, to evaluate the season in question and to prepare for the new season);
- Between the department's coordinator and the coaches of the various teams (daily
during the monitoring of training);
- Between the department’s coordinator, the coaches and the director of the club
responsible for the youth training (2 to 3 times during the season).
4.4 – Coaches Technical Training
The coaches who are part of the department have the following technical training:
Rui Santos - level IV Coach / EHF License Coach - Department Coordinator and
coach of infantis team.
Mario Bettencourt - level III Coach - coach of iniciados team.
Rui Fialho - level III Coach - coach of juvenis team and juniors team
Yuri Kostetsky - level III Coach - coach of juvenis team and junior team
Henrique Oliveira - level III Coach - coach of minis team
Pedro Silva - level II Coach - coach of bambis team
Raifer Noa - Monitor and assistant-coach of infantis team.
4.5 – Pedagogic principles
The following pedagogical principles have been defined:
1st Principal:
“Until they the Infantis level is reached children should play and not compete
continuously and formally on a regulated manner."
Fernando Jorge Oliveira presented in July 2010 a document with some reflections on
national handball with particular focus on youth training, which deserves some
consideration due to the pedagogic principles that are with in the documents context.
For its relevance, up to date and content we choose to reveal some aspects we consider
of real value for the theoretical framework of the pedagogical work that is to be put into
practice by the coaches of the youth training department of our club.
He quotes Santiago Coca, known Spanish psychologist, author of “Psicopedagogia

aplicada al Balonmano” when he says that it is imperative to state that children till the
ages of infantis e iniciados “they play, they do not compete”.
Or, if we prefer, the does not worry about competition in a regulated and continuously
manner. The effort, and hence the tiredness that stems from it motivated by the
responsibility of the competition are alien realities to the child’s interests"; and
reinforces saying that "both Infantis as Iniciados awaken to sport by purely playing.
This happen at it’s own pace, because the game frenzy gives them full satisfaction."
In regards to this, the author refers Antonio Nóvoa, reputed and world-renowned
researcher in the area of Educational Sciences which clearly states that "... the métods
present in the game (Le Jeau), in the playfulness, in the child’s interests and actions
and in their freedom and initiative constitute central heritage of the twentieth century
pedagogy "
6
The competition model for minis and infantis levels, which was introduced by the
Handball Federation of Portugal, falls within this principle. There is not a National
Championship but a National Meeting, a competition open to all interested parties, that
gives a greater chance of achieving balanced games and without the burden of having to
conquest the national champion title.
2º Principal:
“The stages of development (growth and maturation) of practitioners should be
respected”
About the coach’s role, Fernando Jorge Oliveira quotes Froebel (1782-1852), author of
"Escola do Jogo," whom Juan Rodriguez Lopez evokes in "História del Deporte"
arguing that "it is necessary to respect the child’s natural development and the different
phases in its evolution. The child's natural activity is to play..." and "through the game,
the child will be learning and entering the physical and social world; their performance
will form their character as the consequences of their actions will get imprinted in their
personality. "
This author in the beginning of the XIX century already defended very assertively that
"it is unnecessary not to step over the natural growth of the child since the successful
development of any of the evolutionary stages depends on the previous ones"
In respect for these pedagogical principles, the process of youth training in the club
should focus it’s goals on learning:
- Set the content for the different rankings/levels;
- Respect the time so that the contents are carried out and consolidate;
- Make the transfer of the learning process into the game.
In this context it is important:
- Adopt models and game processes that are adjusted to the real interests of
young practitioners, developing strong ties to handball practice in order to feed
career prospects;
- Create within the club what is designed by Technical Tactic Programming,
defining the learning content for each age group and the inherent skills that
every practitioner should carry with itself for the next age group;
- Set a philosophy / game concept
4.6 – Skills e assignments
In this segment the skills and tasks of the department’s coordinator and it’s coaches are
presented.
4.6.1 – Coordinator
The tasks set for the department’s coordinator are the following:
* Meet with the club board direction
* Coordinate the coach's work
* Define the philosophy/game concept and the technical and tactical content for the
youth training levels
* Follow the team’s training process of the youth training levels and replace the coaches
in case of absence or impediment.
7
* Coordinate the training of coaches
* Meet with the coaches
* Follow and support young players who show great potential for the sport.
* Manage the distribution of training schedules accordingly with the ranking
* Prepare the guideline document and the activities report of the youth training
department
4.6.2 – Coaches
The skills of trainers are the following:
* Guide and direct training process and games of their teams.

* Comply with the objectives of the department.
* To prepare the activities plan and the final report of its teams according to the terms of
the contract-program between the club and the Sport Service of the island (SD).
* Participate in workshops/meetings and training with the technical coordinator.
* Monitor the school life of their athletes.
* Encourage athletes to get their game uniform.
* Maintain a close relationship with parents / guardians.
4.7 – Continued Training for Coaches
The coaches training and update is critical for the quality of training that is intended.
And therefore it is planned every year the participation for the club coaches in the
Scientific Congress of FAP and in the Clinic of Associação de Andebol of Faial Island
(AAIF).
4.8– Volume of training and matches

4.8.1 – Volume of training
Analysis of earlier seasons and given the results obtained at national level by teams of
infantis, iniciados and juvenis levels, which show a positive evolution, proved the
existence of a deficit on a physical and competitive level in comparison to Portugal’s
main land teams.
If in the competitive aspect is not possible to provide a number of official matches per
season, identical to the mainland teams, about 40 games, we have to bridge this gap
through more training time and participation often in national competitions during the
school holidays.
In this context, it is essential to give greater importance to physical, technical and
tactical group training, increasing weekly training load and improving conditions, like
giving more opportunities for the teams to train in the entire field.
Unfortunately, this has not been possible since the availability of training hours in SD
sports all does not allow it, as can be seen in the timetable chart of training in point 4.9.
4.8.2 – Matches
Regarding the competitive aspect is virtually impossible to increase the number of
games during the season e due to the local reality and the regional competition model.
8
However, and in conjunction with AAIF, we keep a competition between teams of the
next higher level and previous lower level twice a month.
On the other hand, and in partnership with parents, it is the intention of the club to
promote the participation of minis, infantis, iniciados and juvenis in national
tournaments during the Easter holiday period as a way to provide more competitive
experience and more matches during the season.
4.9 – Team’s schedules for training – Season 2015/16
The bambis level group practice twice a week with a duration of 120 '/ week, the minis
team reduced the number of workouts to 3 making 180' / week, infantis and iniciados
teams continues with 4 weekly workouts with a duration 360 '/ week and juvenis and
juniors reduce to 4 weekly sessions with a duration of 360' / week.
The content table below shows the season length and training.
Table 2 - Number of weekly training per team and length of the season
Iniciados Juvenis e
Bambis Minis Infantis
Juniores
Início 14 Sept.15 14 Sept.15 14 Sept.15 14 Setembro15 14 Sept.15
Nº training 2 x week 3 x week 4 x week
Duration 2x60’= 120’/s 3x60’= 180’/s 4x90’= 360’/s
Internship Christmas and Ester Holidays

Nº Local Meetings and
Meetings 20 matches 20 matches 20 matches
matches 10 matches
AAIF,
AAIF, AAIF, Regional
Regional Regional Championship
AAIF e
Meeting for Meeting for for Iniciados
Regional
Minis, Ester Infantis, Ester and Juvenis,
Competitions AAIF
tournament e tournament e Ester
Championship
de Juniores e
National National tournament and
Seniores
Meeting for Meeting for National
Minis Infantis Championship
for iniciados
End of season 15 Junho16 5 Julho16 30 Junho16 15 Junho16
The club does not have it's own sport installations, so is dependent on the distribution of
hours in the sports hall of city of Horta, that belongs to the Sport Service (SD) of Faial.
Table No. 3 shows the training hours.
9
Table 3 - Training schedule
Escalões 2ª feira 3ª feira 4ª feira 5ª feira 6ª feira
Bâmbis 16.30-17.30 16.30-17.30

Minis 16.30-17.30 16.30-17.30 17.00-18.00
Infantis 17.00-18.30 17.00-18.30 17.00-18.30 17.00-17.45 - 17.00-18.30
Goalkeeper
Iniciados 16.30-18.00 16.40-17.40 16.30-18.30 training 16.40-17.40
Juvenis 18.30-20.00 18.30-20.00 17.30-19.00 18.30-20.00
Juniores 18.30-20.00 18.30-20.00 17.30-19.00 18.30-20.00
The present schedule shows that the training conditions are not the best, since the teams
have to divide the sports hall with another level team, with the exception of one or two
case where they have a whole field.
4.10 – Competition’s participation: local, regional and national

Participation in competition constitutes the highest point of evaluation of the training
process and the most desirable and motivator moment for players.
In local competition, due to the number of teams per level, are held matches between
the immediately lower and upper level teams.
With regard to regional competition is expected the participation in all ranking as the
following table:
Table 5 - Competition’s participation

Teams Type of Competion OBS
Regional Meeting–
Minis National Meeting
Tournement Ilha do Sol
National Participation in
Infantis Regional Meeting National Meeting case of qualifying in the
regional
National
Iniciados Regional Championship case of qualifying in the
Championship
regional
Regional
Juvenis Regional Championship case of qualifying in the
Championship
regional
Juniores Regional Championship
4.11 – Technical and tactical content
The technical and tactical content for the different levels of training have been defined
which are a work of reference for coaches and should be adapted to the team’s level of
evolution and practitioners (Attachment 1).
10
4.12 – Philosophy / Game Concept
The definition of a generic set principles for each level has two objectives:
- Standardize the work of the coaches in each category;
- Set a philosophy / concept of progressive and continuous game based on technical and
tactical behaviors and attitudes that players and teams of the youth teams should
develop in practice and games.
In practice, what is intended is:
- When players ascend in level must to know and master the general principles of attack
and defense regardless of the defensive and offensive systems used by each coach;
- To have common behaviors and attitudes in defense and attack, regardless of the
collective tactics and game strategies used by each coach in the competition.
Therefore, and with the senior’s coach team collaboration, specific principles were set
(attachment II).
5 – RESULTS
The evaluation and analysis of results focuses on the following indicators:
5.1 - Number of athletes who are part of the senior squad
The following table shows the number of athletes trained in the Club’s youth training
department that have joined the senior squad (which participates in the National
Championship)
Table 6 – Number of athletes trained in the youth training department that have joined
the senior squad
Sport Season 2012/13 2013/14 2014/15 2015/16

Nº of player in the senior
16 16 18 19
Squad
Nº of player of the youth 4 juniores and 2 5 juniores, 1 juvenil 2 juniores and 6 5 juniores and 5
training department seniores and 2 seniores seniores seniores
5.2 -Number of federated athletes in the youth training department
Table 7 – Number of federated athletes
Sport Season 2012/13 2013/14 2014/15 2015/16

Number of federate plyaers 104 95 90 118
5.3 - Results of the youth training department team’s in regional and national
competition
5.3.1 - Regional results
11
In the last 4 seasons SCH obtained excellent results in regional competitions (regional
championships) having won in all categories (Infantis, Iniciados, Juvenis e Juniores).
5.3.2 - National Results
The National results are shown in the table below

Table 8 – National results and qualifications
Season Results and Qualifications
Type of 2012/13 2013/14 2014/15 2015/16
competition
National
6 matches 6 matches 6 matches
Meeting in the future
2 victories 3 victories 6 victories
Minis
National
Meeting No participation 30º place in 32 teams 18º place in 36 teams 22º place in 36 teams
Infantis
CN SCH 29 x CF
SCH-20 x Belenenses-31 SCH 29 x SCP 37 SCH 18 x Batalha 32
Iniciados Belenenses 26
SCH 15 x Benfica 30 SCH 24 x Almada 25 SCH 25 x Alto Moinho 22
SCH 19 x Sismaria 23
CN SCH-18
Juvenis SCH-22 SCP-30 SCH-30 Pateira-25 xSanjoanense-32

Campeão Nacional da 2ª
SCH-20 ABC-24 SCH-19 Vitória-24 SCH-25 xABC-32
divisão
SCH-27 CCFMadeira-28 SCH-20 AcadémicoFC-30 SCH-19 xGM 1º Dez-
21
From the national results we can conclude the following:

- The minis team recorded the best participation in national competitions during season
2014/15, with 6 wins in 6 games;
- The Infantis team in season 2014/15, was ranked in 18th place among 36 teams when
the previous season had been second to last with a single victory;
- The Iniciados team improved its results in the last 2 seasons, having won at least one
match in each participation;
- The juvenis team achieved its best result in the season 2012/13 (national champion of
the 2nd division).
5.4 - Number of athletes that are part of the Azores team in JDI
The JDI is an international competition in various sports for the Iniciados) rankings (14-
15 ages) with the participation of some island regions of the European Union (Corsica,
Sardinia, Balearic Islands, Martinique, Sicily, ...).
The Azores participate in the male Handball discipline in the years of 2012 and 2016,
having won both years.
Part of the Azores team 2012 were 8 players from SCH and in 2016, 9 players, out of
the 14 that constitute the Azores team. It should be said that there is the practice of male
12
handball in the level of iniciados in the islands of Sta Maria, S. Miguel, Terceira,
Graciosa, Pico e Faial.
5.5 - Compliance with the department's Guideline Document
What is proposed in the guideline document, in general, it is complied by the coaches.

However, it appears that the other human resources of the club are almost entirely
geared to the first team (senior team).
This conclusion is confirmed by the following evidence:
- The youth training teams do not have managerial framework;
- Systematic absence of sports leaders in training and home matches;
- The sports leader that escort teams of the youth training departments teams
during their traveling outside the island is always the same;
- Many athletes are still to federate and federation of the remaining runs during
the season (mid-season and just before regional competitions);
- The realization of only 1 to 2 annual meetings with the Director responsible
for the youth training department.
5.6 - Parental involvement in the club activities
There is a mobilization and approach of parents and family members to the club and to
the social-oriented initiatives. This is show in the support of the club‘s restaurant during
the popular festival “Week of See”. This support is materialized in the preparation of
meals, table service and by the offer of food products.
In addition, the club organizes during the sports season some gastronomic events
(dinners at the headquarters and traditional lunch during Soups of the Holy Spirit) to
raise revenue. And in any of these initiatives is visible the participation of parents and
athletes supporting the organization, doing table service and offering prepared meals.
Traditional Soups of the Holy Spirit recorded between 300-400 participants in each
lunch.
5.7 - Coach's Training and Update
The following table shows the qualification and the number of coaches who fit the
teams for the season 2015/16.
Table 9 –Coaches level of training
Teams Level of training Nº of Coaches per team
Bambis Level II 1
Minis Level III 1
Level IV – EHF Licence Coach
Infantis 2
Assistant - No training (senior player)
Iniciados Level III 1
Juvenis Level III 2
Juniores LevelIII 2
13
With regard to the coache’s knowledge update we note the difficulty of the club to bear
the costs of traveling to the mainland so they can participate in scientific congresses
organized by the Handball Federation of Portugal.
Therefore the recycling resumes to the Clinic of coaches organized by the Handball
Association of Faial Island.
6 – CONCLUSIONS
The purpose of this chapter is, after the analysis we made, present some findings on the
functioning, organization and results obtained:
1 - Teams of SCH dominate the regional competition at all ranking of youth training.
2 - The sports results achieved at national level in the ranks of minis, infantis, iniciados
and juvenis have improved and show a much better balance.
3 - The work done in youth training seems to be of quality due to some indicators,
namely, the number of athletes that made the Azores team of iniciados taht participated
in the JDI and the results achieved at regional and national level competitions.
4 - Increased training load seems to have contributed to improved results in regional and
national competitions.
5 - The SCH youth training department continues to play an important role in
maintaining and reducing the senior team costs that participates in the National
Championship of the 1st division of male senior, for each year includes junior-ranking
players in the first team that consists about 50% of players trained at the club.
6 - Continuous training of trainers in the club seems to be insufficient regrading the
permanent need of updating and credit requirements for the trainer title renewal.
7 - The club, through its youth raining department, fulfills the social functions within
the sport is offer, civic education and sports training of children and young people in
Faial.
8 - The department reveals shortcomings in terms of the management framework.
7 – PROPOSALS
In the above context it is important to reflect on some proposals:

1 - To give continuity to the youth training project through the youth training
department;
2 - Improve the human framework of training teams using, if necessary, parental
collaboration.
3 - Promote the realization of more work meetings between the director responsible for
the department, the coordinator and the coaches;
4 - Promoting the participation of coaches in training and updates;
5 - Give particular attention to the physical training of players from the level of infantis;
6 - Promote monitoring and specific training of junior players who are part of the senior
squad.
8 – ATTACHMENTS
Attachment I – Technical and tactical planning

Attachment II – Philosophy / Game Concept
14
ATTACHMENTS I - Technical and tactical planning
A –Contents of technical and tactical learning (Bambis - 7 to 9 years)

Attack
Collective Goals Individual goals Learning content Kye -words Process of training
Attacker with ball
1. Cash and frame

with the opponent 1. Practice and pass
1. Placement (distance
goal. kind of games and
of the ball carrier do
caching in movement
PB)
2. Far away the with and without
opponent goal and opponents
2. External far away 1. “Rapids”
with opposition, pass
1 – Make clear the game with and without the
and take away to the 2. Shot jumping
ball 2. “Always to move” practice
opponent goal.
2 – Keep the possession
ball 3. Overarm pass (right 3. “Do pass line” or
3. Far away the 3. Dribbling course
and left) and caching in “Take support points”
opponent goal and (circuit)
3 –Advance collectively fast break and
without opposition,
in the field positional attack 4. “Pass and far away” 4.Practice to control
advance dribbling and
shot jump. (handle) the ball
4 – Do always the fast 4. Shot jumping (6m) 5. “Overarm”
break (CA) –Idea of fast and shot base
4. Near the goal shot 5. Pre-sportive games
break
jumping. (pass game)
5. Dribbling (high and
low)
Attacker without ball 6. Restrict game ( until
5x5) in a small field
6. Control (handle) the
5. Placed distant of with or without
ball
the ball carrier, but to specific rules
distance to receive the
pass and take away
for catch the ball.
DEFESA
1. Placed in front the 1. “Pressing always

opponent with ball the ball carrier”
1- Do always the and obstruction his
backing defense action with the arms. 1. Defensive placed 2. ”Without fault”
(near and far away,
1. Pre-sportive games
2. Try always recover 2. Try disarm the ball between the attacker 3. “Don’t jump in
the ball carrier in dribbling and the goal and see front the ball carrier”
2. Restrict game (until
the ball)
5x5) in a small field
3. Look for your 3. Placed in front the 4. “Feet not parallels
with or without
attacker opponent without the 2. Interception in front the ball
specific rules
ball (between the carrier”
attacker and the goal) 3. Disarm
5. “Between the
4. Try to intercept the attacker and the
ball goalkeeper”
15
B – Contents of technical and tactical learning (Minis -10 to 11 years)
ATTACK
Attacker with ball 1. Practice and small

1. Placement
games for pass and
(distance of the ball
1. Cash and frame with caching in movement
the opponent goal carrier do PB)
1. “Rapids” with and without
opponents
2. Far away the 2. External far away 2. “Always to move”
with and without the
opponent goal and with 2. Feint practice with
opposition, pass to the ball 3. “Do pass line” or and without the ball
1. Make clear the game
best placed player in “Take support points”
3. Overarm pass
the field and take away 3. Shot jumping
2. Do always the fast (right and left) and
to the opponent goal. 4. “Running for catch practice
break (CA) caching in fast break
the ball”
3. Far away the and positional attack 4. Practice for control
3. Guarantee the
opponent goal and 5. “Tense pass” (handle) the ball
occupation of the field 4. Shot jumping (6m)
without opposition,
in amplitude and and shot base
advance dribbling and 6. “Overarm” 5. Dribbling course
profundity
shot jump with power (circuit)
5. Dribbling (high
in central zone. 7. “Pass and far away”
4. Guarantee the and low)
6. Practice in
cooperation
4. Near the goal, shot 8. “Pass and change advantage–2x1, 3x2,…
6. Control (handle)
jump with power in the position” (taking decision)
5. Speed replacement the ball
central zone.
the ball after the goal
9. “Go to the 7. Pre-sportive games
7. Feint left/right and
Attacker without ball goalkeeper” (pass game)
right/left
5. Placed distant of the 10. “See all the 8. Formal game and
8. Caching the ball
ball carrier, but to players” restrict game (until
running
distance to receive the 5x5) in a small field
pass and take away for with or without
9. Taking decision
catch the ball and shot. specific rules
DEFESA
1. Placed in front the 1. “Pressing always

opponent with ball ( the ball carrier”
adequate distance) and
1. Specific practices
obstruction his action 2. ”Without fault”
and special games of
with the arms.
1. Do always the defensive movement
1. Defensive placed 3. “Always to move”
backing defense and defensive basic
2. Try disarm the ball (near) – basic position
position.
carrier ball in dribbling 4. “Pressing who goes
2. Try always recover
2. Interception to receive the ball”
the ball 2. Pre-sportive games
3. Placed in front the
opponent without the 3. Disarm 5. “Help the
3. Defend the goal with 3. Restrict game (until
ball (adequate distance) companies”
individual system (man 5x5) in a small field
seeing the ball. 4. Control (checking)
to man) and with 2 lines with or without
the opponent 6. “See the ball and
(3:3) specific rules
4. Try to intercept the the player”
ball.
4. Game 7x7
7. “Between the
5. Control (checking) attacker and the
the opponent goalkeeper”
16
C – Contents of technical and tactical learning (Infantis -12 to 13 years)
ATTACK
1. Play with simple Attacker with ball 1.Racional occupation 1.“Rapids” 1. Pass and caching
organization. of the field in practices in movement
1. Cash and frame with amplitude and 2. “Always to with and without
2. Do always the fast the opponent goal profundity move” opponents.
break (CA) and
extended fast break 2. “Pass and go” (pass 2. Take away (far off) 3. “Do pass line” or 2. Feint practice with and
and take away to the “Take support without the ball
3. Guarantee the goal framed with the 3. Overarm pass points”
occupation of the field ball carrier) (jump or base) 3. Shot base and jumping
in amplitude and 4. “Move for practices
profundity 3. Far away the 4. Caching the ball caching the ball”
opponent goal and with with two hands (face 4. Overarm and holding
4. Guarantee the opposition, advance to face and from both 5. “Tense pass” the ball
cooperation dribbling and shot jump. sides), in fast break
and in organized 6. “Pass and far 5. Dribbling course
5. Attack against an 4. Near the goal, shot attack away” (circuit)
individual defense and with opponent feint
and shot or pass. 5. Shot jumping and 7. “Pass well” 6. Far away practice
6. Attack against a shot base (central, left
zone defense 5. In numerical equality and right zone) 8. “Before caching 7. Fast break practices
attract the unpaired the ball you must
7. Speed replacement defender and in 6. Dribbling (high and now what to do” 8. Pre-sportive games
the ball after the goal advantage attract the low) (pass game)
pair defender. 9. ”Reed the game”
7. Control (handle) 9. Formal game and
Attacker without ball the ball (skills) 10. “Go to the restrict game (until 5x5)
goalkeeper” in a small field with or
6. Take away (go inside 8. Taking decision without specific rules
and enter) for catch the
ball and shot 9. Feint left/right and 10. Practice in advantage–
right/left with 2x1, 3x2, 4x3,… (taking
7. Occupy the field in shooting, rotation and decision)
amplitude and passing fake
profundity 11. Game 7x7
10. Route the ball
DEFESA
1. Do always the 1. Define his attacker, 1. Defensive placed ( 1“Pressing always 1. Specific practices and
backing defense speak, obstruction and basic position) and the ball carrier” special games of
control his action with basic defensive defensive movement,
2. Try always recover the arms. movements 2. ”Without fault” defensive basic position
the ball and control checking) the
2. Try to intercept or 2. Interception and 3. “Always to opponent.
3. Defense the goal disarm the ball carrier disarm move”
with the individual in dribbling. 2. Pre-sportive games
defense 3:3. 3. Control (checking) 4. “Pressing who
3. Placed between the the opponent goes to receive the 3. Formal game and
4. Defense the goal ball carrier and his goal ball” restrict game (until 5x5)
with a zonal defense , see the ball, move 4. Change the in a small field with or
6:0 back and help. attackers or not 5. “Help the without specific rules
(slipping) companies”
4. Control the opponent 4. Practice in
inside the 9m 5. Block 6. “See the ball and disadvantage – 1x2, 2x3,
the player” 3x4,… (taking decision)
7. “Between the
attacker and the
goalkeeper”
17
D – Contents of technical and tactical learning (Iniciados -14 to 15 years)
ATTACK
1. Play with Attacker with ball 1. Placed in specific 1. Rapids” 1. Fast break practices
organization position in attack with opponents
1. Cash and frame with the 2. “Always to move”
2. Do always the fast opponent goal 2. Passing the ball (all 2. Pass and caching
break (CA) kinds) 3. “Pass well” practices in movement
2. “Pass and go inside” with and without
3. Guarantee the frame with the carrier ball 3. Caching the ball 4. “Move for opponents.
occupation of the with two hands, in fast caching the ball”
field in attack 3. Near the goal and with break, in organized 3. Feint practice with
positions (wing, opponent (1x1) feint and attack and with 5. “Tense pass” and without the ball
back, central and shot. opposition. and opponents
pivot) 6. “Fast break”
4. In numerical equality 4. Shot 9m (jumping 4. Shot base and
4. Guarantee the attract the unpaired shot base and footstep 7. “Pass well” jumping practices on
cooperation defender and in advantage ) and 6m (wing, specific positions and
attract the pair defender. central) 8. “Before caching with opponents
5. Attack against an the ball you must
individual defense Attacker without ball 5. Control (handle) the now what to do” 5. Practice holding the
ball (holding, caching ball
6. Attack against a 5. Take away (go inside and with one or two hands 9.”Reed the game”
zone defense enter) for catch the ball and and skills) e dribbling 6. Dribbling and far
shot. 10. “Go to the away
7.Speed replacement 6. Feint left/right and goalkeeper”
the ball after the 6. Occupy the specific right/left with 7. Pre-sportive games
goal position in attack and catch shooting, rotation and
the ball running. passing fake 9. Formal game (7x7)
and restrict game
7. Cross and block 7. Crossings, offensive (until 5x5) with or
blocking and without specific rules
progressives enters
10. Practice in
8. Taking decision advantage–2x1, 3x2,
4x3,…and equality
(taking decision)
DEFESA
1. Do always the 1. When lost the ball 1. Offensive basic 1. “Out and control 1. Specific practices
backing defense recover and placed in basic position (checking) the and special games of
position. opponent in shot defensive movement,
2. Try always 2. Interception and zone zona” defensive basic
recover the ball 2. Define his attacker, disarm position and control
speak, obstruction and 2. “Speak in checking) the
3. Defense the goal control the action with the 3. Defensive defense” opponent.
with the individual arms. movements.
defense 3:3 and 3. “Between the 2. Pre-sportive games,
zonal defense (3:2:1, 3. Try to intercept or disarm 4. Help defense,, attacker and the practice game 1x1,
5:1 e 6:0) the ball carrier in dribbling change the attackers or goalkeeper, see the 2x2, 3x3 e 4x4 (with
and control in 9m not ball and the player” and without pivot) and
in disadvantage
4. Do the defense, the 5. Control (checking) 4. “Oscillate and
movements defense and the opponent and help” 3. Formal game (7x7)
block. block and restrict game (4x4,
5. “Close the goal” 5x5)
5. Change the attackers or
not 6. “Go to fast break”
18
E – Contents of technical and tactical learning (Juvenis -16 to 17 years)
ATTACK
1. Play with Attacker with ball 1. Placed in specific 1. “Rapids” 1. Pass and caching
organization position in attack practices in movement
1. “Pass and go 2. “Always to move” with and without
2. Do always the fast inside” frame with the 2. Passing the ball (all opponents.
break (CA) carrier ball. kinds) 3. “Pass well”
2. Feint practice with
3.Speed replacement 2. With opponent 3. Caching the ball with 4. “Move for caching opponents and
the ball after the goal (1x1) feint and shot. two hands, in fast break, the ball” dribbling course
in organized attack and (circuit)
4. Guarantee the 3. In numerical with opposition. 5. “Tense pass”
occupation of the equality attract the 3. Shot base and
field in attack unpaired defender and 4. All type of shots (9m 6. “Fast break” jumping practices on
positions (wing, in advantage attract the and 6m) with 1, 2 or 3 specific positions and
back, central and pair defender. steps 7. “Before caching the with opponents
pivot) ball you must now
Attacker without ball 5. Control (handle) the what to do” 4. Practice holding the
5. Guarantee the ball (holding, caching ball and overarm
cooperation 4. Take away (go with one or two hands 8.”Reed the game”
inside and enter) for and skills) e dribbling 5. Pre-sportive games
6. Attack against a catch the ball and shot. 9. “Go to the
zone defense 6. All feint left/right and goalkeeper” 6. Practice in equality,
5. Occupy the specific right/left with shooting, advantage and
7. Attack against a position in attack. rotation and passing fake 10. “One attack, one disadvantage with or
combined defense goal” without pivot
6. Take the ball 7. Crossings, offensive
running. blocking and progressives 7. Fast break practices
enters with opponents
7. Cross and block
8. Taking decision 8. Formal game (7x7)
8. In positional attack and restrict game (until
do the defensive 5x5) with or without
balance specific rules
DEFESA
1. Do always the 1. When lost the ball 1. Offensive basic 1. “Out and control 1. Specific practices
backing defense recover and placed in position (high (checking) the and special games of
basic position. concentration) opponent” defensive movement,
2. Try always defensive basic
recover the ball 2. Try to intercept or 2. Interception and disarm 2. “Speak in defense” position and control
disarm the ball carrier checking) the
3 Defense the goal in dribbling and 3. Defensive movements 3. “We win opponent.
with the individual control in 9m defending”
defense 3:3 and 4. Help defense,, change 2. Pre-sportive games,
zonal defense (3:2:1, 3. Do the defense, the the attackers or not 4.“Oscillate and help” practice game 1x1,
5:1, 5+1 e 6:0) and movements defense 2x2, 3x3 e 4x4 (with
in disadvantage and block 5. Control (checking) the 5. “Close the goal” and without pivot) and
opponent and block in in disadvantage
4. Help and change the cooperation with 6. “Go to fast break”
attackers or not goalkeeper 3. Formal game (7x7)
7. “Quick reposition” and restrict game (4x4,
5x5)
8 – “See the ball and
the player”
19
F – Contents of technical and tactical learning (Juniores -18 to 20 years)
ATTACK
1. Play with Attacker with ball 1. Perfection the passing 1. “Rapids” 1. Pass and caching
organization the ball (all kinds) complexes practices in
1. Go inside and enter. 2. “Go to the movement with and
2. Do always the fast 2. Perfection the goalkeeper” without opponents.
break (CA) 2. With opponent dribbling caching with
(1x1) feint and shot. 1 and 2 hands in fast 3. “Move for caching 2. Feint practice with
3. Speed replacement break, organized attack the ball” opponents and dribbling
the ball after the goal 3. In numerical and with opposition course (circuit)
equality attract the 4. “Pass well and
4. Guarantee the unpaired defender and 3. Perfection all type of strong” 3. Shot base and
occupation of the field in advantage attract shots (9m and 6m) with jumping practices on
in attack positions the pair defender. 1, 2 or 3 steps 5. “Fast break” specific positions with
(wing, back, central opponents and with 1, 2
and pivot) Attacker without ball 4. Control (handle) the 6.”Reed the game” or 3 steps
ball (holding, caching
5. Guarantee the 4. Go inside and enter with one or two hands 7. “One attack, one 4. Practice holding the
cooperation and skills) e dribbling goal” ball
5. Occupy the specific
6. Attack against a position in attack. 5. Perfection all feint 5. Specifics fast break
zone defense, a left/right and right/left practices with
combined defense and 6. Take the ball with shooting, rotation opponents
in disadvantage running and attack the and passing fake
goal. 6. Practice in equality,
6. Perfection crossings, advantage and
7. Cross and block offensive blocking and disadvantage with or
progressives enters without pivot
8. In positional attack
do the defensive 7. Formal game (7x7)
balance
DEFESA
1. Do always the 1. When lost the ball 1. Offensive basic 1. “Out and control 1. Specific practices of
backing defense recover and placed in position (high (checking) the defensive movement,
basic position. concentration) opponent” defensive basic position
2. Try always recover and control checking)
the ball 2. Try to intercept or 2. Interception, disarm, 2.“Speak in defense” the opponent.
disarm the ball carrier defensive movements
3. Defense the goal in dribbling and and block in cooperation 3. “See the ball and 2. Pre-sportive games,
with the individual control in 9m with goalkeeper the player” practice game 1x1, 2x2,
defense 3:3 and zonal 3x3 e 4x4 (with and
defense (3:2:1, 5:1, 3. Do the defense, the 3. Perfection the help 4.“Oscillate and without pivot) and in
5+1 e 6:0), combined movements defense defense, change the help” disadvantage
defense and in and block attackers or not
disadvantage 5. “Close the goal” 3. Formal game (7x7)
4. Help and change the 4. Perfection the control and restrict game (4x4,
attackers or not (checking) the opponent 6. “Go to fast break” 5x5)
7.“Quick reposition”
8. “We win
defending”
20
ATTACHEMENT II – Concept Game/Philosophy
Steps Defense ATTACK
Bambis e Systems: HxH (bambis and minis) andSystems: HxH and 3:3
Minis 3:3 (minis) 1 – Catch the ball and turn/frame to the
1 – Go to their field after loss the ball opponent goal;
2 – “Between the attacker and the 2 – After pass far away (don’t demand
goalkeeper, and see the ball and his the ball) and/or change positions;
player” 3 – See always the ball;
3 – Break off the pass; 4 – Reed the game – “Before caching the
4 – Attacker with ball in shot zone must ball you must now what to do” (minis);
be controlled/checking (minis); 5 – Occupy all the field amplitude;
5 – Oscillate/Help to the side ball 6 – Entry (go in) to 6m (minis);
(minis); 7 – Always play in supported fast break
6 – Change the opponents when theywith short pass and without dribbling
cross/change places (minis) (minis)
8 – Speed replacement the ball after the
goal (minis)
Infantis Systems: HxH; 3:3 e 6:0 Systems: 3:3 e 2:4
1 – Always seeing the ball and his 1 – Catch the ball and turn/frame to the
player; opponent goal;
2 – Always moving (boxer) and 2 – Reed the game and after the pass far
prepared for the fast break; away;
3 – Speaking in defense (3:3 e 6x0) 3 - See always the ball and the other
defining his attacker (carrier ball); players;
4 – Oscillate/Help to the side ball; 4 – Change the positions;
5 – Up the arms in front the carrier ball; 5 – To play in 3 positions (1ª e 2ª line
6 – Change the opponents and sliding; and obligatorily as pivot);
7 - Attacker whit the ball in shot zone 6 – Moving for catch the ball (behind the
must be controlled/checking (9-10m). line ball);
7- Attack the space between the
defenders and attract the unpaired;
8 – Always play in supported fast break
with short pass and without dribbling ;
9 – Speed replacement the ball after the
goal.
Iniciados Systems: 3.3, 6:0 e 5:1 Systems: 3.3 e 2:4
1 – Always seeing the ball and his 1-To play in 3 positions (1ª e 2ª line and
player; obligatorily as pivot);
2 – Always moving (boxer) and 2 – Moving for catch the ball (behind the
prepared for the fast break; line ball);
3 - Speaking in defense defining his 3- Attack the space between the
attacker (carrier ball); defenders and attract the unpaired;
4 – Oscillate/Help to the side ball; 4 – Reed the game and do sequence by
5 – Up the arms in front the carrier ball; cross or enter (6m);
6 – Change the opponents and sliding; 5 – Play with 2 pivots (enters with and
7 - Attacker whit the ball in shot zone without the ball);
must be controlled/checking (9-10m); 6- Always play in supported fast break
8 – Cause the fault of the attacker. with short pass and without dribbling;
7 – Play collectively –
21
Juvenis e Systems: 6:0, 5:1, 3:2:1 e 5+1 Systems: 3:3 e 2:4
Juniores 1 – Always seeing the ball and his 1 – To play in 3 positions (1ª e 2ª line
player; and obligatorily as pivot);
2 – Always moving (boxer) and 2 – Moving for catch the ball (behind the
prepared for the fast break; line ball);
3 - Speaking in defense defining his 3- Attack the space between the
attacker (carrier ball); defenders and attract the unpaired;
4 – – Oscillate/Help to the side ball; 4 – Reed the game and do sequence by
5 – Up the arms in front the carrier ball; cross or enter (6m);
6 - Change the opponents and sliding;; 5 – Play with 2 pivots (enters with and
7 - Attacker whit the ball in shot zone without the ball);
must be controlled/checking (9-10m); 6- Always play in fast break;
8 – Cause the fault of the attacker; 7 – Play collectively.
9 – To oblige the back players to do
outside path;
10 – Cause the change instead the
sliding.
REFERENCES
Ribeiro, M &Volossovitch,A (2004). Andebol 1 - O ensino do andebol dos 7 aos

10 anos. Lisboa: Edições FMH.
Ribeiro, M &Volossovitch,A (2008). Andebol 2 - O ensino do andebol dos 11
aos 14 anos. Lisboa: Edições FMH.
Curado, J (2002). Organização do treino nos desportos colectivos – pontos de
partida. Editorial Caminho SA, Lisboa.
Rui Alberto Gouveia dos Santos

EHF Pro Master Coach - Federação de Andebol de Portugal
Horta, July 10 rd 2016
22
THE HANDBALL AND
CROSSFIT
Rui Miguel Calçada Oliveira Rito
Portugal Handball Federation

Portugal
2016
INDEX
SUMMARY___________________________________________ 3
INTRODUCTION ______________________________________ 3
LITERARY REVIEW _____________________________________ 4
Handball __________________________________________________________________ 4
Effort characterization _____________________________________________________________ 4
So, the demands of modern handball require (Figure 1) the player to be "powerful" to shot off fast
and strong enough to jump high and far and to face the opponent in 1x1 fight (Bayer, 1987; Malic
and Tomljanovic, 1989; Alcaide, 1991; Cercel, 1990). _____________________________________ 4
Physical qualities in handball ________________________________________________________ 4
Crossfit ___________________________________________________________________ 6
Prescription ______________________________________________________________________ 7
Methodology _____________________________________________________________________ 7
Foundations _____________________________________________________________________ 7
An Effective Approach _____________________________________________________________ 8
What Is A “Core Strength and Conditioning” Program? ___________________________________ 8
What is the CrossFit method and how is it different? _____________________________________ 9
Aerobics And Anaerobics ___________________________________________________________ 9
Weightlifting ____________________________________________________________________ 10
Gymnastics _____________________________________________________________________ 12
Functional Movements ____________________________________________________________ 12
RESULTS AND DISCUSSION ____________________________ 13

Weightlifting _____________________________________________________________ 13
Gymnastics _______________________________________________________________ 15
Metabolic condition _______________________________________________________ 16
Mobility _________________________________________________________________ 16
Examples of Crossfit WODs __________________________________________________ 17
Examples of Crossfit WODs adapted to handball _________________________________ 17
CONCLUSION________________________________________ 18
REFERENCES ________________________________________ 19
THE HANDBALL AND CROSSFIT 2

SUMMARY
This study aims to address the form of how Crossfit can be an important tool in the
training of physical condition handball. Currently, playing handball has become
increasingly faster and with longer contact, wherein all elements of the physical
condition holds a key role. Thus, the training of all elements of physical condition are of
utmost importance for the success of the athletes. Crossfit is a program of functional
movements constantly high intensity varied, aimed at optimizing each of the ten fields
of physical condition recognized.
Key Words: Handball, crossfit, training, physical condition
INTRODUCTION
A handball player, like any other athlete in team sports, spends much of his career
preparing for game situations. It was shown that anthropometric characteristics and high
levels of strength, muscular power and speed in the shot distinguishes elite from a lower
level of male handball players (Gorostiaga, 2005).
The training of physical condition is a fundamental element of contemporary training.
Crossfit can become an ideal tool for the physical preparation of handball. Its training
with constantly varying functional and high intensity movements is designed to be
physically and mentally challenging and varied, such as situations in handball game. In
some period of the game, the athlete may be dribbling with the ball and the following
instant he may be doing defensive recovery, then he may be shotting, so, there is a wide
range of situations that can happen during the game. In this sense, the training should be
varied in order that the athletes continue to adapt and evolve.
The Crossfit workout incorporates three main components: Olympic lifting
(weightlifting), gymnastics and metabolic condition.
The Olympic lifting (weightlifting), is one of the best ways to make our body stronger
and more efficient, having the unique ability to develop the explosive power of the
athlete, control over external objects and mastery of essential motor recruitment
patterns. The benefits of Olympic lifting do not only end with strength, speed, power
and flexibility. Both the pitch (Clean and Jerk) as start-up (Snatch) considerably
develop coordination, agility, accuracy and balance.
The extraordinary amount of exercise, as a training mode, is that it depends on the own
body weight as the sole source of resistance. This brings a unique value to the
improvement of the ratio between strength and weight. Considering the great
importance that the capacity of this type has on the development of strength, this is
undoubtedly the supreme approach to improve coordination, balance, agility, precision
and flexibility.
The training of the metabolic condition in Crossfit helps develop the aerobic and
anaerobic systems, placing greater emphasis on ATP-PC and anaerobic system while
improving aerobic system. Handball is a game of 60 minutes. Athletes must be able to

perform their tasks throughout the playing time, which requires needs of the three
energy systems.
LITERARY REVIEW
Handball
Effort characterization
The handball is characterized as a game that encompasses a wide range of movements,
with or without the ball, realized on the basis of speed, skill and strength, and that
depends on the collective work of the players and their direct fight with the opponent
(Ghermanescu, 1978; Cercel, 1990).
In high sports performance, the factors that differentiate the handball players seem to
worsen when the individual fitness levels are higher (Latiskevits, 1991; Smith, 1995). It
becomes therefore important to know the handball requirements, so that it can
determine the specific physical preparation to achieve them (Alcaide, 1991).
Also Ghermanescu (1978) refers the strength and speed to characterize handball from
the physical point of view, the use of speed in all its forms, the specific force applied to
the shooting, jumping and execution of all movements attack and defense.
Figure 1 – Handball specific actions and force application variables

So, the demands of modern handball require (Figure 1) the player to be "powerful" to
shot off fast and strong enough to jump high and far and to face the opponent in 1x1
fight (Bayer, 1987; Malic and Tomljanovic, 1989; Alcaide, 1991; Cercel, 1990).
Physical qualities in handball

The main physical qualities observed in handball are shown in Table 1. This table is
based on ratings and applications suggested by Barbanti (1979), Garcia (1991), Tubino
(1980) and Zakharov (1992).
Tableau 1: Physical qualities in handball

Physical quality Variation Adaptation

STRENGTH Maxim Maximum muscle force employed on the move
- Important in the achievement of the position
- Important to support physical contact
Power Maximum power in an explosive act (strengh

move with maximum speed)
- Conducting jumps (vertical and horizontal)
- Conducting releases (shooting and passing)
- Conducting sprints
- Exports and fast direction changes
Resistance To support repetitions of explosive movements

- Conducting jumps
- Conducting shots
- Displacements
SPEED Of Reaction To produce quick motor responses

- Ball Handling
- Displacements
- countermoves
Agility This allows quick changes of direction and

position
- Realization of passes
- Conducting shots
- Realization of displacement
Of Strength To produce fast movements against resistance

- Conducting offensive / defensive movements
- Realization of passes with marking (contact)
Maxim* - Movements performed with maximum speed

- Moving with full speed
- Goal attempts
ENDURANCE Aerobic Enables the maintenance of income during the

match
- Cardio-respiratory adaptation
- Recovery during and after exertion
- Metabolic adaptation (decrease in the
production of lactate)
Of Speed Enables realization of fast and powerful

movements
- Fast, repetitive technical skills
- Rapid, repetitive Displacements

Muscle located It allows performing repetitions of movements
efficiency for a long period of time
- Helps to maintain a certain position
- Favors the realization of shots
- Favors performing jumps
FLEXIBILITY Determines the functional ability of the joints to

move to the ideal limits of certain actions
- Increased range of motion
- Improved muscle relaxation
- Technical Improvement
- Injury prevention
COORDINATION Skill Execution of movements with precision and

energy saving
Performing simple movements
- Dribble
- Pass
- Reception
Dexterity Performing complex movements
- Feints
- Special Goal attempts
BALANCE Static To maintain or achieve a desired position
- Without displacement
Dynamic To maintain or achieve a desired position
- With displacement
- After jumps
- Position Dispute
* This kind of speed in team sports is hardly achieved due to limitations of the field. The
maximum speed can be achieved only around 30 meters.
From the presentation of the various physical qualities and their direct applications in
handball (Table 1), one can realize that many physical qualities, if not all, are involved
in this sport. Each physical quality is used for technical and specific movements wich
combine with fluency to provide numerous tactics movements during the game.
Strength, speed, endurance, flexibility, coordination and balance and its variations are
therefore physical qualities widely used and combined during the handball match.
Therefore, they should also be worked on in training so that the movements may
become more accurate and energy efficient, resulting in improved efficiency and
performance of athletes during the game.
Crossfit
Crossfit training is a system born of Greg Glassman’s experience, gymnastics coach and
later coach of the Police Department of Santa Cruz, California, USA. Initially designed
for police training in that department, Crossfit quickly expanded to an increasing
number of people who wanted to be fit disposing of little means and training in their
garages or home. Today, the Crossfit has a vast number of Boxs in the US and around
the world, thousands of followers and their own Crossfit Games, which are held
annually. In Portugal Crossfit is growing exponentially with each passing day.

Human beings have standards of basic functional movements that have developed
during its evolution as a species over thousands of years. Gestures like move, push, pull
and jump, for example, are innate to human mechanics and we constantly use them in
different ways in our day-to-day. The search for effective execution and constant
improvement of these basic movements in different situations and scenarios, is what is
done in Crossfit. The official definition of Crossfit, although short, encompasses
everything we do on three fundamental pillars: functional movements, constantly
varied, high intensity run.
Prescription
CrossFit is: “constantly varied, high-intensity, functional movement”. Functional
movements are universal motor recruitment patterns; they are performed in a wave of
contraction from core to extremity; and they are compound movements–i.e., they are
multi-joint. They are natural, effective, and efficient locomotors of body and external
objects. But no aspect of functional movements is more important than their capacity to
move large loads over long distances, and to do so quickly. Collectively, these three
attributes (load, distance, and speed) uniquely qualify functional movements for the
production of high-power. Intensity is defined exactly as power, and intensity is the
independent variable most commonly associated with maximizing the rate of return of
favorable adaptation to exercise. Recognizing that the breadth and depth of a program’s
stimulus will determine the breadth and depth of the adaptation it elicits, the Crossfit
prescription of functionality and intensity is constantly varied. Crossfit believe that
preparation for random physical challenges–i.e., unknown and unknowable events–is at
odds with fixed, predictable, and routine regimens.
Methodology
The methodology that drives CrossFit is entirely empirical. They believe that
meaningful statements about safety, efficacy, and efficiency, the three most important
and interdependent facets to evaluate any fitness program, can be supported only by
measurable, observable, repeatable data. They call this approach “evidence-based
fitness.” CrossFit’s methodology depends on full disclosure of methods, results, and
criticisms, and they have employed the Internet to support these values. They´re charter
is open source, making co-developers out of participating coaches, athletes, and trainers
through a spontaneous and collaborative online community. CrossFit is empirically
driven, clinically tested, and community developed.
Foundations
CrossFit is a core strength and conditioning program. They have designed our program
to elicit as broad an adaptational response as possible. CrossFit is not a specialized
fitness program but a deliberate attempt to optimize physical competence in each of 10
fitness domains. They are cardiovascular/respiratory endurance, stamina, strength,
flexibility, power, speed, coordination, agility, balance, and accuracy.

CrossFit was developed to enhance an individual’s competency at all physical tasks.
Their athletes are trained to perform successfully at multiple, diverse, and randomized
physical challenges. This fitness is demanded of military and police personnel,
firefighters, and many sports requiring total or complete physical prowess. CrossFit has
proven effective in these arenas.
Aside from the breadth their totality of fitness CrossFit seeks, their program is
distinctive, if not unique, in its focus on maximizing neuroendocrine response,
developing power, cross-training with multiple training modalities, constant training
and practice with functional movements, and the development of successful diet
strategies.
Their athletes are trained to bike, run, swim, and row at short, middle, and long
distances, guaranteeing exposure and competency in each of the three main metabolic
pathways.
They train their athletes in gymnastics from rudimentary to advanced movements,

garnering great capacity at controlling the body both dynamically and statically while
maximizing strength-to-weight ratio and flexibility. They also place a heavy emphasis
on Olympic weightlifting, having seen this sport’s unique ability to develop an athlete’s
explosive power, control of external objects, and mastery of critical motor recruitment
patterns. And finally they encourage and assist their athletes to explore a variety of
sports as a vehicle to express and apply their fitness.
An Effective Approach
In gyms and health clubs throughout the world the typical workout consists of isolation
movements and extended aerobic sessions. The fitness community from trainers to the
magazines has the exercising public believing that lateral raises, curls, leg extensions,
sit-ups and the like combined with 20-40 minute stints on the stationary bike or
treadmill are going to lead to some kind of great fitness. Well, at CrossFit they work
exclusively with compound movements and shorter high-intensity cardiovascular
sessions. They have replaced the lateral raise with push presses, the curl with pull-ups,
and the leg extension with squats. For every long distance effort their athletes will do
five or six at short distance. Why? Because functional movements and high-intensity are
radically more effective at eliciting nearly any desired fitness result. Startlingly, this is
not a matter of opinion but solid, irrefutable scientific fact, and yet the marginally
effective old ways persist and are nearly universal. Their approach is consistent with
what is practiced in elite training programs associated with major university athletic
teams and professional sports. CrossFit endeavors to bring state-of-the-art coaching
techniques to the general public and athlete.
What Is A “Core Strength and Conditioning” Program?

CrossFit is a core strength and conditioning program in two distinct senses. First, they
are a core strength and conditioning program in the sense that the fitness they develop is
foundational to all other athletic needs. This is the same sense in which the university

courses required of a particular major are called the “core curriculum”. This is the stuff
that everyone needs. Second, they are a “core” strength and conditioning program in the
literal sense meaning the center of something. Much of they´re work focuses on the
major functional axis of the human body, the extension and flexion of the hips and torso
or trunk. The primacy of core strength and conditioning in this sense is supported by the
simple observation that powerful hip extension alone is necessary and nearly sufficient
for elite athletic performance.
What is the CrossFit method and how is it different?

The CrossFit method is to establish a hierarchy of effort and concern that builds as
follows:
Diet: lays the molecular foundations for fitness and health.
Metabolic Conditioning: builds capacity in each of three metabolic pathways,

beginning with aerobic, then lactic acid, and then phosphocreatine pathways.
Gymnastics: establishes functional capacity for body control and range of motion.
Weightlifting and Throwing: develop ability to control external objects and produce
power.
Sport: applies fitness in competitive atmosphere with more randomized movements and
skill mastery.
Aerobics And Anaerobics

There are three main energy systems that fuel all human activity. Almost all changes
that occur in the body due to exercise are related to the demands placed on these energy
systems. Furthermore, the efficacy of any given fitness regimen may largely be tied to
its ability to elicit an adequate stimulus for change within these three energy systems.
Energy is derived aerobically when oxygen is utilized to metabolize substrates derived

from food and liberates energy. An activity is termed aerobic when the majority of
energy needed is derived aerobically. These activities are usually greater than 90
seconds in duration and involve low to moderate power output or intensity. Examples of
aerobic activity include running on the treadmill for 20 minutes, swimming a mile, and
watching TV.
Energy is derived anaerobically when energy is liberated from substrates in the absence
of oxygen. Activities are considered anaerobic when the majority of the energy needed
is derived anaerobically. In fact, properly structured, anaerobic activity can be used to
develop a very high level of aerobic fitness without the muscle wasting consistent with
high volume aerobic exercise! These activities are of less than two minutes in duration
and involve moderate to high-power output or intensity. There are two such anaerobic
systems, the phosphagen (or phospocreatine) system and the lactic acid (or glycolytic)

system. Examples of anaerobic activity include running a 100-meter sprint, squatting,
and doing pull-ups.
Anaerobic and aerobic training support performance variables like strength, power,
speed, and endurance. They also support the contention that total conditioning and
optimal health necessitates training each of the physiological systems in a systematic
fashion.
Aerobic training benefits cardiovascular function and decreases body fat – all good.
Aerobic conditioning allows us to engage in low power extended efforts efficiently
(cardio/respiratory endurance and stamina). This is critical to many sports. Athletes
engaged in sports or training where a preponderance of the training load is spent in
aerobic efforts witness decreases in muscle mass, strength, speed, and power. It is not
uncommon to find marathoners with a vertical leap of only several inches! Furthermore,
aerobic activity has a pronounced tendency to decrease anaerobic capacity. This does
not bode well for most athletes or those interested in elite fitness.
Anaerobic activity also benefits cardiovascular function and decreases body fat.
Anaerobic activity is, however, unique in its capacity to dramatically improve power,
speed, strength, and muscle mass. Anaerobic conditioning allows us to exert
tremendous forces over brief time intervals. One aspect of anaerobic conditioning that
bears great consideration is that anaerobic conditioning will not adversely affect aerobic
capacity. In fact, properly structured, anaerobic activity can be used to develop a very
high level of aerobic fitness without the muscle wasting consistent with high volumes of
aerobic exercise. The method by which they use anaerobic efforts to develop aerobic
conditioning is “interval training”.
Basketball, handball, football, gymnastics, boxing, track events under one mile, soccer,
swimming events under 400 meters, volleyball, wrestling, and weightlifting are all
sports that require the vast majority of training time spent in anaerobic activity. Long
distance and ultra endurance running, cross country skiing, and 1500+ meter swimming
are all sports that require aerobic training at levels that produce results unacceptable to
other athletes or the individual concerned with total conditioning and optimal health.
CrossFit’s approach is to judiciously balance anaerobic and aerobic exercise in a

manner that is consistent with the athlete’s goals. Their exercise prescriptions adhere to
proper specificity, progression, variation, and recovery to optimize adaptations.
Weightlifting
“Weightlifting” as opposed to “weight lifting”, two words, and “weight training” refers
to the Olympic sport, which includes the “clean and jerk” and the “snatch.” Olympic
weightlifting, as it is often referred to, develops strength (especially in the hips), speed,
and power like no other training modality. It is little known that successful weightlifting
requires substantial flexibility. Olympic weightlifters are as flexible as any athletes.

These lifts train athletes to effectively activate more muscle fibers more rapidly than
through any other modality of training. The explosiveness that results from this training
is of vital necessity to every sport.
Practicing the Olympic lifts teaches one to apply force to muscle groups in proper
sequence, i.e., from the center of the body to its extremities (core to extremity).
Learning this vital technical lesson benefits all athletes who need to impart force to
another person or object, as is commonly required in nearly all sports.
In addition to learning to impart explosive forces, the clean and jerk and snatch
condition the body to receive such forces from another moving body both safely and
effectively.
The benefits of Olympic weightlifting don’t end with strength, speed, power, and
flexibility. The clean and jerk and the snatch both develop coordination, agility,
accuracy, and balance and to no small degree. Both of these lifts are as nuanced and
challenging as any movement in all of sport. Moderate competency in the Olympic lifts
confers added prowess to any sport.
The Olympic lifts are based on the deadlift, clean, squat, and jerk. These movements are
the starting point for any serious weight-training program. These movements elicit a
profound neurodendocrine response. That is, they alter you hormonally and
neurologically. The changes that occur through these movements are essential to athletic
development. Most of the development that occurs as a result of exercise is systemic
and a direct result of hormonal and neurological changes.
Curls, lateral raises, leg extensions, leg curls, flyes and other body building movements
have no place in a serious strength and conditioning program primarily because they
have a blunted neuroendocrine response. A distinctive feature of these relatively
worthless movements is that they have no functional analog in everyday life and they
work only one joint at a time. Compare this to the deadlift, clean, squat, and jerk which
are functional and multi-joint movements.
Numerous studies have demonstrated the Olympic lifts unique capacity to develop
strength, muscle, power, speed, coordination, vertical leap, muscular endurance, bone
strength, and the physical capacity to withstand stress. It is also worth mentioning that
the Olympic lifts are the only lifts shown to increase maximum oxygen uptake, the most
important marker for cardiovascular fitness.
Sadly, the Olympic lifts are seldom seen in the commercial fitness community because
of their inherently complex and technical nature. CrossFit makes them available to
anyone with the patience and persistence to learn.
Snatch
The snatch is to raise the bar from the ground above the head in a movement without
pause and without supporting it in the body. The bar is placed horizontally in front of

the athlete's legs. The bar is gripped with palms down and pulled in a single movement
from the ground and raised to the full extent of both arms above the head, while the
lifter squats or bends the legs.
Clean and Jerk
The pitch is executed in two stages. The first is called Clean and the second is called
Jerk.
In the first part (clean), the bar is placed horizontally in front of the athlete's legs. It is
snapped with the palms down and raised to shoulder height, above the chest, while the
lifter squats or bends his legs, then raises it up and aligns.
In the second part (jerk), using the combined force of arms and legs, the bar is raised
above the head, while the athlete usually does a scissors movement with his legs; then
stabilizes with arms extended and realigns the legs.
Gymnastics
The extraordinary value of gymnastics as a training modality lies in its reliance on the
body’s own weight as the sole source of resistance. This places a unique premium on
the improvement of strength-to-weight ratio. Unlike other strength training modalities,
gymnastics and calisthenics allow for increases in strength only while increasing
strength-to-weight ratio!
Gymnastics develops pull-ups, squats, lunges, jumping, push-ups, and numerous presses
to handstand, scales, and holds. These skills are unrivaled in their benefit to the
physique as evident in any competitive gymnast.
As important as the capacity of this modality is for strength development it is without a

doubt the ultimate approach to improving coordination, balance, agility, accuracy, and
flexibility. Through the use of numerous presses, handstands, scales, and other floor
work, the gymnast’s training greatly enhances kinesthetic sense.
The variety of movements available for inclusion in this modality probably exceeds the
number of exercises known to all non-gymnastic sport. The rich variety here contributes
substantially to CrossFit’s ability to inspire great athletic confidence and prowess.
For a combination of strength, flexibility, well-developed physique, coordination,

balance, accuracy, and agility, the gymnast has no equal in the sports world. The
inclusion of this training modality is absurdly absent from nearly all training programs.
Functional Movements
There are movements that mimic motor recruitment patterns that are found in everyday
life. Others are somewhat unique to the gym. Squatting is standing from a seated
position; deadlifting is picking any object off the ground. They are both functional
movements. Leg extension and leg curl both have no equivalent in nature and are in turn

nonfunctional movements. The bulk of isolation movements are non-functional
movements. By contrast the compound or multi-joint movements are functional. Natural
movement typically involves the movement of multiple joints for every activity.
The importance of functional movements is primarily two-fold. First of all the

functional movements are mechanically sound and therefore safe, and secondly they are
the movements that elicit a high neuroendocrine response.
CrossFit has managed a stable of elite athletes and dramatically enhanced their
performance exclusively with functional movements. The superiority of training with
functional movements is clearly apparent with any athlete within weeks of their
incorporation.
The soundness and efficacy of functional movements are so profound that exercising
without them is by comparison a colossal waste of time.

The handball is a sport that involves movements of the whole body, in short and intense
periods of time such as sprinting, shotting, feinting, defensive and control blocking. All
these actions are compound movements of the whole body and Crossfit uses functional
movements with various objects for training.
The Crossfit training is performed at high intensity during 20 minutes or less, wich is,
from the handball point of view, the optimal time to replicate, in "gym environment",
the duration and intensity of the useful time of a game.
As mentioned above, Crossfit training incorporates three major components:
 Weightlifting;
 Gymnastics;
 Metabolic condition.
Weightlifting
Is a fact that the one thing any and all handball players really want to do is jump higher
and shot with more power. Obviously, handball is more than just jump higher and shot
with more power, but being able to do it will give any handball player an extreme
advantage. Olympic style weightlifting can not only get them the explosive power that
is necessary for handball, but it will also provide them with the strength and
conditioning that is unrivaled by traditional bodybuilding methods.
The speed at which the Olympic lifts are performed has its own benefits. First, it
increases the player’s metabolic drive which will aid in building a leaner, more efficient
athlete, a necessity for a handball player. The type of speed that the Olympic lifts
demand will also make the athlete more explosive while reproducing the jumping
motion that all handball players need on the court. Olympic lifts, when done correctly,

require an athlete to attain triple extension, the ankle, knee, and hip all extending at the
same time. Triple extension also takes place while jumping. If an athlete is trying to
jump high, then he must be at his top speed as his ankles, knees, and hips
simultaneously extend.
Other than the explosive nature of the Olympic lifts, there are many other advantages.
The proper technique that is needed to perform these lifts forces the athlete to use his
muscles in the correct sequence, from his core to his extremities. The Olympic lifts help
to stabilize your core muscles better than any crunch or balancing act can ever do.
Another benefit to the Olympic lifts for athletes is the fact that they decrease the risk of
injury by increasing the body’s agility and ability to accept the force of the external
object, in this case, the weighted bar. As a result, the Olympic lifts increase flexibility in
the hips, ankles, and wrists and promote shoulder stability. Finally, whereas traditional
weight lifting programs focus of specific body parts, your whole body gets a workout
when performing these lifts. This increases an athlete’s conditioning and decreases their
time in the gym. The Olympic lifts provide the best results in the least amount of time.
The main reason why athletes do not participate in this modality is related to the fear of
getting injuries, wich is a false assumption, in fact, the Olympic lifting is one of the
safest and more effective way to perform strength training.
Several studies have shown that weightlifting is the safest way to build resistance. Stone
(1994) assessed the potential damage and safety aspects in the weightlifting movements,
finding that they are perfectly safe.
According to a study by Hamill (1994), weightlifting is among the modalities with less
risk of injury, as we can confirm in Table 2. A study by Stone (1990) shows us that the
injuries in weightlifting training and in competitions themselves are less prevalent than
in other sports such as football, basketball, soccer, gymnastics, etc.
Tableau 2 - Rates of sports injuries in various sports.
Sport Injuries (every 100 hours of practice)
Soccer (school age) 6,2

United Kingdom Rugby 1,92
South Africa Rugby 0,7
United Kingdom Basketball 1,03
USA basketball 0,03
Athletics USA 0,57
Athletics United Kingdom 0,26
Squash 0,1
American football 0,1

USA gymnastics 0,044
Tennis United Kingdom 0,07
USA Powerlifting 0,0027
USA Tennis 0,001
USA Volleyball 0,0013
Weight lifting (strength training) 0,0035 (85,733 hours)
Olympic Weightlifting 0,0017 (168,551 hours)
Another aspect that keeps many people away from this type of training is that you often
get the message that Olympic lifting is bad to your back. This is a false assumption that
has been spread in an aberrant way by some professionals. A study by Granhed, H. et al.
(1988) compared the incidence and prevalence of lower back pain among the normal
population, former fighters and those who did weightlifting. The prevalence of pain in
the lumbar area was greater in the former fighters (53%), followed by the normal
population (31%) and then the group which did weightlifting (23%).
In a study made by Tricoli et al. (2005), a group made various Olympic lifts (High
Pulls, Power Clean, Clean & Jerk) and another group made vertical jump exercises
(jump hurdles with one and two legs, alternating jumps hurdles, etc.). After eight weeks
of training, the group that was doing Olympic lifting had better results in the 10 meters
sprint and vertical jump.
Similarly another study was done by Hoffman (2004) among football players, which
compared a powerlifting program to an Olympic lifting program, to assess possible
improvements in athletic performance. After 15 weeks, the Olympic lifting group had a
significant improvement in the vertical jump and 40 meters sprint, compared with the
group that did powerlifting.
Olympic lifts do require a large degree of technique in order to avoid injury and perform
them successfully. However, this should in no way deter any coach or athlete from
doing them.
Gymnastics
In Crossfit the term “gymnastics” not only includes the traditional competitive sport that
we have seen on TV, but all activities like climbing, yoga, calisthenics, and dance where
the aim is body control. It is within this realm of activities that we can develop
extraordinary strength (especially upper body and trunk), flexibility, coordination,
balance, agility, and accuracy. In fact, the traditional gymnast has no peer in terms of
development of these skills.
CrossFit uses short parallel bars, mats, still rings, pull-up and dip bars, and a climbing
rope to implement our gymnastics training.

The starting place for gymnastic competency lies with the well-known calisthenic
movements: pull-ups, push-ups, dips, and rope climbs. These movements need to form
the core of your upper body strength work.
While developing your upper body strength with the pull-ups, push-ups, dips, and rope
climbs, a large measure of balance and accuracy can be developed through mastering
the handstand.
Every workout should contain regular gymnastic/ calisthenic movements that you have
mastered and other elements under development. Much of the rudiments of gymnastics
come only with great effort and frustration– that is acceptable. The return is
unprecedented and the most frustrating elements are most beneficial–long before you
have developed even a modicum of competency.
The gymnastic moves in Crossfit help in the ability of athletes to use their own body
weight, such as press ups, sit ups, burpees, pull ups, muscle ups, among others. As
handball is a contact sport and some of the actions lead to athlete fall, such as the shots
falling of pivots, the falls of the tips in the course of their shots, or even falls resulting
from 1x1 player fighting, exercises like the burpees are good exercises for training.
Metabolic condition
The training of the metabolic condition in Crossfit helps to develop the aerobic and
improving aerobic system. Handball is a game of 60 minutes. and athletes must be able
to perform their tasks throughout the playing time, which requires needs in the three
energy systems.
Mobility
In Crossfit the technique is one of the fundamental aspects to evolve as an athlete, yet
there is another aspect that makes it even more important to work the technique,
MOBILITY.
Mobility today is still confused, by some people less informed about the sport, with the
flexibility, but they are completely different.
Today, it is recurrent to hear that it is necessary to stretch before physical activity to

prevent injuries. On the other hand, systematic reviews show that stretching does not
prevent injury (Thacker, 2004) and, further, that prior stretching can decrease the force
(Rubley, 2008) during exercise.
The truth is that, in the vast majority of sports, what the athlete needs most is mobility,
or your joints need to get enough amplitudes for the full execution of the movements.
So the focus should be in mobility rather than in the "muscle flexibility."
Each joint has its driving function, which merges synchronously, respecting the
biomechanics law. The priority is established as follows:

Ankle: mobility
Knee: stability
Hip: mobility
Lumbar spine: stability
Thoracic spine: mobility
Scapulothoracic: stability
Gleno-humeral (Shoulder): mobility
As, nowadays, the CrossFit is considered the most complete sport, where athletes are
encouraged to achieve the maximum possible movement and functional activities, there
is a greater need for attention in increased mobility and joint stability. For example, a
Front Squat (deep squat with free bar positioned in the clavicles) is required mobility of
ankles, stability of knee and hip mobility to squat down to below, and stability of the
lower back, mobility in the thoracic region and stability in the region of the shoulder
blades, in addition to the great mobility of the wrist extension and fingers to keep the
heavy bar in front of the body.
The decrease or loss of joint functionality is one of the main causes of learning
difficulties, reduced development, physical performance below potential and above
compensation and musculoskeletal imbalances that certainly facilitate the appearance of
lesions.
Examples of Crossfit WODs

Tableau 3 – Examples of Crossfit WODs
E.M.O.M. (Every AMRAP (As many

Fran – 3 Rounds For
Minute On the Minute) reps/rounds as possible) 12
Time
for 8 minutes minutes
- 5x Back squats - 30 Wall Ball Shots 21-15-9 rep.
- 20x Push-ups - 30 Pull-Ups - Thruster
- 30 Double-Unders - Pull-ups
Examples of Crossfit WODs adapted to handball

Tableau 4 – Examples of Crossfit WODs adapted to handball
E.M.O.M. (Every AMRAP (As many

For Time – 5
Minute On the Minute) reps/rounds as possible) 12
ROUNDS
for 10 minutes minutes
- 5 Thruster 18-15-12-9-6-3-1 rep. - 5 Power Clean
- 5 Feints with jump - Pull-Ups - 10 Box Jumps
with a medicine ball - Wall Balls - 15 Shots to the wall
- Passes to the wall (800gr. ballasted
(800gr. ballasted ball)

ball)
CONCLUSION
There are many effective methods to work the physical condition of handball athletes,
but some are more relevant to the game than others. Crossfit is a training method that I
believe it can be effective at various levels, including the development of the general
physical condition of athletes Similar to what already happens in other modes, you can
adjust the Crossfit to the handball needs, where its requirements are specific.
Strength, speed, endurance, flexibility, coordination and balance and its variations are
physical qualities widely used and combined during the handball match. Crossfit
physical condition is a program designed to optimize the physical powers in each of the
physical condition recognized domains.
In the Crossfit training athletes are trained to perform successfully multiple physical
challenges, diverse and random, as the handball is a collective game in which physical
contact is allowed and field events are unpredictable, this could be an important method
to coaches prepare their athletes for the physical demands of handball.
Gymnastics provides the ability to control the body both statically and dynamically,
whereas the ratio between strength and weight and flexibility are maximized. The range
of exercise movements that we can use in training give athletes the ability to use their
own body weight, developing extraordinary strength especially in the upper body and
torso.
Functional movements are universal motor recruitment patterns, being carried on a

wave of contraction from the center to the edge, this shows the importance of this
method in handball, as the most important movements have this kind of pattern such as
the pass, the shot, etc ....
Practicing the olympic lifting teaches to apply force to the muscle groups in the proper
sequence, ie starting from the body center (core) to the ends. Learning this vital
technical lesson benefits all athletes who need to use force against another person or an
object, as is normally required in handball. Weightlifting offers many advantages that
bodybuilding, powerlifting and machines do not offer.
In my opinion it would be important that handball coaches undertake training in

olympic lifts as the strength and speed are important for handball. The practice of
weightlifting teaches our body to activate all the muscle fibers while improving, in this
way, our explosion capacity and power production rate
The training of the metabolic condition in Crossfit helps developing the aerobic and
improving aerobic system. Handball is a game of 60 minutes. and athletes must be able

to perform their tasks throughout the playing time, which requires needs in the three
energy systems.
All training programs should be tailored to the individual needs of athletes and their
skills. The coach must have the ability to prescribe an appropriate program to improve
the specific component of the performance of athletes. The training must have a
practical use and should result in improvements in the game.
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Madrid 1991.
BARBANTI, V.: Teoria e prática do treinamento desportivo. São Paulo, 1979.
BAYER, C.: Técnica dei Balonmano. La Formación dei Juaador. Ed. Hispano Europea,
Barcelona 1987.
CERCEL, P.: O Treino de Equipas Masculinas, Ed. Biodesporto, Lisboa 1990.
GHERMANESCU, I. K.: Traité de I' Ecole Internationale de Handball de Fribourg,

EIHF, Alemanha 1978.
GLASSMAN, G.: A Theoretical Template for CrossFit’s Programming. CrossFit

Journal Article, 2003.
GLASSMAN, G.: O guia de treinamento CrossFit. CrossFit Journal Article, 2015.
GÓES, O.: Preparação física no basquetebol. Monografia (Trabalho de conclusão do

curso de Educação Física) – Instituto de Biociências, Universidade Estadual Paulista,
Rio Claro, 1991.
GOROSTIAGA, M. et al.: Differences in physical fitness and throwing velocity among

elite and amateur male handball players. International Journal Sports Medicine 2005.
GRANHED, H. et al.: Low back pain among retired wrestlers and heavyweight lifters.,
The American Journal of Sports Medicine, 1988.
HAMILL, B.: Relative Safety of Weightlifting and Weight Training. Journal of

Strength and Conditioning Research (Vol. 8, No. 1), Jacksonville 1994.
HOFFMAN, J. et al.: Comparison of Olympic Vs. Traditional Power Lifting Training

Programs in Football Players, Journal of Strength and Conditioning Research,
Jacksonville 2004.
KILGORE, L.: The Paradox of the Aerobic Fitness Prescription. CrossFit Journal
Article, 2006.
LATISKEVITS, L.: Balonmano. Ed. Paidotribo, Barcelona 1991.

LEYLAND, T.: Human Power Output and CrossFit Metcon Workouts. CrossFit Journal
Article, 2008.
MALIC, Z.; TOMLJANOVIC, V.: Pallamano. Teoria e Prática. Societá Stampa

Sportiva, Roma 1989.
RUBLEY, M. et al.: Acute effects of static and ballistic stretching on measures of

strength and power, Journal of Strength and Conditioning Research, Jacksonville 2008.
SOARES, J. A.: Modificações da Expressão da Força e da Velocidade da Bola. Estudo

exploratório em jovens andebolistas dos 16 aos 18 anos de idade. Dissertação
apresentada com vista à obtenção do grau de Mestre em Ciência do Desporto, FCDEF,
Universidade do Porto, Porto 1995.
STARR, B.: Improve Your Jumping Ability. CrossFit Journal Article, 2012.
STARR, B.: In-Season Training: The Critical Difference. CrossFit Journal Article,
2012.
STONE, M. et. al.: Injury potential and safety aspects of weightlifting movements,
Strength and Conditioning Journal (Vol. 16 – Issue 3), Jacksonville 1994.
STONE, M.: Muscle conditioning and muscle injuries. Medicine & Science in Sports &
Exercise, Indianapolis 1990.
THACKER, S. et al.: The Impact of Stretching on Sports Injury Risk: A Systematic

Review of the Literature, Medicine & Science in Sports & Exercise (Vol. 36, No. 3) ,
Indianapolis 2004.
TRICOLI, V. et al.: Short-Term Effects on Lower-Body Functional Power

Development: Weightlifting Vs. Vertical Jump Training Programs, Journal of Strength
and Conditioning Research, Jacksonville 2005.
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1980.
ZAKHAROV, A.: Ciência do treinamento desportivo, Rio de Janeiro 1992.

Master Coach 2016
Thesis
THE IMPORTANCE OF FAST BREAK IN

FINAL CLASSIFICATION
ANALYSYS OF INDICATORS OF FAST BREAK IN MEN’S HANDBALL
EUROPEAN CHAMPIONSHIP – POLAND 2016
Rui Alberto Sousa e Silva

Portugal 2016
Índex
Sumary: ............................................................................ Erro! Marcador não definido.
1. Introduction .............................................................. Erro! Marcador não definido.
1.1. Definition of handball ................................... Erro! Marcador não definido.
1.2. FB definition ................................................. Erro! Marcador não definido.
1.3. Ways of FB.................................................... Erro! Marcador não definido.
1.3.1. FB after goalkeeper save ........................... Erro! Marcador não definido.
1.3.2. FB after defensive action of organized defenseErro! Marcador não
definido.
1.3.3. FB after quick throw ................................. Erro! Marcador não definido.
1.4. The fast game and the importance of FB in it Erro! Marcador não definido.
1.5. The effectiveness in FB ................................. Erro! Marcador não definido.
2. Material and Methods............................................... Erro! Marcador não definido.
2.1. Goals.............................................................. Erro! Marcador não definido.
2.2. Hypotheses .................................................... Erro! Marcador não definido.
2.3. Sample characterization ................................ Erro! Marcador não definido.
2.4. Procedimentos estatísticos............................. Erro! Marcador não definido.
3. Presentation and discussion of results ...................... Erro! Marcador não definido.
3.1. Descriptive analysis....................................... Erro! Marcador não definido.
3.1.1. Goals scored .............................................. Erro! Marcador não definido.
3.1.2. Goals against defenses in equality, inferiority and superiority number
Erro! Marcador não definido.
3.1.3. Goals in FB ................................................ Erro! Marcador não definido.
4. Conclusions .............................................................. Erro! Marcador não definido.
5. References ................................................................ Erro! Marcador não definido.
Summary:
The aim of this study is to analyze the importance of the Fast Break and it influence in
the final standings of the participating teams in the European Championship 2016, held
in Poland. It is intended to verify the accuracy of the assumptions (i) the best classified
teams have higher values in the fast break indicators (FB): shot efficiency, number of
goals in FB and number of FB. (ii) FB shots efficiency is higher than the efficiency of the
organized attack phase. (iii) The number of goals in FB corresponds to more than 15% of
the goals of the team. Methods: We analyzed the 24 participating teams in the Men´s
European Championship in 2016, in a total of 42 games analyzing the records of official
statistics. Conclusions: (i) The best classified teams do not have the highest values in the
shot efficiency in FB, total number of FB and total number of goals scored in FB. (ii) The
FB shot efficacy corresponds to 69% while the positional attack phase in equal numbers
corresponds to 50%, in numerical superiority 62% and 42% outnumbered. (iii) the total
number of goals in FB is 12% of total goals scored.
Keywords: Handball; Fast break; European Championship

1. Introduction
1.1. Definition of handball
Modern handball is characterized (Sevim et al, 1997; Klein, 1998; Taborsky, 1998) by:
 Large number of attacks;
 Heavy and high loads;
 Transitions involving all players of the team;
 Short attacks involving 2-3 players;
 Very intense actions without ball on offense;
 Aggressive and dynamic defenses;
 Constant changes of game situations increasing the number of transitions;
 Reduction of failed attacks due to the high level of quality of the players.
Handball is a game of successive individual and collective actions carried out at high
speed by the defense and the attack. This dynamic between defenders and attackers is the
key feature of a complex game where the main objective is the achievement of the goal
(Cardoso, 2003).
The situation of interaction between attacker-defender, who constantly occur in sports of
opposition, such as handball, requires both appropriate reactions to the action of the
opponent, and this is the basis of successful activity (Garcia, 1994).
Second, Alushovski, S. (2014) handball is divided into phases. The division of these
phases is made in defensive phase and the offensive phase. The defensive phase can be
divided in defensive recovery and defensive organization, while the offensive phase can
be divided into fastbreak (FB) (collective and individual) and offensive organization.
Nowadays, handball in all world is becoming faster and faster. The reason is due to the
fact that the teams give greater emphasis to the FB, creating dynamic and fluid situations
resulting in lower attack times. Thus, the improvement of tactical situations 1: 1, 2: 2 and
3: 3 is becoming a priority to enhance the effectiveness of the FB. (Sevim 2008).
The objective of FB is to overcome the defensive barrier of a team that just lost the ball
becoming a threat as quickly as possible.
The FB has a number of requirements:
 Regaining possession of the ball;
 Move toward the opposing goal;
 Organize faster than the team that is recovering for the defense
In short, we must become attackers before the opponent has become defender (Costantini,
2002).
The study of Sevim and Bilge (2007) showed that, due to changes in the rules of the game
of fast throw off and especially the interpretation of passive play rule meant that the top
teams had to give greater attention to FB. Preparation time of positional attack was
reduced, which brought us a faster and dynamic game resulting in richer and more
sophisticated strategies (Pokrajac, 2010).
1.2 FB Definition
The FB is a result of collective forms of the game, which starts with the recovery of the
ball and develops through waves, through one simultaneous action, creating favorable
conditions to score a goal successfully.
According Teodorescu (1984), the FB is characterized by great velocity of the ball and
players, for reduced numbers of passes and numerical or positional superiority.
The concepts to describe the FB in handball differ from author to author.
Sánchez (1991) refers to the FB as the phase of the offensive game, from the recovery of
the ball that is developed and finalized in numerical or positional superiority situation and
with the defense in defensive recovery.
For Czerwinski (1993), the FB is an offensive action supported in a minimum of passes
and is finished with a shot on goal. The team that possesses the ball tries to surprise the
opponent, still disorganized, to get numerical advantage.
The essence of any FB focuses on speed. The FB can be defined as the attack against a
disorganized defense through rapid progression toward the opposing goal, taking
advantage of an opponent's error and trying to create situations of shoot on goal
(Visnapuu,2002).
Table 1 is representative of the different waves of the FB, according to Garcia (2000).
Table 1 – Different waves of FB (Garcia, 2000)
First Wave Second Wave Third Wave

• Direct FB; • CA supported across • Continued FB;
• Developed by 1 or 2 multiple players; • Interconnection with the
specialists at high speed; • Minimum Participation 4th Game Phase (Positional
• Race curvilinear in depth; 4/5 players; offense);
• Search situations 1xGR; • After recovery of the ball; • Situations of 5x5 and 6x6;
• Do not wait for the • Running of the players on • Take the defensive
outcome of the opponent's the basis of open spaces; disorganization or
shot. • Search numerical exchanges of defense /
superiority situations. attack;
• Conduct chained tactical
procedures;
• Game Solutions distance;
• Air plays solutions.
Thus, we see that the objective of the FB is to exceed the number of opponent defenders,
using speed, when it regain defensively and start an offensive action as soon as possible.
Preconditions necessary to conduct a FB are:
 Win ball possession,
 Run automatic toward the opposing goal,
 Offensive action organized faster than the defensive recovery of the opposing
team (Costantini, 2002).
Most teams consider very important the FB in its tactical arsenal and provide it a lot of
attention in their training processes. In addition, many teams have their own strategies of
FB. The tactical maturity and individual technique of the athletes have to be at a very high
level in order to take the better decision in the game. Athletes have to be able to watch
the game and decide while maintain a high intensity on the offensive transition or slow
down the game and begin a positional attack (Grynge, 1998).
According Späte (1994) strategies for a good FB are:
 Anticipate an attacking defense substitution;
 To attack a disorganized defense;
 Perform physical and psychological pressure on opponents;
 Affect the offensive tactics of the adversary;
 Increase the attraction for the game.
1.3 Ways of FB
1.3.1 FB after goalkeeper save

Analyzing the statistics of the goalkeeper (GK) in the 2004 Men's European
Championship, we can see that the success of the goalkeeper actions create excellent
conditions for the fast game. In nowadays, goalkeepers try to put the ball into the game
as quickly as possible. With this, they try to use the defensive disorganization of the
opposing team to achieve better results in the attack (Späte, 2004; Pollany, 2006).
GK have a favorable field vision for a more accurate analysis of all elements on the game,
and it´s his responsibility to order the defense (Garcia, 1994). The GK also have to assume
responsibility for performing the FB and create FB goals conditions, as the first FB pass
depends on his fast action, and above all of his expertise and his effectiveness
(Czerwinski, 1993; Moreira, 2001) thus he is an influential element in the outcome of the
game, taking a position of extreme importance in the team (Oliveira, 1996; Smith, 1996).
As first attacker, the GK participates in the organization of the attack, especially when
the team moves from defense to attack. That is, if the GK is with the ball, must quickly
determine which of the companions should pass the ball.
Thus, the GK should take a quick look of the game situation, in order to determine the
direction and strength of the pass, allowing companions enjoy a numerical superiority and
effectively attack at the opposing goal (Latiskevits, 1991).
The goalkeeper may initiate any of the 3 phases of the attack, although his pass for the
first wave of FB is one that brings greater success. If this possibility to pass to the first
FB wave is not possible, the goalkeeper starts the attack with a short pass to a player who
is in a better position or for a specific player (depending on each strategy team).
1.3.2 FB after defensive action of organized defense

The defensive activity goes on a track where the positional defensive anticipation and the
pursuit of the ball interception are patterns that dominate the game.
Thus, the recovery of the ball is a priority for the defensive phase (Seco, 2000), so that
the protection of goal tasks and capture of the ball continue to materialize as before, but
in spaces and different speeds (Bridges, 1987). On the other hand, the concern to recover
the ball in defense, points towards the real possibility of performing more frequently FB
(Fonseca,1999).
In line with this, the coach has a wide field of work, to change the play spaces, stop the
trajectories of the attackers, stop their movements and difficult their passes. This will
cause a permanent ball dispute, which can be won, by the opponent's mistakes and the
interruption of offensive flow (Dry, 2000). Thus, it is important to establish a relationship
between the defense and provide the possibility of developing FB.
One of the aspects that contributed decisively to the rise of the FB was the change in
defensive behaviors, since all the defensive process, regardless of the system used, has
become more active, more effective and more aggressive (Garcia, 2000), which promotes
disruption opponent's attack for the conquest of possession of the ball, thus creating better
conditions for the operation of the FB.
1.3.3 FB after quick throw
Modern Handball explores the difficulties of defense, because a team that performs
exchanges of players in the defense can cause a possible defensive outnumbered situation.
Thus, taking advantage of the lack of concentration of the players, on the defensive
process of the opposing team, special offensive tactics are used, such as FB, which should
be explored in the fast throw of after a goal (FT), which is a " weapon "to be used by
teams of high competitive level (Garcia, 2000).
Therefore, the FB should be used in goal after replacement of the ball and should be
exploited until the defense became organized (Pokrajac, 1998).
It is also important to study the appropriate time to carry out the FT. This study, which
involves an analysis of the attitudes, conduct and behavior of the opposing teams, as some
defenders in the defensive recovery make it slowly, relaxed with the achieved goal and
others are going to the bench to be replaced, leaving momentarily his team in numerical
and positional inferiority (Garcia, 2000).
Thus, taking into account that one of the trends of evolution of the Handball game through
the increased pace of the actions of the players, it makes sense to mention the organization
of the offensive phase of the teams of high competitive level in terms of FT.
1.4 The fast game and the importance of FB in it
If we analyze, in high-level games, a statistic that shows the number of attacks and the
average of time of the games, we find that there is a trend of steady growth pace in the
handball game (Späte & Taborsky), 2006).
The handball game has become faster and more attractive because of the changes that
have been made to the rules of the game. The most significant changes are those that
change the pace of play:
 Fast throw off after goal (IHF 2001)
 Defenders do not have to be all in their part of the field after his team score a goal
(IHF 2005)
 In the case of infraction of the rule goalkeeper area violation, the ball is put into
play by the goalkeeper inside his goal area (IHF 2005)
 passive play (IHF 2001; IHF 2005)
The use of the first wave of FB became dominant in all fast games. It has become usual,
the integral elements in the first waveof FB (usually extreme players), anticipate their
departure time in the FB just before the opponent shots (Späte, 2005).
World Championship 2005 teams made an average of 120.2 attacks. The average duration
of each attack was 29.9 seconds (Späte, 2005).
There are more possibilities for the realization of FB because attackers increasingly risk
their attacks trying to surprise the defense. The pass to the pivot player is often used.
However, this type of pass is sometimes anticipated by the defense and thus giving rise
to an FB situation (Späte, 2005). In 2004, the Olympic Games in Athens, CA constituted
18.5% of total attacks the competition (Späte, 2004). The average time of each attack was
30 seconds (Sevim & Taborsky, 2004).
1.5 The effectiveness in FB

The effectiveness of the FB is one of the indicators commonly used in the analysis of
productivity of Handball Teams (Cardoso, 2003), considered by experts surveyed by
Prudente et al. (2004) as the second most important indicator on equal terms with the
efficiency in the shoot and effectiveness in defense.
The importance of the FB has been demonstrated in different theoretical and practical
studies, with a very effective and practical way to carry out the attack. FB effectiveness
rates are in the order of 75-80%, compared with rates of 40-45% achieved by the
positional offense, which makes its use very important to the performance of a team in
the competition, values close to appointed by Debanne (2005), which recorded an average
efficiency of 70.5% in FB and 44.5% in positional offense.
However, the FB in its most primitive form, performed with a long pass to a player who
is running, practically no longer occurs in the current Handball, being usual the
participation of at least two / three players. In a study of the European Championship in
2002, Prudente et al. (2005) observed that in 50.7% of FB performed two / three players
against 8.5% who attended only one player.
According to the FB analysis by Czerwinski (1998), Mocsai (2002), Späte (2004) and
Späte (2005) we can see that there is an increase in the percentage relating to the FB
number used by the teams participating in the Europe Championships of 2002, 2004 and
2006. The percentage of effectiveness of the 3 best teams of these championships was
always more than seventy percent, as we can confirm in table 2.
Table 2 - FB analysis in European Championships 2002, 2004 e 2006 (Czerwinski, 1998;
Mocsai, 2002;Späte, 2004; Späte, 2005)
ECh 2002 ECh 2004 ECh 2006
% FB made 10,4 12,5 14,6
% FB finish of the best 3 teams 78,0 82,1 74,6
2 Material and Methods
2.1 Goals
The aim of this study is to analyze the importance of FB and its influence in the final
standings of the participating teams in the European Championship 2016, held in
Poland.
2.2 Hypotheses
General Hypothesis
H. The teams best classified are those with higher values in the indicators of
effectiveness shot in FB, the total number of FB made and the number of goals scored
in FB.
Secondary hypotheses
H1. The best classified teams are those with greater efficiency in FB.
H2. The best classified teams are those with highest number of goals in FB.
H3. The highest ranked teams are those with a greater number of situations FB.
H4. FB shots efficiency is highest than the organized attack phase.
H5. The number of goals in FB corresponds to more than 15% of the goals of the team.
2.3 Sample characterization

The sample was composed by 24 national teams participating in the European
Championship 2016. In the present study were object of observation the following
indicators:
 Number of goals scored;
 Number of shots made;
 % Effectiveness of shoots;
 Number of goals scored in FB;
 Number of shots made in FB;
 % shots per game in FB;
 Number of goals in attack in numerical equality;
 Number shots made in attack in numerical equality;
 % shots per game in attack in numerical equality;
 Number of goals in attack in numerical inferiority;
 Number of shots made in attack in numerical inferiority;
 % shots per game in attack in numerical inferiority;
 Number of goals in attack in numerical superiority;
 Number of shots made in attack in numerical superiority;
 % shots per game in attack in numerical superiority.
This Championship was chosen because it was the latest significant event in world
handball scene. All championship games were analyzed, totaling 42 games, using the
official statistical records of the event.
2.4 Statistical procedures
Statistical procedures consisted of an exploratory data analysis. For statistical analysis
resorted to unidimensional analysis examining the procedures of descriptive statistics:
average and range. The statistical program used was Microsoft Excel 2013 Professional
Plus.
3 Presentation and discussion of results
3.1 Descriptive analysis
3.1.1 Goals scored
In this study it appears that in the 42 games played in the European Championship in
2016, were marked a total of 2620 goals and the average of goals per game was 27.0. The
overall percentage of shots in the tournament efficiency was 52%.
Table 3 - Total goals ECh 16 (X with minimum and maximum)

Total goals scored 2620
X Goals / Game 27,0
Min-Max; 14-39
% Shot Effectiveness 52
Croatia, ranked 3rd in the tournament is the team with the most goals scored (250) and
an average of 31.25 goals per game. The following are Norway 235 goals scored and an
average of 29.38 goals per game and Germany with 223 goals scored and an average of
27.88 goals per game.
Table 4 - Total goals per team – 1st to 8th place (X with minimum and maximum)
Teams GER ESP CRO NOR FRA DEN POL SWE
Final Classification 1º 2º 3º 4º 5º 6º 7º 8º
Total goals scored 223 209 250 235 210 195 193 173
X Goals/Game 27,9 26,1 31,3 29,4 30,0 27,9 27,6 24,7
Min-Max; 24-34 17-33 24-37 24-34 24-36 23-31 23-32 22-28
% Shot 54 50 58 57 53 54 52 51
Effectiveness
Slovenia has the lowest values in the evaluated indicators, as shown in Table 5.
Table 5 - Total goals per team – 9th to 16th place (X with minimum and maximum)
Teams RUS BLR MKD HUN ISL SLO SRB MNE
Final Classification 9º 10º 11º 12º 13º 14º 15º 16º
Total goals scored 160 167 157 133 92 66 81 76
X Goals/Game 26,7 27,8 26,2 22,2 30,7 22,0 27,0 25.3
Min-Max; 23-29 21-39 23-31 14-29 26-38 21-24 26-28 21-28
% Shot 50 49 51 47 56 46 51 49
Effectiveness
By analyzing the same indicators, but bringing together teams for classifying groups, it
turns out that the 4 winners are those who gather greater number of goals scored (917)
with an average of goals per game 29. In the effectiveness of overall shot verifies that the
first 4 teams have the best percentage (55%).
The group with the worst results in the total number of goals scored was the last (13th-
16th place). Compared with the average goals / game and the effectiveness of shot, the
group with the worst results is the 3rd (9th-12th) as shown in Table 6:
Table 6 - Total goals by classifying groups (X with minimum and maximum)

Teams 1º - 4º class. 5º - 8º class. 9º- 12º class. 13º-16º class.
Final Classification 917 771 589 315
Total goals scored 29 28 25 26
23-37 22-36 14-39 21-38
X Goals/Game 55 53 49 51
Min-Max;
% Shot Effectiveness
3.1.2 Goals against defenses in equality, inferiority and superiority number
As shown in the chart 1, it appears that 2212 goals (70%) were scored in organized attack
phase in numerical equality. In organized attack phase outnumbered there were 194 goals
(6%), while in numerical superiority were scored 381 goals (12%).
Chart 1 - Number and % Goals in Attack
387; 12% 381; 12%

194; 6%
2212; 70%
The tables 7 and 8 studies the number of shots, number of goals and respective
effectiveness in attacks in numerical superiority. The effectiveness of this type of attack
is 61.8%.
Germany and Norway stand out effectively percentages of 76 and 79 respectively.
Table 7 - Goals in Numerical Superiority – 1st to 8th place
Final classification 1º 2º 3º 4º 5º 6º 7º 8º
Shoots 51 65 45 50 63 28 47 33
Goals 32 39 34 30 39 22 28 21
% effectiveness 76 60 62 79 60 64 60 49
Table 8 - Goals in Numerical Superiority – 9th to 16th place

Shoots 35 39 46 34 28 22 9 18
Goals 19 19 33 20 16 15 5 9
% effectiveness 54 49 72 59 57 68 56 50
In Tables 9 and 10 it can be seen the number of shots, the number of goals and respective
effectively attacks outnumbered. The effectiveness of this type of attack is 41.9%.
Iceland, Serbia and Russia stand out with percentages higher than average.
Table 9 - Goals in Numerical Inferiority – 1st to 8th place

Shoots 43 33 41 44 33 22 33 31
Goals 15 16 21 16 16 6 12 11
% effectiveness 33 48 51 36 48 27 36 35
Table 10 - Goals in Numerical Inferiority – 9th to 16th place

Shoots 21 36 25 25 20 14 23 18
Goals 11 18 10 6 11 7 12 6
% effectiveness 52 50 40 24 55 50 52 33
In tables 11 and 12 it´s possible to see the number of shots, the number of goals and
effectively of attacks in equal number of players. The effectiveness of this type of attack
is 49.6%. The teams that have the highest efficacy rates in this offensive situation are
Norway (55%) and Iceland (54%), and Slovenia (44%) and Hungary (46%) have the
worst values.
Table 11 - Goals in Numerical Equality – 1st to 8th place

Shoots 382 366 352 353 324 322 329 303
Goals 202 178 188 193 158 167 162 149
% effectiveness 53 49 53 55 49 52 49 49
Table 12 - Goals in Numerical Equality – 9th to 16th place
Shoots 290 293 273 275 153 132 141 141
Goals 140 139 130 127 83 58 72 66
% effectiveness 48 47 48 46 54 44 51 47
By analyzing the same indicators, but grouping teams by classifying groups, it is

concluded that the 4 winners have better efficacies on finishing attack in inferiority and
equality. Already the 2nd group (5-8) demonstrates better efficacy on the attack in
numerical superiority.
Table 13 - Goals by classifying groups at different times of attack

1st – 4th 5th – 8th 9th - 12th 13th – 16th
Attack Teams
place place place place
Shoots 211 152 154 77
Superiority Goals 135 129 91 45
% Efectiveness 64,8 66,2 58,5 57,8
Shoots 161 107 107 75
Inferiority Goals 68 45 45 36
% Efectiveness 42 41,5 41,5 47,5
Shoots 1453 1278 1131 567
Equality Goals 761 636 536 279
% Efectiveness 52,5 49,8 47,3 49
3.1.3 Goals in FB
In 42 European Handball 2016 Championship there was a total of 387 goals in FB which
corresponds to an average per team of 20.38 goals.
There were a total of 551 attacks on FB, equivalent to 34.4 FB situations per team in the
competition.
The overall effectiveness of the counter-attack in the event was 69.4%.
Table 13 – FB goals
FB attacks 551
FB goals 387
% Efectiveness goal in FB 69,4
Croatia is the team with the highest number of goals in FB (52), followed by France (48)
and Norway (37).
Of the total number of FB situations, France appears with 67 followed by Croatia (65)
and Norway (50)
Regarding the effectiveness of shoots in FB situation, it appears that Croatia has the
highest percentage (81%), followed Iceland (82%) and Norway, and Poland (74%).
Table 14 – FB goals – 1st to 8th place

FB Goals 21 29 52 37 48 27 29 24
Nº shots in FB 32 44 64 50 67 40 39 36
Total FB situations 32 45 65 50 67 44 39 36
% Efectiveness FB 66 66 81 74 72 68 74 67
The teams with the worst indicators were Montenegro and Slovenia in the number of
goals in FB. Iceland and Montenegro showed the worst results in the number of shots in
FB (11) and total number of FB (11), as shown in Table 15. The team with the worst
efficiency in FB was Serbia with 53%.
Table 15 – FB goals – 9th to 16th place

FB Goals 19 25 27 15 9 8 9 8
Nº shots in FB 29 39 37 23 11 12 17 11
Total FB situations 30 39 37 23 11 12 17 11
% Efectiveness FB 66 64 73 65 82 67 53 73
4 Conclusions
According to the defined objectives, the assumptions made and the results obtained in
this study, it is possible to draw the following conclusions:
(I) The best classified teams do not have the highest values in the shot efficiency
indicators, total number and number of goals scored in FB.
(Ii) The top 3 teams with better FB efficacy rates were the 3rd, 14th and 4th place
respectively.
(Iii) The top 3 teams with more goals in FB were the 3rd, 4th and 5th place respectively.
(Iv) The top 3 teams with the highest number of FB situations were 5th, 3rd and 4th place
respectively.
(V) The FB shot efficacy corresponds to 69% while the positional attack phase in equal
numbers corresponds to 50%, in numerical superiority 62% and 42% in outnumbered.
(Vi) the total number of goals in FB is 12% of total goals scored.
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EUROPEAN HANDBALL FEDERATION
MASTER COACH
SPAIN-PORTUGAL 2015-2016
THESIS MASTER COACH

Dr. Sergio Berrios Martos
ANALYSIS OF THE SEASON HIGH

PERFORMANCE TEAM: FERTIBERIA PUERTO
SAGUNTO
July 2016
INDEX
1. Acknowledgements
2. Summary and keywords
3. Introduction
 History
 Board of Directors
 Facilities
4. Template
 Players
 Technical Body
 Medical Corps
5. Competitions
 Elite Cup FBMCV
 League ASOBAL
 King’s Cup
6. Competition Table
7. Objetives
 General
 Specifics
8. Planning Season
 Annual
 Monthly
 Weekly
9. Results
 Day 1 a 15
 Day 16 a 30
 King’s Cup
10. Conclusion
11. Personal opinion
12. Bibliography
1. Acknowledgements
First I want to thank the collaboration Handball Club Puerto de Sagunto for giving
access to data template Club , as well as the coaching staff to develop this work. Second
Rabadán Don Hermegildo Cerezo , Secretary of the Handball Federation of Valencia ,
which has provided me data Club and the history of it .
2. Resumen y palabras clave

SUMMARY
The fundamental aim of the thesis is to give a view as realistic as possible of working
conditions in which they can find a trainer at one of the " best " calls BAUHAUS
leagues LIGA ASOBAL world . With this work I intend to give the vision of an elite
club that due to the economic situation , has professionals , nonprofessionals, Juniors
and youth players , which makes it hard training conditions by the availability of time,
since most of staff have their work part handball .
KEYWORDS
Competition, Elite, Team, Professional, Planning, Performance
3. Introduction
HISTORY
In the early fifties, Altos Hornos de Vizcaya brings together almost all economic and
social activity of Puerto de Sagunto. In this context the steel has a sports group that
under the name of Athletic Group AHV, integrates all the sport that was not soccer.
Thus the track team is one of the most powerful formations in the Valencia region.
Many of its components to keep the physical form outside the athletic season, dedicate
themselves to playing basketball, then the second most powerful sports team in town.
This basketball team suffers a strong sporting sanction that leads him to descend. The
components of the basketball team before they consider an unfair penalty, decide to
abandon mostly playing basketball, and start playing another team sport, which was
starting to sound strongly in the sporting life of the country. Handball born in Puerto de
Sagunto.
If back in 1951, handball was started seven in Puerto de Sagunto, not until January
1955, when our historical Altos Hornos dispute their first friendly game of handball to
eleven against Valencia ISO. It was not lucky this debut and lost 7-6. It is curious to see
how the Handball in our city developed in the opposite direction to the rest of Spain and
Europe, where the modality was first played to eleven, while we play here first seven
and then made inroads synchronizing both modalities.
The beginning of the First League of Handball (similar to the current Asobal began in
the 1958-1959 season, although all games were played in the last year. The competition
was held from February 7 to 14 June 1959. the Division of Honor kicked off with 10
teams , champions and runners up of 5 provinces , namely the provinces of Madrid ,
Barcelona, Zaragoza , Alicante and Valencia the teams were: . Atletico Madrid, Bressel,
Granollers, Sabadell, Iberia, Calvo Sotelo, Port Works, Students, Spanish Youth Front
and Altos Hornos de Valencia. The ranking was led by Granollers, proclaiming himself
this way as the first champion of the Division of Honor seven Handball team.
The 60s were for the AHV the most glorious of all its long history. In all seasons of the
decade, the team played in the top flight of Spanish handball, Division of Honor,
reaching in the 1968-1969 season runner-up, representing the best rating of our team
throughout his career. Certainly in this decade a turning point occurs as the sports level
of our organization. It is also in these years where attending parties and social
involvement is in the heat of the elite, more intense.
In 1979 the Puerto de Sagunto Handball Club gets the second place DIVISION OF
HONOR, Trophy Carlos Albert, the Asobal League era. Today that position entitling
Spain to play in the Champions League. The 1969-1970 season began conditioned by
two major milestones. On the positive side, the current Altos Hornos was the runner-up
Spain Division de Honor, since deservedly had achieved in the 68-69 season. On the
negative side, since December 1969, it was known that the 69-70 season could be the
last team in Division Honor, as the Spanish Handball Federation imposed for the 70-71
season, the obligation to have indoor. Unfortunately that did not indoor, Altos Hornos
de Vizcaya and decided to undo the Handball team. For the first time since the 1951-
1952 season, the Puerto de Sagunto does not have a handball team. However, although
the 1970-1971 season starts walking without our team, a number of people were not
willing to let die what he had lived for 18 years and get to work.
From November 23, 1970 date of the creation of BM Puerto Sagunto , until the day
September 12, 1971 , -when in the historic track Fornás the BM Puerto Sagunto dispute
his first match at home against Palautordera with 30-20- victory , the events are
happening at high speed, there was no time to lose. All the initial effort was aimed at
creating a structure of Club because until then coat AHV had provided all means. We
had to re-emerge with a team that, officially disappear, had lost his federative rights and
was sentenced to provincial categories. However the good work of the board, with the
unconditional support of the President of the Valencian Federation, Mr. Thomas
Munoz, made the Spanish Federation awarded the square vacated the C.B. Marcol "B”
in the 1st National this newly refounded Club.
We always some players that in one year had not forgotten how to play handball , along
with a mass of 500 social partners and with the financial support of Aguas firm Ferrier
and others assumed that in the season 1971-1972 the team played in First National
Division . It was not until the middle of 1975, when finally the Municipal Sports
Pavilion of Sagunto sees the light. However all these avatars were no obstacle to occupy
high positions in the 1st National Division. In the decade of the 80 starts militating in
the 1st Division, but the entity begins to have serious economic problems affecting their
sport planning.
From the mentioned rise, the following seasons the team has always played in the 1st
National Division, with the aim of keeping the category, hoping that at some point there
are any sponsor to decide to support the men's handball, which fortunately happened
and so on 2005/06 season saw the Sports Sponsorship by the company Alser, SL Since
that season the club aim was promotion to Division Honor "B". In the 2006/07 season
the team was champion 1st National Division Group "C" which gave the stage play Rise
to Honor Division "B", played in April 2007 in Toledo the 1st phase the team did not
qualify to play the Final Phase. In the 2007/08 season the team was champion of 1st
National Division Group "C" playing the stage of promotion to Division Honor "B", the
25th, 26th and 27th April in Puerto de Sagunto winning all matches and qualifying for
the finals played in Guadalajara on 10 and 11 May, being runner-up at this stage and
thus the rise was achieved Honor Division "B". In the 2008/09 season the first team of
Club returns to the division which was founded in 1994/95, being classified in tenth
place.
The 2009-2010 season will be recorded in the memory of all fans BM Puerto Sagunto.
The title of Champion Silver Honor Division has meant a return to the top flight of
Spanish handball.
Asobal League is no longer a pipe dream to be a true reality in Puerto de Sagunto. The
club, after forty years of waiting, here to stay for long in the category which was
founded in 1959.
The 2010/11 season was the return to the elite, the Asobal league. I must say that the
jump category was very important in every way , greater professionalism of coaches and
players , need a much bigger budget, impact on the media , press , radio and television
much higher than what we were used and ultimately a handball category of the best in
the world , not in vain the Asobal league is among the best .
We must highlight the unanimous support of all political groups in the city represented
on the council of the extraordinary contribution of 200,000 € as to participate in the
Asobal league there are a number of financial obligations that are binding on the
comply, without this support It not has been possible participation in this category.
The goal of the season was clear as rookies in our sole objective was to maintain the
category and this goal must be that we can fulfill for many years.
The 2011/12 season, he appeared very difficult because of the economic situation of the
club which led to many players from last season reject offers renewal, so had to make a
very tight story template the amount of effective , which he marked very sharply the
course of the season. The season was bad in the sporting aspect, to the point of
replacing the coach Goran Dockic for his second Alberto Estornell until then, although
improved the image of the team could not help the sport descent to be in last position.
However the economic situation caused several clubs Asobal disappear elite, San
Antonio, Torrevieja and Antequera could not do its sporting rights and these became
our club thus able to maintain the category.
In the 2012-2013 season, the relay occurs on the bench by another debutant Isobel. The
Valencian Vicent Nogues leads a group of players of proven quality and committed for
the project. With Nogués the team achieved a historic milestone and is classified for the
first time in history for the Final Four of the King’s Cup, where he falls in semifinals
against the host. The tenth place in the league Asobal is a great season in sports.
In the economic order it is also a historic season, because the main sponsor has changed.
Alser , the great partner of successive promotions, has given way to Fertiberia, Spanish
multinational that has behind it a great economic strength and proven dedication to
sports sponsorships. Definitely a challenge to keep your confidence to grow the BM
Puerto Sagunto project.
BOARD OF DIRECTORS
FACILITIES
PITCH HEADQUARTERS
MUNICIPAL INTERNUCLEOS Fertiberia BM Puerto Sagunto
1500 SEATS Alfambra Street 24
FAUSTO CARUANA S/N AVENUE Puerto Sagunto PC 46520
SAGUNTO Phone: 962681062
Phone: 962655879 Fax: 962681062
Fax: 962654501 puerto@cbmpuertosagunto.com
4. Template
PROFESSIONAL ASOBAL PLAYERS
NO PROFESSIONAL ASOBAL PLAYERS
JUNIOR PLAYERS
YOUTH PLAYER
THECNICAL BODY
MEDICAL CORPS
5. Competitions
ELITE CUP COMUNIDAD VALENCIANA HANDBALL FEDERATION
 Dates: 29/08/21015
 Result Final: Champion
AUHAUS ASOBAL LEAGUE
 Dates: 05/09/2015 to 04/06/2016

 Competition formula: The 16 participating teams played under the league
system, all against all double round, in one Regular Phase.
 Qualification: 9th
KING’S CUP
 Dates and Phases: The XLI edition of the State Championship Cup "SM THE
KING " will be held in five phases: previous round ( 3 / 10.04.2015 ) , second
qualifying ( 10.28.2015 ) , second round ( 16-12 -2015 ) quarterfinal (9 and
03/12/2016 ) and FINAL4 (7 and 8/5/2016 ) .
 Competition formula: Entitled to participate in the King’s Cup the sixteen
participants in the State Championship Men's Honor Division teams - League
ASOBAL .
6. Competition Table
7. Objectives
GENERALS
The main objective of the team during the 2015/16 season is to keep the square in
ASOBAL without giving up anything, fight to get the most points to ensure permanence
as soon as possible, always looking up and dreaming of a possible European
competition.
SPECIFICS
 Keep the block
Depending on the many interests at stake, both for the players and for the club, try to
keep as many players as possible because they know the idiosyncrasies of the club and
the game system and avoid the period of adaptation of new additions if they are
unnecessary.
 Training new talents
The work to be done on the base must be in the first team with the addition of new
talent, making specific and adaptation work in every way, focused for top competition.
- Physical Training: Improving basic physical abilities: strength, endurance

and speed.
- Tactical Training: improving defensive and offensive both collective tactics.
- Technical Training: improving individual technique launch, boat, go , go.
- Psychological Training: improving head to face top competition.
- Theoretical Training: Corrections primarily with video assignments.
Without making any "discrimination” in different specific positions, as economic

strategy the objective will preferably be frontline players are the most expensive transfer
market.
 Improved defensive team play
Last season we were one of the most thrashing category improvement teams and
defense was one of the objectives under this preseason.
I understood that with better performance in this section, the classification would be a
considerable improvement at the end of the season.
8. Planning Season
In this section the framework of the different models of the 2015/16 season
plannification in all areas of UN hardware, technical, tactical, psychological, theory
exposed .
ANNUAL PLANNING
Depending on the schedule of the competition and the development of the same types
and moments of loads vary , it is the one that suffers changes depending on the results
calendar changes .
MONTHLY PLANNING
Suffers less than the annual changes depending almost always facing a team playing
European competition and league game is played midweek
WEEKLY PLANNING
Virtually any possibly suffers no change regarding planning the trip whenever you play
away from home.
9. Results
BAUHAUS ASOBAL LEAGUE
SECOND ROUND KING’S CUP

EIGHTER FINALS/THIRD ROUND KING’S CUP
10. Conclusion
The main objective of my thesis is to provide a true picture as possible of how is the
showpiece of the male handball in Spain, "ASOBAL League”, and I think my club is a
good example for this.
In our team the biggest drawback is the 'MODELO OF GESTION' between players:
- Professional Players (only dedicated to play handball).
- Nonprofessional players (combine his work with playing handball).
- Youth / junior players. (Combine their education with playing handball )
PROFESSIONAL PLAYERS
Most professional players are fichados outside the city with the clear purpose to make a
difference in performance with respect to other players as they 'home' devoted
exclusively to play handball.
According to Association agreement handball players , Liga Asobal Sports Council

and each club must have a minimum of 8 professional players with a minimum wage
of 9,000 € according to the agreement .
NON PROFESSIONAL PLAYERS
Combine their work, which is their main livelihood, with the practice of handball, are
some quality players who are called to supplement the workforce, providing him give a
competitive balance with young players.
According to Association agreement handball players , Liga Asobal Sports Council
and each club can have 4 players not contracted with an aid volunteer for shifts .
JUNIOR AND YOUTH
Last link in the chain , complete the template. They belong to the base and in most cases
alternate their sport with their education.
* According to Association agreement handball players , Liga Asobal Sports Council

and each club can have 2 junior players occupying space to fill the quota in the call to
16 players can enter the scoresheet .
FIGURE COACH
Manage a template with professional and nonprofessional players is a difficult task . In

the analysis of this section should be noted that we have undergone a change :
Francisco Marti Lluesma (August 2015 - December 2015) started the season and
resigned at the end of the first round by the poor performance of the team.
Nicola Milos (January 2016 - June 2016) took over the squad after the Christmas break,
doing a good job. The team is mathematically saves three games to finish the
competition. Once labor circumstances described in different cases and explained the
figure of the coach, we find the following disadvantages and virtues in the functioning
of hygiene group.
MANAGEMENT PROBLEMS IN THE PREPARATION:
 Training times
Excepting the preseason, the whole group usually trains two hours a day , from 20:00
until 22:00 which is when nonprofessional players finish their workday.
 Physical planning
Of course, apart from sessions of physical training in a group, each player has an
individual work done in the case of professionals, in the morning , and non-
professionals and junior when his schedule permits , either at noon or before the training
session .
 Individual Training / improvement
It is difficult to organize a work of preparing individual improvement with non-

professional players , as the little time available is used to train the team tactics . With
professional players no problem.
 Match preparation
With two hours a day , video sessions , both to study the opposing team as our own
mistakes , fall short unless the party is away from home and we can have more time at
the team hotel.
 Infrastructure competition trips
When we play away we have a big problem with departure times of travel, since non-
professional players have flexible working and some have to go on their own to the
place of concentration either renting a car or train or airplane. After the game becomes
entire board template.
VIRTUES IN THE MANAGEMENT OF PREPARATION:
 Economic stability
Throughout its history , both before competing in the top flight of Spanish handball and
after the club has always been an example to meet its financial commitments in all areas
.
 Institutional support
Despite the bad political situation that is crossing the country and there have been
several changes in the city government, all political parties have shown their support
handball , contributing to the extent possible .
 Support of social mass
The club handball is a landmark in the city, every time you play at home, the pavilion is
filled, and people show their unconditional support. Even when the team plays out a
large number of traveling fans to support the team.
 Increased number of practitioners in the base
In recent years there has been a considerable increase in teams in all categories. It seems
that quite a reflection of the first team, coupled with good technical work carried out to
bring new players handball note.
11. Personal opinion

Assuming that everyone would do better I think the work of the club is good, pretty
good. Since the project was raised ASOBAL are already 6 consecutive seasons playing
in the elite of Spanish handball. There is hard work behind , with many hours spent on
all kinds of work , both bureaucratic and organizational and marketing. And this is
achieved with not too many economic means. In the club the highest number of
volunteers is important. The goal of permanence was achieved despite the problems we
had at midseason with the change on the bench. People have adapted well to the system
imposed by the new coach and in the second round results have been excellent.
Hopefully all this continuity means the new sports project, as have guaranteed economic
sponsored by Fertiberia for the next 3 years.
12. Bibliography
Acero, R. M., Peñas, C. L., & Lalin, C. (2013). Causas Objetivas de Planificación en Deportes
de Equipo (I): Estado de Forma y Calendarios.Revista de Entrenamiento Deportivo, 27, 1.
Antonio, J., & Rodríguez, M. Bases metodológicas en el diseño y planificación del

entrenamiento en el modelo selectivo-intensivo: la concentración de deportistas en colectivos
selectos.
Espar, X. (2003). La planificación del entrenamiento en Balonmano. Real Federación Española

de Balonmano.
Feu Molina, S., Ibáñez Godoy, S. J., & Gozalo Delgado, M. (2010). La formación inicial de los
entrenadores de balonmano para la enseñanza del deporte en la edad escolar.(The initial
certification of handball coaches for the teaching of sport in school-aged children). CCD.
Cultura_Ciencia_Deporte. 文化-科技-体育 doi: 10.12800/ccd, 5(14), 109-117.
Furelos, R. J. B., & Ramos, R. J. A. (2003). Los principios del entrenamiento deportivo en el
balonmano. Lecturas: Educación física y deportes, (63), 25.
Herrero, J. A. G. (2006). Liderar y entrenar a un equipo de balonmano: de la dirección del grupo

al diseño de la planificación técnico-táctica.
Izquierdo, M., Gorostiaga, E. M., & Granados, C. Entrenamiento de Fuerza en Balonmano.
Ortiz Muñoz, J., & Villota Valverde, S. (2005). El control del entrenamiento. Un proceso sencillo
y poco conocido. Un ejemplo en la élite del balonmano.
Roche, F. P. (1996). La planificación estratégica en las organizaciones deportivas (Vol. 26).

Editorial Paidotribo.
Urdiales, D. M., Arrese, A. L., Izquierdo, D. M., & Rodríguez, R. E. M. (2010). Características de
la planificación del entrenamiento en los deportes de equipo españoles de élite/Characteristics
of Training Planning in Elite Spanish Team Sports. Apunts. Educació Física i Esports, (102), 62.
Villa, O. A., & Cabello, R. D. M. N. (2016). METODOLOGÍA PARA LA PREPARACIÓN

TÉCNICO-TÁCTICA DE LOS ENTRENADORES DE BALONMANO. Pedagogía y
Sociedad, 19(45), 155-173.
http://www.cbmpuertosagunto.com/
Master Coach 2015-16 –These-Memory
PHYSICAL PREPARATION
IN HANDBALL:
AN INTEGRATED FOCUS
Autor: Talant Dujshebaev
Fecha: 20 de Junio de 2016

PHYSICAL PREPARATION IN HANDBALL Talant Dujshebaev
SUMMARY
1. Abstract
2. Analysis of conditional requirements of handball
2.1. Introduction
2.2. Handball characteristics
2.3. Conclusions
3. Handball player profile
3.1. Introduction
3.2. Fitness Profile
3.3. Technical-Tactical Profile
3.4. Psychological Profile
4. Conditional Ability Training
4.1. Introduction
4.2. Exercise Energy Systems
4.2.1. Anaerobic Alactic Conditioning
4.2.2. Anaerobic Lactic Conditioning
4.2.3. Aerobic Conditioning
4.3. Strength
4.4. Stretching
5. Bibliography
2
1. Abstract
Physical condition in Handball is closely linked to other performance factors, hence
that physical preparation in handball has the objective of physically and mentally
overcoming and counteracting, the workloads of the sport: specifics, variable in
intensity and with a high cognitive component. The physical preparation displayed in
this paper offers an integrative vision of the conditional training. Therefore, we will not
treat the physical preparation as an area or a section attached to the own technical-
tactical training, but as a part of it, or are perhaps in competition physical abilities
independent to other abilities? The answer is no; the athlete’s conditional capacity show
a constant and interdependent relationship with other performance abilities.
Researches in this area of study are increasing. However, we are still far away from
a complete and extensive theory on team sports training, as we have on individual
sports. We want to echo what seems to be the beginning and settlement of the theory, as
well as some practical applications carried on with high-level athletes.
2. Analysis of the conditional requirements of handball

2.1. Introduction
Physical preparation, as a part of specific training in handball requires a rationale, a

theoretical basis that manifests itself in the study of the sport and elite athletes’ profile.
This means analysing both the capacities involved in our sport as well as the way they
manifest. This analysis is done by observing the game itself, quantifying and
considering the efforts made in it.
From a conditional point of view, we can define handball as an endurance sport
that manifests strength, speed, and coordination (Antón, 1994). However, this
statement could makes us fall into the error of defining handball as an “endurance
sport” when the key actions are of an explosive strength and speed nature.
This abilities, never shown individually but connected in a complex way, are
specific for this sport, so a general training regime that is not adapted to the specific
characteristics of the game will not only mean not to improve our performance but to
feel a downfall in it.
Therefore, the endurance training must be specific for the sport and the different
manifestations of the game: speed endurance, strength endurance, technical- tactical
capacity endurance,… All with the aim of obtaining the maximum physical
performance for the longest time possible, i.e., working in a state of fatigue.
Equally, the strength is specific to the sport and focuses mainly on the lower body
muscles. It is required in the game actions as in accelerations, sudden starts, sudden
braking, changing direction, 1 v 1… all of them made at maximum speed. We then talk
of explosive strength, elastic- explosive strength and reflex- elastic- explosive strength,
never maximum, with a great efficiency throughout the game and with short intervals of
recovery, almost never complete.
Referring to speed, maximum acceleration ability and great reaction ability are
necessary. We are talking about short, intense and with an incomplete recovery efforts.
This speed is related to the technical abilities, hence its relation and dependence with
the coordination (wide variety of game actions with different trajectories, directions,…)
All of this leads us to one idea: the need to study the specific characteristics of the
sport as a basis for proper physical preparation of the athlete.
3
2.2. Handball characteristics
It is clear that to deduce the conditional or physical abilities of a player we must

know them through the direct observation of high level sport game actions, key
performance parameters, as well as the physiological requirements of the sport. In this
line, we emphasize the parameters and characteristics that we consider most important:
Space – temporary parameters
Effective playing time (the time in which the player is actively carrying out active
offensive or defensive actions) is 45-50 minutes. Therefore, we talk about a 75% of
effective playing time.
In this time, the player runs 4000 – 6000 meters, of which over 80% are done
without the ball. Over 75% of these meters are done at an average-high speed. While 5 –
10% is done at maximum speed (sprint). The duration of the effort while playing,
without any interruption, almost never exceeds 2 minutes.
There are numerous pauses between 3 and 40 seconds due mainly to free throws,
out of bounds, disciplinary sanctions, cleaning or drying the court, penalty throws,
referees’ timeouts, attending players with a possible injury,… Being the most common
ones the ones that don’t exceed 10 seconds of duration. Major pauses are held
occasionally because of one team timeouts (1 minute) or some exceptional incidence
(among which we can include the 2 minute suspension).
As we know, more than 75% of the meters that a player performs are made at a
medium-high speed. While 5 – 10% are made at maximum speed (sprint). 80% of the
meters that a player performs are in offensive actions. The average heart rate (Mikelsen,
F. and Olessen, N.N., 1986) is 165 bpm. However we know that this heart rate is
variable during a game, being predominant the intervals between 170 – 200 bpm and
140 – 170 bpm.
Quantified motor actions
The technical action most accomplished is the pass, from different distances, more
than 100 passes during a game, and their respective ball receptions. Players make
numerous actions of feints in high intensity and hardness conditions, reaching up to 90
actions per game. The dribble, however, is used sporadically, most of the times as a
resource and not as a rule, around 20 times per game.
In relation to shooting, decisive action of the game, the players takes an average of
8 shots per game, both in contact with the ground and jumping shots. The range varies
from 4 to 14 shots per game. A player makes around 15 jumps per game.
Most direction changes are constant and very frequent, more than 250 per game,
being accompanied by a change of pace most of them, more than 190. Sudden starts are
very frequent, more than 40 per game.
On defensive actions, the player performs over 140 fights against the opponent,
more than 90 collaborative actions with its’ teammate and more than 15 attempts of
blocking opponent shots.
4
2.3. Conclusions
§ Handball is a sport of explosive strength, with a great component of speed.

§ Specific training, given the pretension of maximum resemblance to
competition must use the cited parameters in the section “handball
characteristics”.
§ Alternating training methods must be one of the basic principles of training.
§ The pause or recovery, as a training parameter, is a key aspect. Being
incomplete recovery used predominantly.
§ Working time should vary depending on the objective (capacity we want to
develop), however, the limits described (2 minutes continued) must be
followed.
§ The workload must not be less than the effective playing time with the
objective to compete in an optimal situation.
§ The most important energetic system in the game is the alactic anaerobic
system, which means prioritizing in the training planning.
§ The power and anaerobic lactic capacity, not being widely used, should be
trained with the objective of preparing players to extreme workloads in
specific game situations (sometimes very important).
§ Without a doubt, the exercise in training that resembles the most to
competition is the competition itself (while training), hence its great utility
because it is the training workload more specific.
§ In order to compete successfully, the training must exceed the levels
required in the competition for making the technical gestures and decision
making with less fatigue and a higher probability of successfully doing it.
§ Depending on the specific position of each player, the requirements
regarding physical capacity will be different. Everyone knows the need of
greatest strength in the centre as well as the speed in the left and right backs.
3. The handball player profile

3.1. Introduction
From the data provided in the last point we can establish a general profile, in
different areas, of a handball player. However, besides the general data, we consider
vital the particular profile in each specific position: everyone can see the differences in
the somatotype between the centre and the wingers, for example.
This features, which we will look them in order to obtain an individualized training
(= + performance), are held within a general framework comprising the different
abilities required for high performance sport. These basic capabilities make up the high
level handball player profile.
3.2. Fitness Profile
STRENGTH, as mentioned above, is the ability that best characterizes the handball
that, in its condition as a "contact sport," requires that the player have a high level of
force to implement decisive action in contrary direction to the opposing team.
5
Francisco Seiru-lo (1990) makes a classification of different types of strengths in

Handball for training of them:
a) Throw
b) Jump
c) Movements
a. For the “fast-break”
b. For the “1 on 1”
This strength must be applied in a variety of actions, with different types of

contractions, from different angles, with more or less significant imbalances and
generally at a very high speed. To which we must connect a high technical demand
(coordinative ability) and tactical (decision-making ability).
However, the strength needs SPEED for success in the most important game
actions (changes of direction, pace, shooting ...) Knowing that this speed is developed in
a concrete space, generally, very small and with a more or less intense opposition. So
why we find deduced one of the important skills in handball, the acceleration ability
(very rapid action in small spaces with opposition).
Speed has its reason of being depending on the game situation (tactical
component), being more important to know the speed, pace and type of adequate
movement when in the game situation that the execution itself, as very fast and well
executed (technically) than this. Also as part of this capability, we consider of great
importance the reaction rate (discriminative or elective / global or segmental).
The need to perform the actions outlined above (both strength and speed) over
60 minutes into the game makes us appreciate the resistance as basic quality in specific
training. Many more if we consider that the most decisive game situations usually occur
in the late stages of the game when the player is in solitary fatigue.
This leads, on the one hand, to work RESISTANCE in order to bear the burden
of competition and delay fatigue and for a better alactic anaerobic metabolism recovery
(explosive and intense action). Likewise, it also speaks about preparing the body for
actions that require lactic anaerobic metabolism (remembering that there are few and
never maximums).
Finally, a quality that has not been traditionally given much importance, is
FLEXIBILITY. In recent decades it has proven its value for facilitating the speed in
technical gestures. We refer to the flexibility of the dynamic character. This type of
flexibility should not be banished, as advocated by many coaches, due to its importance
in certain sporting gestures. It influences in the scapular-humeral joint, very important
in handball.
On the other hand, we understand that FLEXIBILITY will be part of the

recovery means for training and matches, as well as injury prevention.
6
SOME CONCLUSIONS
o SPEED: very high requirement

§ Essential for many game actions and very decisive action in performance.
§ Ability of acceleration, associated with high demands of explosive strength
(stops, exits, direction changes, imbalances).
§ Great demand of simple and elective speed reaction.
§ Related to coordination ability.
§ Requirement of high speed in technical gestures.
o STRENGTH: very high requirement
§ essential quality due to "body contact" with the opponent in the execution of
specific gestures, various types of strengths are defined: for the "throw", for
the "leap" and the conditions of "displacement" in play (race and fight)
§ The concept of explosive strength is decisive, substrate speed applied in the
in the decisive actions of the game.
o ENDURANCE: requirement depending on the type of resistence
§ We need to apply the speed regime of resistance.
§ Average Predominant effort with short high-instensity actions.
§ Average aerobic ability
§ Isolated Anaerobic lactics ( in no moment are there maximums)
§ Frequent alactic anaerobic (short high intensity actions
§ The resistence needs focus on the ability of recuperaciton after explosive
actions, and the ability to perform these actions on fatigue regime
o FLEXIBILILTY: medium requirement
§ Fundamentally of dynamic character

§ Injury prevention as well as support and retrieve loads of training and
competition
3.3. Technical-Tactical Profile
While the goal of this work is to establish the basis for the conditional training of
the player, we consider it necessary to assess the technical needs - tactics of the sport.
This is because the athlete's physical abilities have been interrelated with other
performance capabilities because they are interdependent.
We know that the handball performance depends on many capabilities and

relationship as well as the dependence established between them. Thus, the decision
will mark a decisive way of the athlete's performance, just as they will with the
technical and psychological ability. Observe the table (Sampedro, 1999)
We consider vital the transfer of the physical capacities training to the

competition. Therefore, in our physical preparation it is vital to keep in mind at all times
the technical needs – both tactical and psychological of the athlete.
What is the technical-tactical profile?
7
The handball player has to master the vast majority of technical gestures in
different variants. It is also necessary to apply them in situations of imbalance and in
contact of the rival.
Among the most important technical skills is the mobile management.

However, the use of these means is as important or more than the proper execution of
the same. We will discuss the decision or the need for player motor intelligence.
This decision depends on a correct perceptive analysis, hence the need for a
large ability of perception of the different elements of play, being able to focus this
perception to the most important elements of the game situation. From which you will
need to process that information to decide the best answer and put it into practice.
We understand that the technical- tactical profile player is much broader and
complex than the exposure in these lines. However, the purpose of this present point is
to simply be aware of the need to integrate this conditional training profile or physical
abilities as we speak of genuine and determining factors in athletic performance.
3.4. Psychological Profile
There are some psychological factors affecting in a greater or lesser degree in

the athlete's performance. Different studies of personality in high-level players have
established some basic features in sports collaboration-opposition:
Firstly, it is essential that the player has fun playing. The need to decide in
limited situations or equality involves great emotional control; the constant pursuit of
victory implies the need for a competitive ability; overcoming obstacles in the sporting
life involves a strong will to achieve the set objectives; cohesion with the different
members of the team and all that it entails (part of the same objective, to assume their
functions within the group) involves being sociable. On the other hand, a more specific
feature of a handball player is his fearlessness and courage to face the constant dangers,
risks or game pitches.
4. Conditional Ability Training

4.1. Introduction
The handball player's conditional ability is closely linked to other performance

factors, hence the great validity that we have with the following definition of
conditional ability in team sports:
"The conditional ability is what allows us to physically overcome and

psychically resist, a specific high and variable instensity workload that reveals itself in
short time intervals, allowing us to maintain the optimum level of performance in
implementing the coordinative needs which the game requires "(modified from
Massafret, Seirul-lo, Espar, 1995)
8
Our goal in conditional training is, of course, improving in competition.

Therefore, we must not lose sight of the specific actions in the game to achieve an
understanding of these two paragraphs, as are traditionally separated, trying to improve
our conditional training significantly in performance of competition.
To do this, the training parameters as separated in occasions such as are load,

volume, intensity, work relationship / rest ... as well as the tasks and movements must
resemble to the maximum, even trying to be equal. We refer to introduce conditional
training aspects of technical - tactical and psychological profile described in the
previous section. It is trying, in short, that these sections, as far interrelated in a direct
way, as in the competition itself.
The prevalence of cognitive training is vital in view to transferring the

proceeds from a conditional subsequent training to a specific training (technical -
tactical) of the athlete. If we just create strong and fast muscles but then do not teach
them to act in the particular time and within the complexity of the sporting event, you
will be wasting much of the potential that you worked hard to create (Tous, 1999)
Research in this area, from this perspective, is increasing. However, we are still
far from a theory of an extensive and complete team sports training, as there is in
individual sports. We want to highlight here what looks like the beginning and
settlement thereof, as well as some conclusions regarding some research.
4.2. Exercise Energy Systems
Our aim with this section is that reader understands the body's responses to
various efforts. In short, it seeks to establish a training framework.
The importance of each metabolic pathway as well as the most important

capabilities within each, is exposed in previous sections so in this one we will focus on
training parameters and important means to be used therein.
4.2.1. Anaerobic Alactic Conditioning
Recovery time after a session with this guidance, as Bompa:
5 – 8 hours
Training Parameters
SERIES DURATION VELOCITY RECUPERATION VOLUME

X From 0 to 12 – 15 Maximum *Complete or + than 20
seconds incomplete minutes
depending on
objetives
* We will have in mind the recovery time. If our goal is to strengthen, the recovery will
be longer (almost complete) whereas if we intend to increase the alactic anaerobic
ability, then the recovery will be incomplete and we will try to maintain maximum
intensity.
9
Usual work structure:

Specific work around 8 " (3 to 4 specific defined tasks or options) with output stimuli
(visual priority) and decision making. Active recovery around 1 '
Examples:
1. Couples, ball, running passes; Coach stimulus; specific tasks at maximum intensity:
bouncing when running with direction changes – long passes - run to the partner -
change direction before receiving - reception - cone feint- shot to supportive goal.
Recovery 1 ': smooth run passes to companion.
2. Groups of 4 (two couples defined attack - defense), a ball, passing of the ball; Coach
stimulus; the player who has the ball and their partner are attacking and the other two
are the defenders (they are the ones that perform specific maximum intensity tasks): 2 -
5 continuous long passes causing the tilting and departure to the dribbler - lob pass
to be watched by the defender - interception of the appropriate defender – pair
counterattacks - crossing and jump shot. Recovery of 1 ': smooth run passes to
companion.
4.2.2. Anaerobic Lactic Conditioning
OPTION 1
Recovery time after a session with this guidance, as Bompa:
48-72 hours
Training parameters: Series 20 "-35" x high speed x 45 "-80" active recovery
- Fitness task with more or less specific coordinations for 20 "-35"
- Cooperation and opposition
- Relaxation through active recovery: varied shifts at a smooth pace
Examples:
1. Companion pass - jump the fence - change of direction - reception - feints -

jump with legs together - whipped jump shot to the wall, the sequence is
repeated until the agreed time is reached (30 "); cooperation with the partner
who begins the exercise; rest while performing movements with ball with a
light jog.
2. Defensive triangle with two changes of direction when given the visual signal from
the companion placed at 12 to 13 meters; when the partner does a lob throw with the
ball to the opposite zone (simulating a long pass) – throw-off and interception - long
pass - Counterattack - reception - jump shot sequence is repeated until the agreed
time (30 "); cooperation with the partner who begins the exercise; rest doing a light
jog.
OPTION 2
Full recovery times after this orientation session, according Bompa:
48-72 hours
Training parameters: Series of 35 "-45" to 1 'x 3' high speed x 2 'recovery
10

- Carrying out exercises with coordinative components and decision making
- Active recovery 2 '- 3' (if necessary help the partner)
Examples:
1. Defense movement - successive jumps - Throwing of medicine ball with a jump

up - Throwing after twisting medicine ball towards the ground - Throwing of
800gms medicine ball to the wall - Swedish bench jump with skipping - race
with cones in different paths - change of direction - ball reception and throw.
2. Defense Triangle - run - reception - long pass - run – side movement with twist -
alternate steps coordinating with arms bar (20 kg.) - Lateral jumps on Swedish
benches with 800g. ball feinting pass - run changing direction (cones) -
reception – feint depending on the partner (decision making) - jump
shot.Examples:
4.2.3. Aerobic Conditioning
Complete recovery times after a session, according Bompa: 48 - 100 hours

Training parameters: Series of 2'-3 ' at a Variable intensity x 30 "-1' recovery
Usual work structure: work with and / or without the ball, specific tasks, varying pace
for 2'-3 '. 30 "-1" of active recovery
Examples:
1. Individual technical work with ball at different rates of execution

2. Defensive moving around with direction changes every 3-6 supports, 6 direction
changes in all - run to ball – run with direction and pace change – long self pases
catching the ball before it bounces – wall self passes – throwing of the balland
repeat he sequence from the beginning; recovery with ball and a light jog with
varied movements
4.3. Strength
We want to dedicate a section to the strength, the main feature of a contact sport
such as handball. This ability is, in our opinion, what best defines our sport, hence it is
necessary to emphasize the training of the same. At different levels and forms of use in
the game. This ability is seen in all specific gestures of the sport (Seiru-lo, 1996), so we
can define the following types of strengths:
1. Throwing strength
2. Jumping strength
3. Strength in the movement conditions of the game
a. To run
b. To fight
According Seiru-lo (1990) there are four blocks or levels of approach to the
strength work:
11
General Strength: where all kinds of strength demonstrations are worked that are not
specific to the sport. It is configured as follows:
o Analytically developing strength on the muscle groups that run the

motor action and collaborates with the nearest joints
o Muscle contraction conditions are varied
o Body postures or are not similar or only a little bit similar
o Conditions of varying speed, but with resemblance to the gesture
structure of who is ´getting close´
o The different overloads but always superior to those of the gesture, in
an amount specialises in increasing strength, in the muscular
composure.
o The instruments used are varied and different to the specific game
o High-value or self-control and little or no tactical component
o Non-specific coordinative component basics
Specific Strength: the work of all strength demonstratiosn is maintained, but the
strength approaches the game. It is configured as follows:
o Global strength development in "kinetic chains" that constitute in

each group of gestures; throwing, jumping, movement,...
o Contraction conditions are closer or are complementary to the
specific ones.
o More specific body positions of the executor.
o Close speed conditions very close to the specific ones.
o The superior overload but closer, to alow an increased speed of the
obe previously indicated
o Varied but more similar specific instruments to that of the specific
one, to "stimulate" the contact points
o A decrease in the increasing self-control by a exterocpetion control
and appearance of basic tactical elements
o Coordinative components to accommodate the specific motor skills
Special Strength: those demonstrations of strength that are more characteristical of this
sport. In the case of handball, the explosive strength and resistance strength. The work
is to resemble as much as possible to game action. It is configured as follows:
o Global development of quality emphasizing a section of the specific

kinetic chain every gesture
o Identical contraction conditions to the specific one or as close as
possible
o Similar body positions and difficulties regarding global or segmental
provisions, as a result of previous tasks
o Identical speed conditions or, if possible, higher.
o Equal overload or lesser in relation to the speed
o Identical instruments or design and size that favor the contact points
o High self-control and exteroceptive high demand, with complex
tactical elements
o A superior coordinative component to that of needs of specific task
12
Competition Strength: work in real or simulated game situation looking for those
game gestures where the strenght intervenes as a main way.
o The load to mobilize must be of the competition. For example,

defense, a long pass, block, etc.
o This level is performed to obtain the synthesis of force ability.
o In "simulated" real game situations, a parameter thereof is
hypertrophied trying to emphasize a certain sequence in strength in
the necessary so that it can resolve the conditions raised. Throwing
only 10 meters emphasizes the demonstration of strenghth for release
throw, and if done in a real game situation, it constitutes an exercise
of competition to improve this quality.
o We must bear in mind that these exercises alone are able to
substantially improve strength, but cause stagnation in the
improvement of the quality when they are only practiced.
o Likewise, it is also of high difficult maintenance and control of the
level reached over, not only in all season, but also during the years of
the player.
o Therefore, competitive exercises that are often done in an
"unconscious" way by some coaches, must be taken into account for
the assessment of strength training, and should necessarily keep
certain proportions with exercises of 3rd level, which are closest
ability strength since its inception, in general exercises.
Within each level, there are three types of exercises in design tasks force:
- Basic or fundamental: that helps me build further work
- Application or assimilation: trying to transfer the basic exercise to technical exercise
- Compensatory or complementary: reducing the aggressive nature of certain

exercises (plyometrics, Olympic, etc ...) Has to agree with the basic.
4.4. Stretching
We consider it appropriate to treat this quality in detail by the limited

information found in the specific literature of our sport. From the standpoint of sports
performance, mainly dynamic, facilitates application speed and making of gestures.
From the prophylaxis point of view, there is assistance in preventing injury as

well as support and retrieval of training loads and competition. However, the limits
required for performance improvement are totally achievable through training.
Training for performance improvement:
The structure and characteristic of the technical gesture throw, demands a good
level of joint range. In some cases, insufficient development of flexibility can affect
athletic performance of this action, so critical in sports performance. Similarly, the lack
of flexibility can promote learning of gesture thus forming errors and defects, defective
13
automatic movement. To enhance this, ballistic and dynamic stretching or active

stretching is performed.
Dynamic Stretches are performed by forcing the muscle to elongate. It can cause
a strong stretch reflex and leave the muscle with a lesser length than of the pre-stretch.
It seems that it creates more than double the tension in the muscle stretched than that of
static stretching. This increases the risk of muscle tears, because the rebounds are so fast
that they do not permit time for the tendon reflex to act and relax the muscles.
However, this type of stretching should not be banished as has been done
frequently; our athletes need to perform them because in their sport these actions take
place, hence they should be carried out to support the burden of aggressive competition.
The way we use is the proposal by Zachaweski (1990):
1º static stretching of the area
2º slow ballistic stretching with short range ends
3º slow full range ballistic stretching
4º fast basllistic stretching with short range ends
5º fast full range basllistic stretching
We also use the active method (with no rebounds), which is achieved using the
action of the muscles themselves, without the assistance of any external force. It can be
free or with resistance (in our case we use the ball at times)
Prophylaxis Training:
Static stretching, the muscle is stretched slowly and gently until a clear strain, at
which the position is maintained between 10 and 30 seconds to adapt to the stretching
tension of the musculature. As the stretching sensation decreases (theoretically due to
tendon reflex), the subject relaxes for 2 to 3 seconds and looks for a more intense
stretching position, holding again the position (stretch forced for 10 - 30 seconds) and
passive stretching (pursues the same idea as that of the static but here there is a
companion who mobilizes the body segments.
When a major point of tension is reached, the companion stops, the subject
relaxes the muscles and try to surpass that point. The biggest problem is that the
companion does not know our feelings and it can lead to injuries of overstretching. It
will have more of an impact in the areas of bigger loads: shoulder girdle, back, back of
the thigh.
14
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18
Profile of the First Line of Attack Handball Player
Tiago Marques Cunha
Federação Andebol de Portugal

(Handball Federation of Portugal)
Portugal 2016
Abstract
The aim of this study is to provide holistic identification of the characteristics
which are required for a 1st line of attack player, and therefore to identify the existing
differences, since the study done by Cunha in (2010).
So, and according to the opinion of some experts, we observed 3 of the best 1st
line of attack players in Portugal in 6 games of the „‟Campeonato Fidelidade Andebol 1
2015-2016‟‟, of which 365 offensive sequences were analysed, as well as, 5 questionnaires
from coaches of the referred championships.
These are the results pointed out for the following set of conclusions: The
positional attack of 82,6% is the most current method used in the game. During the
positional attack there is a prevalence for the use of the situations of 1x1 54,3%. The
mostly used individual technical/ tactical means are the shots 46,4% feints 26,1% o
crossings 34,7% and exchanging 26,1%; The coaches approved that the players performed
cross ball with others in 96% in exchanging with specific posts of 86%; 58% of the shots
were carried out were the player initiated the action and 43,7% of the shots are carried out
away from a specific position; The most common shots used by the first line of attack
players is a classic suspension shot 68,7%; The most important form of force is velocity
36%; The endurance capacity 57% overrules the aerobic resistance 43%; The most
important demonstration of speed is that of performance and reaction 96%; Spatial
orientation 21% and coordinative and motor capacities as more important; The most
valued physiological factor is the competitive attitude 100%. Decision making and
awareness have achieved a very significant value 98% as behaviour factors.
Key words
Handball, Strike, Athlete, 1st line of attack
Index
Abstract / Key Words

1-Introduction..................................................................................................................................... 5
1.1- Study Relevance ..................................................................................................................... 5
1.2-Objectives ................................................................................................................................ 5
1.3-Introduction of the Problem ..................................................................................................... 6
2-Methods and Procedures ............................................................................................................... 10
2.1 Mythological Procedures........................................................................................................ 10
2.2 Monitoring description preview of games.............................................................................. 10
2.3 Monitoring description of games ........................................................................................... 11
2.4 Monitoring description preview of the questionnaire .......................................................... 11
2.5 Characteristics of the questionnaire ....................................................................................... 12
2.6 Strategic Procedures ............................................................................................................... 12
2.7 Hypotheses ............................................................................................................................. 13
3-Presentation of Results................................................................................................................. 13
3.1 Observation games results ..................................................................................................... 13
3.1.1- Forms of offensive games .............................................................................................. 13
3.1.2- Game situation in positional attack ................................................................................ 14
3.1.3- Numeric State................................................................................................................. 14
3.1.4- Results of the Offensive Situation ................................................................................. 14
3.1.5- Shooting Area ................................................................................................................ 14
3.1.6- Types of Shots used ....................................................................................................... 15
3.1.7- Individual Technic/Tactic Methods .............................................................................. 15
3.1.8- Group Technic/Tactic Methods ..................................................................................... 16
Group Technic/Tactic Methods ................................................................................................ 16
3.2 Results of the questionnaires ................................................................................................. 16
3.2.1- Conditional Motor Capacities ........................................................................................ 16
Conditional Motor Capacities .................................................................................................. 16
3.2.1.1- Conditional Motor Capacities – Strength................................................................... 16
3.2.1.2- - Conditional Motor Capacities –Resistance ............................................................. 16
3.2.1.3- Condicional Motor Capacities – Velocity .................................................................. 16
3.2.1.4- - Conditional Motor Capacities – Flexibility ........................................................... 17
3
3.2.2- Coordinated Motor Capacities ........................................................................................... 17
Coordinated Motor Capacities ..................................................................................................... 17
3.2.3- Physiological and Behaviour Factors................................................................................. 17
3.2.4- Other Factors..................................................................................................................... 17
3.2.5- - Individual Technic/Tactic Methods ............................................................................ 18
3.2.6- Group Technic/Tactic Methods ..................................................................................... 18
4-Result Discussion .......................................................................................................................... 18
5-Conclusions................................................................................................................................... 21
6-Bibliography ................................................................................................................................. 23
4
1-Introduction
1.1- Study Relevance
The current event handball is played as a game with high intensity and participation by all
its players. The systematic struggle between the opponents to accomplish the game space,
all the athletes are expected to have a skilled performance and a combativeness of
prominent evidence. Each and every player should show a set of competences able to
answer these challenges. Without defining the most important factor in a handball player,
we believe that only the conjunction of the various variables will permit differentiating the
elected players from the others.
For this reason, we consider pertinent to study these players in accordance with
their technical/tactic profile so as to identify the offensive and action pattern in the game
just before finalizing individually and in group. These results will be compared to the study
done by Cunha (2010) and will therefore, help to understand which were the alterations
made since then.
To our understanding this is a job of great relevance for the Handball coaches,
players and the Handball sports community in general.
1.2-Objectives
Thus, analysing the game through the bibliography, contacts with experts, as well
as, observation of the games, the study which we plan to develop has the following
problems: What is the profile of the 1st line of attack handball player? Following this line
of thought we define a set of central questions or objectives which might help to answer
the previous problem:
Main Objective: Characterize the technical/tactic actions of the first line of attack player.
Operational or Specific Objectives:
 Identify the situation of offensive game which occurs more frequently;
 Acknowledge the individual and group technical/tactic actions used by the 1st
line of attack player;
 Check out the types of shots which are more frequently used by the 1st line of
attack player;
 Check the areas of finalization used by the 1st line of attack player;
 Identify the most important conditional and coordinative capacities in the 1st
line of attack player;
5
 Ascertain physiological performance and behavior factors required in a 1st line
of attack player;
 Finally, we intend to request the opinions of the handball national experts,
responsible for the teams which participate in the „‟Fidelidade Andebol 1 2015-
2016‟, as to the aspects which are considered to be more important for the
offensive 1st line of attack players, and then compare their answers about
technical/tactic actions with the results obtained while observing the games.
1.3-Introduction of the Problem

After outlining the objectives of this study, our intention is to outline and develop
the following problem: What is the profile of the handball 1st line of attack player?
This way, we tried to interpret the concessions of the coach to the importance of the
1st line players its characteristics in the offensive process with the help of a questionnaire
as well as the visioning an analysis of three previously selected within the‟‟ Campeonato
Fidelidade Andebol 1, 2015/2016‟‟ – Senior Males.
In order to set out the questionnaire based in Mortágua(1995) and Cunha(2010) and
in various other authors, taking into consideration, understanding the aspects that the
coaches find necessary for 1st line players.
An observation chart which has been approved by the specialists of the modality is
going to be used for the study about creativity in the handball game (Barbosa, 2009) and in
Cunha‟s (2010) study.
As per Teodorescu (2004) a collective sportive game represents an organised social
event, a specific way of show and practise and ludic physical exercise, where the
participants are grouped in two teams.
As it is a collective activity the cohesion of the team and a strong relationship
between the mental and tactic view point take over a preponderant role. Only with the use
of all the potentiality of each athlete as a whole, will the team achieve the outlined
objectives.
Concerning the technical-tactic process it is necessary to dedicate time to the
specific points of attack so, that the athletes can compile with their duties. In this line of
thought, Laguna (2002) refers that in these last few years the tactic evolution in Portugal
has became more significant, although this does not apply to the individual training of the
players.
6
The continuous evolution of handball does not only include the improvement of the
physical fitness of the athletes, an increase of velocity in the game and the changes on the
procedures , but also the progress of playing systems and the taking advantage of the
specific characteristics of each player within a certain system.
A handball game highlights two distinct processes. The offensive process when the
team has the ball and the objective is to score a goal, and the defensive process when the
main objective is to defend a goal, and get the ball back.. All this process has a 4 cyclical
phases (attack, defensive transaction, defensive and offensive transaction), Silva, J. (2008).
Thus, this study focuses on one analysis only the positional attack, the phase when
the each team undertakes systematic two offensive lines (1st and 2nd lines) and which the
1st line is the one we plan to observe.
Moreover, and according to Román (2002) the most important in structural attack
is always the individual quality of the player. The game systems are only organizations and
initial game systems which are at theplayers disposal within the match field, so as to obtain
profits from their own resources.
We therefore, believe that all the offensive processes of a team are coordinated and
depends on the technical-tactic capacity, amongst other factors, the first line players. These
athletes think out all the offensive game and take part in most of the decisions.
The 1st line athletes undertake a predominant role to build-up a team, having in
mind the sporting success due to the high participation in the construction of the offensive
process and therefore all the team is dependent on constant decision making.
These athletes are those who are at a greater distance from the opposing beacon.
The players are in the offensive first line of the team, and has one central position and two
lateral positions. Freitas (2005) confirms that because they are responsible for the building
up of the offensive game they should domain the concept of individual tactic, but this does
not impede that all the other athletes may also not domain this concept.
Thus, this study will only analyse the individual and group tactic. Following this
line of thought according to (Laguna (2002) it is the players capacity the individual tactic
for decision making during the game. We normally say that an athlete is tactically good
when as a rule he makes efficient decisions during the game (Laguna, 2002).
The offensive dynamic in handball is materialized through procedures which
involve two or three players, normally designated by tactic means applied in the match.
7
Due to the unexpectedness of the actions during the first line handball game, the
player must be permanently ready to decide which is the most appropriate technical gesture
for each current situation, as well as, the right moment to use it.
Román (2007) reinforces this idea and considers that the specialized „‟distance
striker‟‟ is a specie in extinction in which the evolution of the game forces this kind of
player to adapt to circumstances with other concepts and qualities.
First line players should have a variety of technical/tactic occurrences, to sum up
(Cunha 2010) study 80% of the positional attack is the method mostly used in the game;
During the positional attack there is a prevalence to use situations of 2x2 46,6% and
situations 1x1 42,3%;
The most frequent individual technical/tactic methods used are of feint 36% and
31% to shoot;
The most frequent group technical/tactic methods used 47,1% are in cross ball and
29,4% in blockage. The coaches consider it to be quite useful that players make successive
progression for both sides 18% of cross ball and 17% with others;
60% of the shots were carried out from the point where the player first began the
action 40% of the shots are carried out away from a specific position;
The shot most commonly used by the first line players is the classic 60%
suspension shot;
The most important strength used is strength of velocity 38%; 51% endurance
capacity prevails 49% over aerobic resistance;
The most important demonstration of execution is 25%; The spatial orientation
23% is the most important coordination motor capacity;
Motivation is the psychological factor which is most valued, competitive attitude
and the urge to achieve 100%.
The decision making capacity has achieved a very significant value 98% as a
behaviour factor.
In our opinion the modern Handball decision making has a extremely important
role, as athletes are constantly faced with the need to find the best solution at crucial
moments, this is the base of the handball game
There is interdependence between technical and tactic because the tactic can only take
place after the individual technical of every player together with the rest of the team within
8
the offensive process, in direct contact with the opponents, and under psychological
pressure and constant physical strain.
This is the problem of various players who have a great range of technical actions, but
do not use them correctly in game situations.
Being the first liner‟s the ones responsible for the organization of all the team´s
attack systems and also the ones that more actively act in the process ,Román (2002) refers
that the organizational and attack structure depends undoubtedly from a pillar of great
importance which is the level required from the players to explore in time and space the
possibilities that arise in base to pass on to higher levels of strength velocity and
resistance in excellent handball, to use these resources in any situation during the game.
We consider that the coordinative capacities have the necessary
characteristics/quality to accomplish movement, and is the base for performance and
technical field movements. These are capacities where coordination is the main factor and
which are conducted by the central nervous system.
In each sports modality some assume a dominant role whereas, others do not
demonstrate individually in the training or game, but instead in a group of complex actions.
Thus, in this study we plan to come to a conclusion of what are the motor and
cognitive capacities which are relevant to Handball.
The physical preparation of the athlete should be regarded as an orientated process
in order to improve of capacities, and so it should be in agreement with the specification of
the modality.
According to the point of view of these authors Botta and Pereira (2003) they
mention that “ a Handball game with its complexities and unexpected situations, the
rapid succession of players demands that they psychologically qualities that will assist
them when having to solve favourably any surprises: a good capacity and attentive
concentration, overcome fatigue , a good motor visual coordination ,excellent general
responsiveness, coordination psychometric, preservation, temerity, possibility for
psychosocial integration and efficiency in the team”.
As we all know handball is a team game and cooperation between members, this is
undoubtedly a relevant factor for sport success. We are also aware that because of stress
caused by the competition may lead to easy disruption of cooperation links and as Fleury
(2001) refers that it is necessary to develop interpersonal relationships, even in the
moments before the competition, which are normally full of stress for the athletes.
9
2-Methods and Procedures
This topic is organized in a way that it can answer questions about the
methodology used to elaborate the questionnaire as well as in the observation of the games:
the methodology procedures are included, sample characteristics, characteristics of the
observation of the games and the questionnaire; studied variables, procedures used in the
results of the statistic and hypothesis.
2.1 Mythological Procedures

Methods used for the distribution of the questionnaire to coaches was done via
email, and some of them were given out personally.
In order to monitor and register information about the games we used an
observation chart which has already been approved and validated by the specialists of the
modality, and also used in the study about creativity within the handball game (Barbosa,
2009). This way all the indirect observations which are undertaken of two games for each
athlete will be registered, the offensive actions of the players Gilberto Duarte, Carlos
Carneiro e Belone Moreira. The study of the actions related to the variables will be
registered in the adequate chart.
2.2 Monitoring description preview of games

In the context of the present study three players were observed (Gilberto Duarte,
Carlos Carneiro and Belone Moreira), athletes with specific first line posts in the
„‟Campeonato Fidelidade Andebol 12015-2016‟‟. We have to make reference to the fact
that none of the games monitored had overtime.
Match 1 Match 2 Total
No offensive No offensive
No offensive
No actions with No No actions with
Players/Actions actions with
offensive direct offensive offensive direct
actions of actions of participation actions of
the team participation the team the team participation
of player
of player of player
Gilberto D. 59 17 68 17 127 34
C. Carneiro 57 10 53 6 110 16
Belone Moreira 62 6 66 11 128 19
Total 178 33 187 33 365 69
10
Table 1 shows the results from the sample observation of the games. According to
the results in the table we observe 365 offensive actions, of which the players observed had
direct participation (situation of finalization or assistance for finalization) in 69 actions. In
the study Cunha (2010) analysed 300 offensive actions with the collaboration of the
players being observed in 127 offensive situations.
2.3 Monitoring description of games

In order to register information about the games we used an observation chart used
in Barbosa (2009) and Cunha´s (2010) doctoral studies and validated by specialists.
The video of the games analysed were monitored in the video observer.
It is our intention to ascertain only the successful offensive situations. Thus,
identify the participation of the first line player in the offensive process of the team, the
situation of the game, the technical/tactic of the offensive game, the type of shots as well as
the area of finalization (in or out of a specific place).
Another of the main observation objectives was to understand the individual and
group tactics used by these athletes.
2.4 Monitoring description preview of the questionnaire

The questionnaire preview of this work (project) is represented by 5 of the 12
Coaches of the „‟Campeonato Nacional de Andebol‟‟ Male Senior first league – 2015-
2016, as per table 2 below:
No years as Federated
Club Age Academic Qualifications
Coach Practitioner
S.C. Horta 37 15 yes 12 th grade
Artística in Avanca 37 6 yes 12th grade
Madeira SAD 40 16 yes Degree in Physical Education
ISMAI 32 10 yes Degree in Physical Education
F.C. Porto 39 5 yes Masters
AVERAGE 42,1 10,4
Table 2 shows the results of the questionnaire preview results, where one can see
that the average age of the coaches is 42,1 years and the average years working as a coach
is of 10,4.
We also acknowledged that all the coaches were federated players of the modality.
11
2.5 Characteristics of the questionnaire
The questionnaire elaborated by (2010) and adapted from Mortágua (1995), which
resulted from data which is written in this questionnaire and literature studied and added to
our preview, compiled with questions.
In the first part of the questionnaire our intention was to identify the coach,
whereas, in the second part our purpose is to look into the performance factors which the
coaches consider crucial for 1st line positions as, well as, technical/tactic action that is
important for a 1st line player.
In the second part the questionnaire was divided into two parts, one is where we
plan to identify the opinions of the coaches about the factors which have more relevance to
the 1st line player, grouping these in categories: motor capacities; psychological behaviour
factors; others. In the second part of the questionnaire we hope to interpret which
individual and group technical/tactic that the coaches consider fundamental for 1st line
players.
In order to analyse the questions we will use ranks “1-totally disagree, 2-partially
disagree, 4-partially agree and 5-totally agree”, in a scale of five ranks, the 3rd is
considered as an indefinite position.
When completed, the questionnaire was submitted for a pre-test, some of samples
were given to specialists in the field.
2.6 Strategic Procedures

In the record sheet the percentage values were calculated for the offensive game
method, a game situation used, effective numbering, result obtained from offensive
situation, area of shots, type of shots for individual and grout technical/tactic.
As for the questionnaires, the questions display the formula used to calculate the
respective percentage values.
We calculated the respective percentage values for each and every main component
(motor coordinative capacities, conditional motor capacities, psychological behaviour
factors).
So, for every questionnaire the coaches were requested to indicate based on a scale
type Likert of 5 points (1- totally disagree, 2- partially disagree, 3- neutral, 4- partially
agree, 5- totally agree), the relevance that each of the items has for the subject under
analysis.
12
2.7 Hypotheses
In accordance with the previously referred goals, this study enables one to verify
the following hypotheses:
1. The mostly used offensive situation in games is the positional attack;
2. In the positional attack the individual tactics rule for a good quality of 1st line
players these are the different type of feints and shots. In relation to the group‟s
tactics methods the most common ones used are successive progression and the
players capability to exchange and cross with specific posts;
3. The 1st line players preferably finalize their actions with a classic suspension
shot.
4. In the offensive sequences studied the players demonstrate a higher frequency
of shots away from their usual post;
5. Within the conditional motor capacities, the velocity, aerobic resistance and the
speed of execution are the most important for a successful performance of the
1st line players. The most important coordinative motor capacities is the
sensorial differentiation ;
6. The technical/tactic factors are more relevant than the morphologic factors;
7. Motivation and decision making capacity arise with more important
Physiological and Behaviour factors.
3-Presentation of Results
This chapter demonstrates the results obtained in the study.
The presentation of results is structured in two parts: the first part consists of the
visualization of the videos; in the second part, the results of the answers within the
questionnaires.
3.1 Observation games results

3.1.1- Forms of offensive games
In a global analysis of 365 offensive actions, it was found that of the 69 actions in
which the players were monitored the method of positional attack was mostly used 82,6%
and the least used was the attack with 2,8%.
13
Method of Offensive Games
Positional Standard
Rapid Attack Attack Deviation
Attack
No of Attacks 57 10 2
Percentage 82,6% 14,4% 2,89% 0,40
3.1.2- Game situation in positional attack

Of the 57 actions observed where athletes participated, we analysed that
83 % were held in positional attack. We acknowledged that from those actions
36,2% finished in a situation of 2x2, 44,9% and in a situation of 1x1 e 18,8% in situation
1xGr.
Situation of Game used

Standard
1x1 2x2 1xgr Deviation
No Attacks 31 17 9
Percentage 54,3% 29,8% 15,7% 0,19
3.1.3- Numeric State

By analysing 57 offensive actions in a positional attack we concluded that 73,6% of
the situations are achieved in a numeric equality, 17,5% in superiority and 8,7% in
inferiority.
Efective Numerical
Standard
Equality Superiority Inferiority Deviation
No Attacks 42 10 5
Percentage 73,6% 17,5% 8,7% 0,40
3.1.4- Results of the Offensive Situation

In respect to the results obtained from the offensive situations, we verify that 73,6%
achieved total success, 17,5% partial success and 8,7% were unsuccessful.
Results of the Offensive Situation
Total Partial Standard
unsuccessful Deviation
Success Success
No Attacks 42 10 5
Percentage 73,6% 17,5% 8,7% 0,23
3.1.5- Shooting Area

Observing the first line player’s area of preference for the shots we found out that
53,1% of the shots were from the 1st line and 46,8% from the 2nd line.
14
Also, 56,2% of the shots were from a specific post where the athlete began the
positional attack and 43,7% away from the specific post.
Shooting Area
Standard
1st Line 2nd Line Deviation
No Shots 17 15
Percentage 53,1% 46,8% 7,2
Shooting Area
Shot away from Specific Standard
Shot specific Post Deviation
Post
No Shots 18 14
Percentage 56,2% 43,7% 0,14
3.1.6- Types of Shots used

Through this analyses we verified the type of shots used during the monitored actions
are the classic attack 68,7%, standing shots 21,8% different standing shots 3,1%.
We could also verify that the spin shot with reverse shot was not used by the 1st
line players. The lob shot and resource shot were not taken into account in this study.
Types of Shots
Classic Shot
Adjust the
Spin Shot
Lob Shot
Resource
Different
Hip Shot
Standing
Standing
Reverse
Shots
Shots
Shot
Shot
Shot
Standard
Deviation
No Shots 22 0 0 7 2 0 0 0 1 440,1
Percentage 68,7% 0% 0% 21,8% 6,2% 0% 0% 0% 3,1%
3.1.7- Individual Technical/Tactic Methods
The individual actions monitored 46,4% of the technical/tactic method mostly used
was the shot in the actions and 26,1% were feints.
Individual Technic/Tactic Methods

Breakthrough Breakthrough Standard
Demarcatin Shot Feint
Pair odd Deviation
No Strikes 2 10 7 32 18
20,579
Percentage 2,9% 14,4% 10,1% 46,4% 26,1%
15
3.1.8- Group Technical/Tactic Methods
Analysing the technical/tactic methods used by the group, it turns out that 34,7%
cross ball , and 26,1% exchange are mostly used in the pass go and the different screen
was never used by the players being observed during the positional attack.
Group Technic/Tactic Methods

Pass and Go
Progression
Continuous
Cross Ball
Exchange
Blockage
Different
Screen
Screen
Standard
Deviation
No Strikes 8 0 24 4 0 18 15
3,047
Percentage 11,6% 0% 34,7% 5,80% 0% 26,1% 21,7%
3.2 Results of the questionnaires

3.2.1- Conditional Motor Capacities
Conditional Motor Capacities
Força Resisttence Velocity
Flexibility
Performance
Acceleration
Endurance
Resistence
Resistance
Maximum
Maximum
Reaction
Velocity
Aerobic
Standard
Deviation
Average 4,3 3,8 4 3,6 4,8 4,8 4,3 4,8 3,8 3,8 3,8
Percentage 86% 76% 80% 72% 96% 96% 86% 96% 76% 76% 76% 0,15
3.2.1.1- Conditional Motor Capacities – Strength

In relation to the type of strengths, it is concluded that the coaches refer to a 36%
strength velocity as the most important and the maximum being 31% which is least
important.
3.2.1.2- - Conditional Motor Capacities –Resistance
Analysing the resistance values as per the opinion of the coaches enquired it is
concluded that the results are similar and that the 57% endurance capacity over the 43%
aerobic.
3.2.1.3- Conditional Motor Capacities – Velocity
In accordance to the coaches opinions it has been concluded that the most important
types of velocity are 22% execution velocity 22% and of execution while, in the last plan
there is a 18% velocity resistance and a maximum 18%.
16
3.2.1.4- - Conditional Motor Capacities – Flexibility
In accordance with table 12 the flexibility reaches 76%.
3.2.2- Coordinated Motor Capacities

As for the coordinative motor capacities the coaches reckon that the most
important ones are the 90% spatial orientation, and the least important being the 80%
speed (pattern).
Coordinated Motor Capacities
Sensorial Spatial
Differential Orientation Stability Reaction velocity
Standard
Average 4,3 4,5 4,3 4,3 4 Deviation
Percentage 86% 90% 86% 86% 80% 0,06
3.2.3- Physiological and Behaviour Factors

In accordance with table 14 the coaches consider as extreme competitive attitude
100% and attentive decision making both with 98 %. Leadership of 80% is the least
important factor in the coaches opinions.
Physiological and Behaviour Factors

Attentiveness
Visualization
Anticipation
Cooperation
Competitive
Intelligence
willingness
Motivation
Leadership
confidence
Positivism
Creativity
Capacity
Decision
capacity
Attitude
Making
Active
Standard
Deviatio
n
Average 4,3 5 4,3 4,5 4,3 4 4,3 4 4,8 4,9 4,9 4,5 4,5
Percentage. 86 100% 86 90% 86 80 86 80% 96% 98% 98% 90% 90% 0,38
3.2.4- Other Factors

Table 15 shows that coaches consider as the most important factors the
technical/tactic 86% for the first line player, and the morphological factors 80% as less
important.
Others
Technical Tactic Morphologic Standard

Factors Factors Factors Deviation
Average 4,3 4,3 4
Percentage 86% 86% 80% 0,1
17
3.2.5- - Individual Technic/Tactic Methods
Analysing table 16 shows that the Technical/tactic methods considered as the most
important by the coaches are the capacity 96% to perform the different type of feints and
shots.
The individual technical/tactic methods are considered by the coaches as the least
important for the performance of a first line player are the capacity to perform different
forms of pass on and the various demarcations, both with 80%.
Individual Technic/Tactic Methods
different demarcations
with/without passes or
Capacity to Set pair or

Different type of feint
Capacity to perform
odd number player
Different places of
Different types of
Different paths of
Different type of
Different paths
shots
shots
pass
shot
shot
Standard
Deviation
Average 4 4,5 4,8 4,5 4,3 96 4,8 4
Percentage 80% 90% 96% 90% 86% 96% 92% 80% 0,25
3.2.6- Group Technical/Tactic Methods

In reference to group technical/tactic methods considered as the most important by
the coaches for a correct performance by the first line is the 96% capacity to cross ball with
other specific posts. The least important technical/tactic methods are the capacity to hold
blocks with or without ball 66% and the use of a screen with or without ball 70%.
Group Technical/Tactic Methods
Capacity Capacity Capacity

Capacity Capacity to to carry to carry
Capacity to to cross use Exchange out out
create ball with (dif.)screen with screen blockages
progression other with and other with or with
for both specific without specific without without a Standard
sides posts ball posts ball ball Deviation
Average 4 4,8 4,3 4,3 3,5 3,3
Percentage 80% 96% 86% 86% 70% 66% 0,356
4-Result Discussion
Thus, we will now discuss the results previously shown.
18
The positional attack is the offensive method of game which stands out from all the
other methods used, with a use of 82,6% of the total actions in the game.
During a positional attack there is a prevalence of use for the situations 1x1 in
54,3% of the actions over the 2x2 situations verified in 29,8% of the offensive sequences.
Therefore, we can confirm that the 1st line players should be strong in their actions
of 1x1 and should maintain a good relationship 2x2 with the pivots.
In the offensive actions which were observed in the positional attack, we confirmed
that 76,6% of the actions are performed in numeric equality and with full success in 73,6%
of the actions.
In reference to the individual technical/tactic methods used during the monitoring
of the games, we confirmed that the 46,4% shot and the 26,1% feints are the individual
actions that the players most frequently perform.
These results are in conformity to Cunha´s (2010) study where the positional attack
was the method of game mostly used. The technical/tactic method mostly used were in the
situation of 1x1 and 2x2, however, this time the actions of 1x1 remain over those of 2x2.
Most of the shots 53,1% were shot from the 1st line and 46,8% from the 2nd. This
prevalence of the shots of 1st line over the 2nd have already happened as per Cunha (2010),
however, this is a minor difference. In Cunha´s (2010) study there is a confirmation that
88,9 % of the shots were 1st line and 11,1% the 2ª.
In the shots monitored it was confirmed that 56,2% were performed in a specific
post and 43,7% away from a specific post.
This conclusion follows Cunha´s (2010) line of thought when referring that 60% of
the shots were performed in a specific post, and 40% away from specific post. This way it
is proved that the 1st line athlete should be able to shoot in various specific posts.
As for the type of shots by the 1st line players we confirmed that the classic shot in
suspension 68,7% is the one mostly used, then the standing shots 21,8%, different standing
shots 6,2% and hip shot 3,1%.
This conclusion in accordance with Román (1998) when he mentions that the 1st
line players have the capacity to perform suspension and rapid shots (different standing
shots and hip shots) instant defense so that balance can be achieved an as stated by Cunha
(2010) the most used is the suspension shot 60% which is mostly used after the rapid shots
(different standing shots and hip shots.
19
From the observed games we could conclude that cross ball 34,7% and a 26,1%
exchange are the technical/tactic methods mostly used. This conclusion is in partial
accordance with Cunha (2010) study, the author refers to the technical/tactic methods
mostly used were the cross ball 47,1% and a blockage of 29,4%.
We are aware that there are other technical/tactic methods, but analyzing the
results about the coaches opinions, we confirm that the capacity to cross ball with other
specific posts 96 % is the technical/tactic group method which is the most important for a
1st line player.
Besides the Exchange capacity coaches find it useful that the players perform
exchanges with other specific posts 86 %
Secondly, the coaches opinions within the types of strength demonstrated , 36% of
velocity is the most important factor for a 1st line player, followed by the resistance force
33% and the maximum force 31%.
The result of the study indicates that the coaches consider 57% endurance capacity
more important than 43% prevalence as primordial in the 1st line player‟s performance.
Such results are in accordance to Cunha´s (2010) study where the endurance of 51%
overlaps the prevalence 49%
This study concludes that coaches believe that the most important demonstration of
velocity is the execution reaction, both with 22%. This conclusion is not totally in
accordance with Cunha (2010) because what was concluded then was: execution velocity
25% then acceleration velocity 22% and lastly the maximum velocity 15%.
As regards to flexibility we confirmed that it reached 76%. For the coaches the
importance of this capacity increased significantly, as per Cunha (2010) the importance of
flexibility stands in 46 %.
One can therefore conclude that the 90% spatial orientation is the coordinative
capacity which is more evaluated by the coach. The 80% rhythm is the least important for
the coaches.
Analysing the Psychological results the competitiveness achieved 100% of the
importance that coaches give to the matter, followed by the decision making and attention
capacity, both with 96 %.
So, as per Cunha (2010) the Psychological and behaviour factors with motivation
100% and the willingness 100%, have been relegated to second plan because of the results
now verified, confirming both motivation and willingness with 86 %.
20
Lastly, when the questionnaire was elaborate our main goal was to find out the
coaches‟ opinion about the importance of morphologic technical/tactic factors.
During our entire study we did not disassociate technical factors from tactic,
because we believe that technical and tactic are inseparable, and it is senseless not to be
interlinked.
None the less we had the intention to interpret the coaches opinions about which is
the most important separating the technical factors from the tactic.
Observing the coaches‟ opinion we verified that mythological factors 80% are not
taken into account by the coaches and that the technicalo and tactic, both have 86 %.
This confirms Mortágua´s (1995) study who gives a greater importance in the
selecting of the center player (1st line) the technical/tactic factors over the mythological
ones.
5-Conclusions
Having analyzed the various games of the „‟Campeonato Fidelidade Andebol 1
Seniores Masculino‟ and the opinion of the coaches through the questionnaire there are
various objectives to our study.
The positional attack was the method mostly used offensive of each team, in 82,6%
of the actions. Therefore, this confirms our first hypotheses formulated in our study.
During the positional attack the first line players performed with greater frequency
the shot 46,4% and 26,1% feint with individual technical/tactic methods.
We concluded that the group technical/tactic methods mostly used are the cross ball
34,7% and the exchange 26,1%.
So, we can confirm that the second hypotheses formulated is in conformity with our
study, and this time the exchanges were observed in various offensive actions.
According to the third hypotheses the 1st line players culminate their 68,7%
suspension shots but highlight the importance of the rapid shots.
After beginning an offensive sequence we conclude that the monitored players,
51,1% shoot in the specific post where the action began, this way not confirming the
fourth formulated hypotheses.
In reference to the conditional motor capacities it is concluded that the most
important for the 1st line player are the velocity strength, endurance capacity and execution
21
velocity reaction. As for the most important coordinative motor capacity we conclude that
the most relevant is the spatial orientation.
Moreover, our fifth hypotheses was fully confirmed because we concluded that the
most useful coordinative motor capacity is the spatial orientation 4,6 ( in a scale of 1 to 5),
and that the endurance capacity is the most important.
After conclusion of our study, we can confirm that the technical/tactic factors
prevail above the morphologic, and therefore confirming our sixth hypotheses.
Lastly, to confirm the importance of the modern Handball, we conclude that the
competitive attitude ( in a scale of 1 to 5) is the most important psychological factor and
the decision making and attention capacity 4,9 (in a scale of 1 to 5) which are the
behaviour factors that are more valued in the 1st line player.
The seventh hypothesis is partially confirmed in this study because motivation was
not the factor which was mostly enhanced by the coaches.
22
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Lusofona, organizado pela Formand, 2008.
 TEODORESCU, Leon.;Problemas de teoria e Metodologia nos Jogos Desportivos
Colectivos, Lisboa: Livros Horizonte, 2003.
THE EFFECT OF THE NUMBER OF PASSES IN THE FINAL ACTION
OUTCOME IN TOP LEVEL HANDBALL MATCHES
Tiago Jorge Basílio Oliveira
Portuguese Handball Federation – Portugal
Summary
The aim of the study was to verify the effect of the number of passes per ball possession
according to the final action outcome and to identify the influence of each player in the team-
passing network. The sample consisted in the KO matches of the Velux EHF Champions
League 2014-2015 and the variables considered were the number of passes per ball
possession and the final action outcome. The ball movement were registered in ©Dartfish
Easytag. Further analysis was made with Microsoft® Excel and the calculation of the number
of passes per ball possession was made with MATLAB®. The network graphics were created
with Cytoscape. The number of passes was higher for 6M goal, comparing to 9M goal. As
predictable, the backcourt players were more influent in the team-passing network, due to its
positioning on the court. Analysing the last four passes with respect to the 6-meter line shots,
the wings and the pivot player play a significant role to the teams’ success. The 9-meter line
attempts, by the analysis of the last four passes, the players who scored more goals were the
backcourt, with superiority of left and right back players. The defensive tactics applied by the
opponent teams may favour the players who act in this playing court zone that are the ones
who perform more shots and consequently score more goals.
Keywords
Match analysis; network; passing sequences; ball possession; performance.
The effect of the number of passes in the final action outcome in top level handball matches
1. INTRODUCTION
For many years, the team sports analysis was made based on observation sheets, filled in
manually during the game. As the technology was making progress, the video recording
provided a great help in motion acquisition and sport analysis became more sophisticated.
Recent studies involved recording the performance variables during or after the competitions
and registering the data in a computer environment (Bilge, 2012). In the last ten years, the
analysis of team sports has been improved significantly, with the use of high technology
equipment, such as GPS (global positioning systems), accelerometers and high-definition
video cameras. This kind of equipment allowed coaches to obtain reliable data in order to
access players and team’s performance (Prieto, Gomez, & Sampaio, 2015a). Usually, this
kind of data is available for free on the websites of each sport federation or specific
competitions, providing consistent resources to analyse team sports (Carling, Williams, &
Reilly, 2005). The transfer of tactical situations experienced in competitions into training
sessions is a primary purpose in order to improve the performance (Hassan, Schrapf,
Ramadan, & Tilp, 2016).
The analysis of the players’ dynamic positioning as well as theirs tactical behaviour, should
help coaches and sports scientists to improve understanding of the learning process by
accessing how dynamic interpersonal coordination may influence the performance, according
to the team sports constraints (Araujo, Davids, & Hristovski, 2006), providing new insights
about the interaction between the players and, additionally affording future directions in team
sports performance analysis, analysing the players’ behaviour and decision-making process in
ecological conditions (Sampaio & Macas, 2012). Furthermore, there is need to use variables
that better demonstrate strategic decisions and collective behaviours. The individual
performance, the tactical situations, the decision-making process and the interaction of all
these factors promotes an interest to study and to understand the game’s structure (Ferrari,
Santos, & Vaz, 2014).
In team sports, the numerous interactions between the players and the game elements make
performance very complex and dynamic (Lames & McGarry, 2007; Vuleta, Milanovic,
Gruic, & Ohnjec, 2005). McGarry, Anderson, Wallace, Hughes, and Franks (2002) stated that
the using of performance indicators in observational analyses is very important in order to
combine the dynamic interactions among the players’ actions. Performance indicators could
vary within and between games due to the strong dynamical interaction process between two
opponents (Kempe, Grunz, & Memmert, 2015; Lames & McGarry, 2007; Needham & Boyle,
2001). Thus, analysing these interactions is certainly of the interest of coaches and
researchers of team sports performance (Needham, 2003). Traditionally, when studying team
sports, the tendency is to perform a descriptive analysis, through an extensive report of data
from the players’ performance (Travassos, Araújo, Correia, & Esteves, 2010), disregarding
the context in which the observed behaviours were produced (McGarry, 2009). In fact, the
study of interpersonal coordination affords a great insight to investigate emergent behaviours
during team sports performance (Esteves et al., 2012).
The introduction of complexity in team sports represents a test to understand the decision
making process, in order to realize how human mind behaves. The dynamical systems
principles are already identified in team sports (Bourbousson, Seve, & McGarry, 2010). The
ecological dynamics provides a reliable explanation of performance in team sports, based on
symmetry-breaking process that emerges throughout the players’ functional interactions and
the performance environment (Vilar, Araujo, Davids, & Button, 2012). In invasive games,
the players have to handle with a fast and complex change of environment while invading the
opposing teams’ area to score (Hughes & Bartlett, 2002). A better understanding of the
2
interactions among the players in different game situations may allow coaches to improve the
training process and, consequently making the information more useful (Travassos et al.,
2010). The performance analysis can be performed by two main complexity approaches, the
static and dynamic (McGarry, O'Ddonoghue, & Sampaio, 2013).
The study of the interactions among individuals within a group is a main goal of network
analysis (Fewell, Armbruster, Ingraham, Petersen, & Waters, 2012). A sport team, can be
seen as a group of individuals working together and coordinated to achieve a common goal
(Zaccaro, Rittman, & Marks, 2001), with different roles and tasks (Mehra, Smith, Dixon, &
Robertson, 2006). The success of a team emerge from the dynamic interaction of individuals
within the group and its performance as a whole (Eccles & Tenenbaum, 2004). Teams are
dynamic systems so, the use of the network analysis to understand the relevance of those
interactions could be useful (Fewell et al., 2012), by recognizing movement patterns and
behaviour processes (Perl, Tilp, Baca, & Memmert, 2013). In team sports, the players interact
by passing the ball to each other, which is an interesting example of network (Pena &
Touchette, 2012).
Handball is a complex and multi-factorial team sport (Perl et al., 2013; Prieto, Gomez, &
Sampaio, 2015b; Srhoj, Rogulj, Padovan, & Katic, 2001; Wagner, Finkenzeller, Wurth, &
Von Duvillard, 2014), in continuous evolution (Meletakos, Vagenas, & Bayios, 2011) and is
seen as a dynamic system (Ohnjec, Vuleta, Dizdar, & Milanović, 2015), with constant
interactions between the players (Rogulj, Srhoj, & Srhoj, 2004; Srhoj et al., 2001; Wagner et
al., 2014). Based on scientific studies, understanding and determining the performance
indicators that influence the handball game should be of interest of team sports analysts and
coaches. Thus, it’s imperative that handball coaches select accurate training tasks in order to
improve the team’ performance (Oliveira, Abade, Gonçalves, Gomes, & Sampaio, 2014).
Hence, it is important to understand the role of each player in the team dynamic and the
network approach can quantify team decisions (Fewell et al., 2012). The tactical analysis is
an important factor to success. However, considering and recording single actions only gives
limited insight into tactics does not permit to get a vision into the context of the match
situation and does not consider team interaction (Alsaied, Schrapf, Hassan, & Tilp, 2015; Perl
et al., 2013; Tilp & Schrapf, 2015). In this sense, Carling, Bloomfield, Nelsen, and Reilly
(2008) suggested the analysis of action sequences (chains of sequential single actions), in
order to understand how the key actions have emerged (Hassan et al., 2016). Regarding this
topic, Schrapf and Tilp (2013) identified playing patterns by analysing action sequences
using artificial neural networks. Those patterns were found in offensive action sequences,
which contemplate players positioning data in the moment of the shot and its five previous
passes. The number of passes had influence in action sequences. In Handball game, two
opposing teams fight to possess the ball, alternating taking the role of attacker or defender
(Corvino, Tessitore, Minganti, & Sibila, 2014).
The Handball game suffered a great evolution in terms of speed in the last ten years, is much
faster and the number of ball possesses of each team is certainly higher. The number of ball
possesses could determine the pace of a match (Malarranha & Sampaio, 2007). Through the
constant interaction of the players, the study of their role and importance in an offensive
action sequence could provide relevant information in match analysis. Within this topic, the
study of the number of passes in passing sequences taking into account the final action
outcome has to be performed. Accordingly, the aim of the present study was to verify the
effect of the number of passes per ball possession according to the final action outcome and
to identify the influence of each player in the team-passing network.
3
2. METHODS
Sample and Variables
The sample of this study was constituted by 499 offensive sequences, corresponding to the
KO matches of the Velux EHF Champions League 2014-2015 (see table 1) of the FC
Barcelona team. This matches were selected because different strategies could be used when
the players are competing for accumulating points or in playoff system, with the players’
perception of instant elimination (Gómez, Lorenzo, Ibañez, & Sampaio, 2013). The matches
were obtained from the EHF TV official website (http:// http://www.ehftv.com). From these
matches resulted a total of 499 offensive actions sequences of FC Barcelona team.
Table 1. Sample distribution per match
Ball Action Numerical

Match
possesses Replays inferiority/superiority situations
Last 16 – 1st leg 62 9 5
Last 16 – 2nd leg 58 10 16
Quarter-final 1st leg 67 12 5
Quarter-final 2nd leg 72 7 12
Final 4 semi-final 61 8 15
Final 4 final 54 7 19
TOTAL 374 53 72
Whenever a passing sequence was interrupted by an action replay, that sequence was
excluded from the sample. In total were eliminated 53 action replay situations. The same
procedure was applied for the numerical inferiority and superiority situations. Every time that
a team has one or more players excluded with 2-minute suspension that ball possession was
not considered, since attacking or defending in numerical superiority has a crucial effect on
the action outcomes (Prieto et al., 2015b). In total, the sample was composed by 374 ball
possessions of FC Barcelona team. It was considered that the team is in ball possession
situation when a complete control of the ball is taken without interruption (Malarranha &
Sampaio, 2007). A passing sequence was considered and registered when an intended pass
reaches the target i.e. the ball was received by a teammate without being contacted by the
opponent team and lost (Hughes & Franks, 2005).
In handball, the throws attempted are categorized by the playing court position and the
situation under which the shot was performed (Meletakos et al., 2011). Thus, the variables
considered were the number of passes per ball possession and the final action outcome (9M
goal, 9M missed, 7M goal, 7M missed, 6M goal, 6M missed, fast-break goal, fast-break
missed, turnover, foul, attacker/technical foul). The criteria to selecting the offensive
sequence final action outcome were the following:
4
9M: When an action sequence ended with a shot behind or in the 9-meter’ line, over or
through the defense, independently of the type of shot;
7M: When an action sequence ended with a 7-meter throw;
6M: When an action sequence ended with a shot in breakthrough;
Turnover: When an action sequence ended without finalization;
Foul: When an action sequence ended with a foul committed by the opponent;
Attacker/technical foul: When an action sequence ended with a violation of rules by the team
in ball possession that must lead to a loss of possession;
Fast-break: when an action sequence ended with the cooperation of players, advancing up on
the court to against not yet organized opponent’s defence (Ohnjec et al., 2015).
With the exception of the fast-breaks, every ball possession started being recorded at the
moment that the ball carrier invaded or received the ball in the offensive half of the playing
court.
Measures and Procedure
The 6 matches were analysed through systematic observation. Only the FC Barcelona team
offensive sequences were considered. The sequential ball movement for each ball possession
were registered in ©Dartfish Easytag, a basic computer-based notational analysis, in a panel
created exclusively for the effect (see figure 1). For the analysis, the players’ positions on
court were defined according to the game rules: left wing (LW), left back (LB), center back
(CB), right back (RB), right wing (RW) and pivot (PIV). The output match files obtained
with ©Dartfish Easytag app were exported to csv files and further analysis was made with
Microsoft® Excel v. 15.22 for Mac for the calculation of the number of passes per ball
possession was made with MATLAB® R2015b for Mac. The network graphics were created
with Cytoscape v.3.4.0 for Mac. The cluster analysis to classify the number of passes per ball
possession was performed with SPSS 21.0 for Mac (IBM Corp., Armonk, NY, USA).
The team-passing network of FC Barcelona was defined by the players as nodes connected
by arrows between the two involved players, who made a successful pass. The wider width of
the arrows and the dark colour represents a higher number of successful passes between
them. The network, with its arrows exhibiting differences in thickness and hue provide an
instant perception into players’ participation (Pena & Touchette, 2012).
5
Figure 1. Dartfish EasyTag panel setup
Analysis
A descriptive analysis was performed using mean and standard deviations. Differences in
means, i.e., 9M – goal vs. missed, 6M – goal vs. missed, Goal – 9M vs. 6M and Missed – 9M
vs. 6M, were expressed in percept units with 90% confidence limits (CL). Smallest
worthwhile differences were estimated from the standardized units multiplied by 0.2.
Uncertainty in the true differences effects among the comparisons was assessed using non-
clinical magnitude-based inferences. The probabilities were used to make a qualitative
probabilistic mechanistic inference about the true effect: if the probabilities of the effect
being substantially higher and lower were both >5%, the effect was reported as unclear; the
effect was otherwise clear and reported as the magnitude of the observed value. The scale
was as follows: 25 − 75%, possible; 75 − 95%, likely; 95 − 99%, very likely; >99%, almost
certain (Hopkins, Marshall, Batterham, & Hanin, 2009).
A two-step cluster analysis with log-likelihood as the distance measure and Schwartz's
Bayesian criterion was performed to classify the number of passes per ball possession
according to the action sequence outcome. In other words, the passes were grouped according
to the higher, medium and lower frequencies.
6
3. RESULTS AND DISCUSSION
Figure 2 shows the descriptive analysis of the number of passes per ball possession according
to the final action outcome.
The results showed that the offensive sequences that ended with a shot from 9-meter line
presented a similar mean for goals scored and shots missed, with a mean of ~7 passes per ball
possession with a standard deviation of ~5 passes for goals and ~4 for shots missed.
Regarding to the 6-meter line, the sequences that ended with goal presented a mean of ~9
passes per ball possession whereas the missed shots presented a mean of ~7 passes. For both,
the standard deviation was ~4 passes. These findings are in accordance with the results
presented by Meletakos et al. (2011). The authors analysed the offensive actions in three
consecutive men’s world championships (2005, 2007 and 2009) and verified a strong
relationship between 6-meter and 9-metter offensive actions.
As expected, when comparing the number of passes per ball possession for 9M goal and 6M
goal, higher values were found for the second group. When the players attack from middle-
range zones it’s not necessary to perform so many passes to make a shot from the 9-meter
line. On the other hand, to conquer a situation of numerical superiority to the wings or a
space to breakthrough more passes are required from side to side in order to move the
defenders and forcing errors.
Descriptive analysis
Passes per ball possession
16
14 Goal
12 Missed
10
8
6
4
2
0
9M 6M
Outcome
Figure 2. Descriptive analysis
7
The figure 3 shows the change in means comparison between the 9M goal vs. missed, 6M
goal vs. missed, goal 9M vs. 6M and missed 9M vs. 6M
The number of passes per possession to score a 6-meter goal is likely higher compared to the
shots missed (~25%). To achieve a numerical superiority situation at the 6-meter line, the
attackers have to force the defenders to move and commit errors.
Regarding to the goals scored, comparing both, 9-meter and 6- meter line, the number of
passes per ball possession is likely high for the 6-meter line shots. This may be due to the
existence of more densely defenses, forcing the attacking team to perform more passes in
order to achieve a space and penetrate the defense to achieve a 6-meter goal.
Change in means comparison
Unclear
9M - goal vs. missed
Likely
6M - goal vs. missed
Likely
Goal - 9M vs. 6M
Unclear
Missed - 9M vs. 6M
-100 -75 -50 -25 0 25 50 75 100

Change in mean ( % [90 CL] )
Figure 3. Change in means comparison
The figure 4 represents the matches overall team-passing relation expressed by networks.
There were differences in players’ participation in relation to players’ positions, as
established in other team sports (Ortega, Cardenas, De Baranda, & Palao, 2006). As
expected, the 1st line players (Oliveira et al., 2014) obtained the higher passing frequency in
the team-passing network. Positional attack in modern handball focusing essentially in
central zones/areas (Jadach, 2005), with the CB being the player who passes most balls in the
offensive phase, distributing the ball from side to side (Gutiérrez & López, 2011)
8
Figure 4. Overall team-passing network
The figure 5 shows the last 4 passes of team-passing network preceded by a 9-meter goal.
The color intensity of nodes represent the goals scored and the arrows the number of passes.
It can be seen that the wing players have lower participation in the team-passing network, due
to their positioning on the playing court.
The players who scored more goals from the 9-meter line were the backcourt, with
superiority of left and right back players. Similar results were found by (Gutiérrez & López,
2011). The defensive tactics applied by the opponent teams may force the attackers to
perform 9-meter throws and, logically, the players who act in this court zone are the ones
who perform more shots and consequently scored more goals.
Figure 5. Last 4 passes of team-passing network for 9M goal
9
The figure 6 shows the last 4 passes of team-passing network preceded by a 6-meter goal.
Following the team-passing network analysis, with respect to the 6-meter goal, it was verified
that the 1st line players continue to be those who have more influence in team
communication. As stated by Bilge (2012), European teams use the pivot as an important
player in the offensive actions and the 1st line players are those who preferably assist the line
player.
The image shows that the players who scored more goals were the wings and the pivot. As
stated above, positional attack in modern handball focusing essentially in central zones/areas,
forcing the defense to be more active in these court areas. In line with the results obtained in
the 9M and 6M goal mean comparisons, as the defenders are concentrated in the central
court’s area, the wing players were more requested. Another situation to have in count is that
the European teams made a great and strategic attack preparation preferring the close-range
throws (Pollany, 2006).
The pivot was the player who scored more goals at the 6-meter line. Currently, in world top
level competitions high quality players have emerged in this playing position, which could be
crucial for the offensive final action outcome, by his high effectiveness under several playing
situations (Meletakos et al., 2011). Spate (2005) in his study concluded that attacking via
pivot player was the most successful form to end the offensive situation. In top level
handball, the wings and the pivot players play a significant role to the teams’ success (Gruic,
Vuleta, Milanovic, & Ohnjec, 2005)
Figure 6. Last 4 passes of team-passing network for 6M goal
10
4. CONCLUSION
In team sports, the players interact by passing the ball to each other, which is an interesting
example of network (Pena & Touchette, 2012) and recognizing movement patterns and
behaviour processes (Perl et al., 2013) using network analysis could be useful (Fewell et al.,
2012). Studying the handball performance indicators permit analysts and coaches to establish
and define criteria in order to achieve performance optimization (Meletakos et al., 2011).
Therefore, the aim of the present study was to verify the effect of the number of passes per
ball possession according to the final action outcome and to identify the influence of each
player in the team-passing network.
The number of passes per ball possession was higher for 6M goal, comparing to 9M goal.
Attacking and shooting from middle-range zones doesn’t require so many passes between the
players as situation of breakthrough does, forcing the defenders to commit errors.
As predictable, the backcourt players were more influent in the team-passing network, due to
its positioning on the court and according to the ball movement in attack.
When analysed the last four passes regarding to the 6-meter line shots, it is quite clear that
the wings and the pivot player play a significant role to the teams’ success. In contemporary
handball, the wing players are very skilled and top level players have emerged in pivot
playing position (Meletakos et al., 2011).
Regarding the 9-meter line attempts, by the analysis of the last four passes, the players who
scored more goals were the backcourt, with superiority of left and right back players. The
defensive tactics applied by the opponent teams favour the players who act in this playing
court zone that are the ones who perform more shots and consequently score more goals.
The results of the present study stand out the need for the teams possess an alternative
defensive system, in order to counteract the opponents’ attempts, forcing the attacker team to
throw from middle-range positions. This is due to the existence of players capable of
shooting and scoring with a wide choice of offensive solutions, able and qualified to play in
several positions.
11
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15
COMPETITIVE CALENDAR ANALYSIS OF A
EUROPEAN HIGH PERFORMANCE MALE
HANDBALL TEAM
Author: XAVIER PASCUAL FUERTES

RFEBM - SPAIN
Competitive calendar analysis of a European high performance male handball team
SUMMARY
Lately one of the most discussed issues in the handball world is everything concerning
the competition calendars and the number of games that the players of high level play.
The study presented is divided in two big parts. The first one is a descriptive analysis of
the competitive calendars in handball in recent times. The second part of the study is
based on the specific calendar of a high level team: FC Barcelona.
In short, knowing the competitive calendar precisely with competitive density and
competitions in which clubs will help us to better plan our next seasons involved.
KEY WORDS: calendar, competition, games, competitive density.

------------------------------------------------------------------------------------------------------------------------------
1. INTRODUCTION
The sportive planning is indispensable characteristic in current sport, and knowing the
competition system and the competitive calendar of the team is essential for to plan
correctly a season. The specials planning are subject to a series of conditions like the
kind of preseason, the international players and the competitive density (De Miguel,
2012).
During the last times, the professional sports have progressively increased the number
of official games in different competitions. The reasons can be: the commercialization
of sport, the changes of competition system for creating more attractive competitions,
etc.
This increase of games has come from two areas, on one side from the competitions of
the clubs, and the other side, the national selections competitions. All of this has
overloaded the competitive calendar.
In indoor sports in Europe, the period between the ends of August until the end of June,
determine the competitive calendar, although this calendar changes based on sport in
question.
Specifically in handball, the global calendar is quite regular during all the seasons, with
exception of the Olympic years. From the end of August until the end of December is
the first part of club competitions both national and international games. During this
period of competition there is always an international week for the national teams.
After, in the month of January will be destined for the national teams that can compete
in the World or European Championship alternatively each year. When this competition
ends, that normally last month, there appears the second period of clubs competitions
inside the same season and ends in the middle of June.
In this period there is another week for competitions of national teams, more or less in
the middle of April or May. In addition, in the middle of June there will be another
week for the national team competition, after the end of all club competitions. The most
important difference that you can find is every four years when appear the Olympic
Competition, and therefore their classify tournaments.
2
2. DESCRIPTIVE ANALYSIS OF THE COMPETITIVE CALENDAR
As we explain previously, the increase of number of games in the calendar of the clubs
and the national teams has made that the total number of matches grow. So, it`s
necessary to know the design characteristics of both competitions.
2.1. COMPETITIVE CALENDARS OF EUROPEAN NATIONAL TEAMS.
2.1.1. WORLD CHAMPIONSHIPS
The first handball World Championship played in 1938 in Germany. After this, there
were many more editions, but the most relevant about the current calendar happened
starting in Czechoslovakia in 1990. By then, the World Championship was played every
four years, and at that moment there was the WC Sweden 1993, and two years later in
Island 1995. Starting from this moment, the WC was played each two years.
With the goal of correctly knowing the model of competition used, we show the
competitive system created in the World Championship Qatar 2015. The Final Phase of
the Championship was composed by 24 National Teams. The host (QAT) and the
World Champion (ESP) had two places assigned. Of the remaining 22 places, 12 places
were for Europe, 3 in the European Championship 2014, and the 9 remaining by
classification process. In this Championship other two European National Teams
participated, one by invitation (GER) and the other by substitution (ISL). In total 15
European National Teams participated in the Final Phase of the Championship.
We can see the games played before the Final Tournament 2015. In Qualification Phase
1, five groups of four teams played the regular league, during the dates between 30 of
October and 12 of January of 2014. This competition supposed 6 games for each team
and 5 teams qualified, the first of each group.
Afterwards, nine eliminatory games between the 7th and 15th of June 2014 were played.
Then 9 teams classified for the Final Phase of World Championship Qatar 2015.
Finally, the third and last phase (FINAL TOURNAMENT) was played between 15th of
January until the first of February 2016, and was divided in different steps:
- Preliminary Round: 4 groups of 6 teams regular league, 5 games (2 teams

classify to play the President Cup.
- President Cup: 2 games each team, this games supposed the classification
between the 17th and 24th.
- Eight Final: Only one game. If the teams win they continue in the
Championship, and if the teams lose the game they are eliminated.
- Quarter Final: Only one game in which the winning teams continue playing for
the positions from 1st to 4th, and if the losing teams play for the positions from
5th to 8th.
- Placement matches 5th-8th: 4 teams play two eliminatory games for resolve these
positions.
- Semifinal: 4 teams play a game to determine participating teams in the final.
- Placement matches 3rd-4th: Game for the bronze medal.
- Final match: Game for the gold and silver medal.
3
NATIONAL QUALIF.
FINAL TOURNEMENT TOTAL
PLAY OFF
TEAM PHASE 1 PRELIM. PRESIDENT QUARTER PLACEMENT 5- PLACEMENT 1- GAMES
EIGHT FINAL
ROUND CUP FINAL 8 4
BEL 6 6
ROM 6 2 8
SLO 6 2 5 1 1 2 17
AUS 2 5 1 8
ESP 5 1 1 2 9
FRA 5 1 1 2 9
CRO 5 1 1 2 9
DEN 5 1 1 2 9
BLR 2 5 2 9
Table 1. Number of games of the European National Teams in the World Championship Qatar 2015.
It’s important to notice the number of games played by Slovenian National Team (17 in
total) that started in the first classifications phase, and arriving to the 8th position in the
Championship.
2.1.2. EUROPEAN CHAMPIONSHIP
The Europeans National Teams Championship has been organized since 1994
(Portugal) each two years in the even years. This competition model has been modified
during the years, arriving to the current system.
To understand the complexity of the European Championship calendar, we will show

you the model of competitive organization during the Tournament celebrated in Poland
January 2016. This competition was divided in four phases.
In the first qualification phase, they organized 3 groups of 3 teams that played the
regular league between the 31st of October 2012 and the 15th of June 2013. In this phase
3 teams qualified.
Afterwards, a play-off was played among the 3 classified teams and other 3 National
teams from the 2nd and the 5th of Abril 2014. In these games three teams won the right to
play the next phase of the competition.
The third Phase was the Qualification Phase 2. 7 groups of 4 teams played the regular
league between each other, this means that each team played 6 games during the period
between the 29th of October 2014 and the 14th of June 2015.
Finally, the Final Tournament was divided in different stages:
- Preliminary Round: 4 groups of 4 teams and regular league, 3 games (4 teams

are eliminated).
- Main Round: 2 groups and each team play 3 games (4 teams are eliminated).
- Placement matches 5th-8th: 4 teams play two eliminatory games for resolve these
positions.
- Semifinal: 4 teams play a game to determine participating teams in the final.
- Placement matches 3rd-4th: Game for the bronze medal.
- Final match: Game for the gold and silver medal.
After analyzing the competition, we can see a table (table 2) that shows the number of
games all the National Teams participated in the European Championship 2016 played.
In this table we can see all the phases and different examples of the National Teams. We
4
showed all the possibilities. Many teams are not in the table, but these teams are in the
same situation as the ones in the table. For example, Spain played the same number of
games as Germany, because both national teams were incorporated to the competition
during de second Phase, and they arrive to the Final.
NATIONAL QUALIF. QUALIF.

FINAL TOURNEMENT TOTAL
PLAY OFF
TEAM PHASE 1 PHASE 2 PRELIM. PLACEMENT 5- PLACEMENT 3- GAMES
MAIN ROUND SEMIFINAL FINAL
ROUND 8 4
ITALY 4 ELIMINATED 4
GREECE 4 2 ELIMINATED 6
FINLAND 4 2 6 ELIMINATED 12
BOSNIA 2 6 ELIMINATED 8
NETHERLANDS 6 ELIMINATED 6
SERBIA 6 3 ELIMINATED 9
RUSSIA 6 3 3 ELIMINATED 12
FRANCE 6 3 3 1 ELIMINATED 13
CROATIA 6 3 3 1 1 14
GERMANY 6 3 3 1 1 14
Table 2. Number of games that the European National Teams have played to classify for the European
Championship Poland 2016.
The number of games played by the different teams oscillated between 4 and 14, but
probably, by ranking we should pay attention starting from Phase 2, where most
national teams were added.
2.1.3. OLYMPIC GAMES
In 1972 male handball was included definitely in the program of the Olympic Games.
For this reason each four years the Olympic competition appears in the calendar of the
national teams. For playing de Olympic Games the different national teams have
different rules. Like the previous point, we would use the next Olympic Games, to
explain the classification rules for Brasil 2016. That means they would play more
games.
- Organizing country
- World Champions IHF
- Panamerican Champion
- Asian Champion
- European Champion
- African Champion
- 6 teams qualified in the pre-Olympic tournaments played in 2016.
Then, some teams must play pre-Olympic tournaments. Each Tournament has four
teams and they will be play a regular league (3 games each one).
After the teams are decided they must play de Olympic competition. In London 2012
there were two groups with 6 teams, and they played a regular league. After this round
they have played quarters final, semifinal and game for the bronze medal and the
Olympic Final.
CLASSIFY GAMES
TEAMS ELIMINATED IN GROUP PHASE 5
TEAMS ELIMINATED IN QUARTERS FINAL 6
TEAMS IN SEMIFINALS 8
Table 3. Number of games played in the Olympic competition.
5
2.1.4. COMPETITIVE ANALYSIS OF MALE SPANISH TEAM
Having described the official competitions to a relevant selection level, let's focus the
study taking as example the Spanish national team. To understand the complexity of the
competitive calendar we can analyze what conducted the Spanish national team to be on
top between 2007-08 to 2015-16 seasons.
GAMES SPANISH NATIONAL TEAM:

From season 07-08 to 15-16
40
30
20
10
0
SEAS SEAS SEAS SEAS SEAS SEAS SEAS SEAS SEAS
ON ON ON ON ON ON ON ON ON
07-08 08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16
TOTALS 19 34 15 22 16 26 19 18 16
FRIENDLY MATCHES 8 9 6 6 2 5 11 3 5
OFFICIAL MATCHES 11 25 9 16 14 21 8 15 11
Figure 1. Games played by the Spanish male handball national team from 07-08 until 15-16.
In consideration of friendly matches, we have omitted the games which were played
against the combined Handball Players Association (AJBM).
The seasons 08-09 and 12-13 the increased number of official matches are due to
participation in the Olympics: Beijing (2008) and London (2012). This participation in
the Olympics is achieved in both cases for participation in the respective pre-Olympic
tournament.
The following table lists all official competitions disputed by the Spanish team in the
last nine seasons. As can be seen, the World Championships and the European
Championships are held every two years, while the Olympic and pre-Olympic
tournaments every four years.
OFFICIAL COMPETITIONS SPANISH SEASON SEASON SEASON SEASON SEASON SEASON SEASON SEASON SEASON
NATIONAL TEAM 15-16 14-15 13-14 12-13 11-12 10-11 09-10 08-09 07-08
PRE-OLYMPIC TOURNAMENTS SWE ESP FRA
EUROPEAN CHAMPIONSHIP POL CRO SER AUS NOR
CLASSIFY EUROPEAN CHAMPIONSHIP X X
PLAY OFF WORLD CHAMPIONSHIP X
WORLD CHAMPIONSHIP QAT ESP SWE CRO
OLYMPIC GAMES LON BEJIN
SUPERCUP GER
Table 4. Official competitions that the Spanish national team has participated during the competitive
(2007-08 to 2015-16).
Due to the classification obtained in the various championships, the team participates in
two European Championship qualifiers and in an elimination play-off qualifier for the
World Championship. So in the following table (Table 4) we can see the monthly
distribution of the games played by the Spanish national team in recent seasons.
6
Another factor to be taken into account are the period, times and moments of the season
where these meetings are located. The following table (Table 5), the games are
distributed monthly over the last 9 seasons.
The most competitive concentration month is January, where the World Championships
and the European Championships are located. The months of August have high volume
of competition if the Olympic Games are held. We can also note that June is an
important month in terms of qualifying matches for the different championships.
Table 5. Official games played by the Spanish male national team distributed monthly during the last 9
seasons.
2.2. CLUBS COMPETITIVE CALENDAR
Clubs competitive calendars are determined by international competitions and national

competitions. In order to focus the studies, the sample will be internationally of the
eight teams qualified for the quarterfinals of the Champions League during the 2014-15
and 2015-16 seasons.
2.2.1. INTERNATIONAL COMPETITIONS
As it has been focused, the study will concentrate on the competitions in which the best
teams in Europe participate, considering the eight top ranked in the edition of the
Champions League this season. Therefore, by participating in this international
competition, they may not compete in the EHF Cup, therefore, this competition is not
the objective of this work.
2.2.1.1. CHAMPIONS LEAGUE
We begin, then, by making a brief discussion of Europe's top club competition: the
Champions League.
Those qualifying rounds matches will be omitted and the number of meetings will be
analyzed from the so-called group stages.
Throughout the different seasons the competitive systems have been changing. These
systems have evolved from the composition of 8 groups of 4 teams, which had a regular
season and playoffs were made subsequently from the second round (temp. 2005-06). In
the 2007-08 season there was a new group stage a modification in which it turned to
establish another phase of regular season in the octave round was introduced. From the
2009-10 season the the first Final Four appeared, and the same model of competition
was held for 6 seasons, which meant the dispute of 16 games for teams that reached
7
such Final4. But in the 2015-16 season the group stage of the competition had increased
the number of games, becoming 20 games for the four teams in the Final Four.
SEASON MAIN ROUND Games 1/8 final 1/4 Final 1/2 Final Final Total
2005-06 8 groups x 4 teams 6 2 2 2 2 14
2006-07 8 groups x 4 teams 6 2 2 2 2 14
2007-08 8 groups x 4 teams 6 4 groups x 4 teams 6 2 2 16
2008-09 8 groups x 4 teams 6 4 groups x 4 teams 4 2 2 14
2009-10 4 groups x 6 teams 10 2 2 2 F4 16
2010-11 4 groups x 6 teams 10 2 2 2 F4 16
2011-12 4 groups x 6 teams 10 2 2 2 F4 16
2012-13 4 groups x 6 teams 10 2 2 2 F4 16
2013-14 4 groups x 6 teams 10 2 2 2 F4 16
2014-15 4 groups x 6 teams 10 2 2 2 F4 16
2015-16 2 groups x 8 teams 14 2 2 2 F4 20
Table 6. Model of competition and number of games in the Champions League since 05-06 until 15-16.
2.2.1.2. SEHA LEAGUE

Another competition that has appeared stronger in recent years is called the SEHA
League. This competition is a league that includes teams from different countries of
South Eastern Europe (Belarus, Bosnia and Herzegovina, Croatia, Hungary, Macedonia,
etc.).
The first edition was held in the 2011-12 season and in recent years has undergone
changes in competition model, and appearance and disappearance of different clubs in
the competition.
SEASON GAMES FINAL FOUR total
2011-12 22 2 24
2012-13 18 2 20
2013-14 18 2 20
2014-15 18 2o3 20 o 21
2015-16 18 2 20
Table 7. Competition model and number of games in the SEHA League since 11-12 until 15-16.
2.2.1.3. IHF SUPER GLOBE
Finally, another competition at the international level, we must keep in mind is the so-
called Clubs World Cup: IHF Super Globe, This competition began in 1997 but it was
in 2010 when it became an annual competition in which involving the current
champions of it, as the champion of Europe and other continents, besides existing
different wildcards.
Table summary of the different editions of the IHF Super Globe disputed (Table 8).
SEASON PLACE GAMES COMPETITION MODEL EUROPEAN TEAMS
2015 QATAR 3 eliminatories quater, semifinal and final BAR VESZ BERLIN
2014 QATAR 5 group with 4, semifinal and final BAR FLE
2013 QATAR 5 group with 4, semifinal and final BAR HAM
2012 QATAR 5 group with 4, semifinal and final ATM KIEL
2011 QATAR 4 group with 4 and final KIEL CREAL
2010 QATAR 4 group with 3 teams, semifinal and final CREAL
2007 EGYPT 4 group with 5 teams regular league CREAL
2002 QATAR 4 group with 5 teams regular league MAG
1997 AUSTRIA 5 group with 4 teams, semifinal and final CANT
Table 8. IHF Super Globe: model of competition, participating European teams and number of the games
in each edition.
8
2.2.2.-NATIONAL COMPETITIONS
Referring to national competitions, we must take into account two extremely important
aspects. On the one hand each country has a number of competitions and on the other
hand, each competition has its own system of competition. For example, in Spain the
national competitions are: Spain Super Cup, King's Cup, ASOBAL Cup and ASOBAL
League.
On the other hand the different national competitions have different models of
competition. The competitions considered short have more or less established a system
of qualifying, while long competitions tend to have a regular league, which in some
cases have play-offs to play different titles, or in other cases, only have the system all
against everyone.
2.2.2.1. NATIONAL LEAGUES
Different countries represented by their teams and their federations have their own
competitive models. Next we show a small table (Table 9) with the different systems of
competition from countries that have been represented in the quarter-finals of the EHF
Champions League.
MODEL OF COMPETITION OF THE EUROPEAN LEAGUES

SEASON 2015-16
GERMAN LEAGUE 18 teams in regular league, total 34 games
SPANISH LEAGUE 16 teams in regular league, total 30 games
FRENCH LEAGUE 14 teams in regular league, total 26 games
HON LEAGUE Veszprem doesn’t play in the regular phase, they play play-off. 13
teams in regular league (24 games) and the best 5 and Veszprem play
a regular league total 10 games more.
CROATIAN LEAGUE PDD Zagreb doesn’t play in the regular phase and they entry in the
with another five teams (total 10 games)
POLISH LEAGUE 12 teams in regular league, total 22 games, play off quarters final (2
games), semifinal (win 3) y final (win 3).
MAKEDONIAN LEAGUE Vardar Skopje doesn’t play during regular league. Vardar plays the
last part of the championship. Regular league with 6 teams, 10 games.
Table 9. Model of competition of the European leagues of the classified quarter final teams of the EHF
Champions League season 15-16.
2.2.2.2. OTHER NATIONAL COMPETITIONS
In addition to the regular leagues, each country has its own competitions Cup, Super
cup, etc. Each of these competitions has a different competitive model, which is a
specific number of games.
Such competitions are played with disposal systems. Some of them are made only party,
others play qualifying round, others have Final Four at the end of the competition, etc.
The number of national competitions in each country is reflected below in paragraph
2.2., Where you can watch the matches they have played teams in all official
competitions of the 2014-15 and 15-16 seasons.
9
3. DESCRIPTIVE ANALYSIS OF COMPETITIVE CALENDAR: FC

BARCELONA
To get an initial idea of representing an outline of a competitive schedule, there is an
example of FC Barcelona handball for the 2015-16 season shown in the chart below.
Games of the Spanish handball team are also added, as the staff of FC Barcelona is the
one that has more international compared to this selection.
Figure 2. Competitive calendar FCB season 15-16.
3.1. CALENDAR FCBARCELONA HANDBALL COMPARED TO OTHER

SPORTS SEASON 2014-15
One of the most important clubs in the world on a sporting level is FC Barcelona. The
club has four indoor professional sports sections in the highest level: basketball,
handball, indoor football and roller hockey.
One of the questions we can ask is whether the handball is at the same level of
competition, at club level as other indoor sports. To do this, below is a table where the
four professional teams of FC Barcelona are compared, notice the number of matches
played by sections of their professional teams.
COMPARATIVE OF THE PROFESSIONAL SECTIONS F.C.BARCELONA SEASON 14-15

BASKETBALL INDOOR SOCCER ROLLER HOCKEY HANDBALL
SPANISH LEAGUE 44 SPANISH LEAGUE 35 SPANISH LEAGUE 30 SPANISH LEAGUE 30
SUPERCUP 2 SPANIH CUP 3 SUPERCUP 2 KING CUP 5
CATALAN LEAGUE 2 CATALAN LEAGUE 2 CONTINENTAL CUP 2 LIGA CATALANA 2
KIG CUP 3 KING CUP 5 INTERCONTINENTAL CUP 1 ASOBAL CUP 2
EUROLEAGUE 28 CHAMPIONS 5 KING CUP 3 SUPERGLOBE 5
CHAMPIONS 10 CHAMPIONS 16
SUPERCUP 1
TOTAL 79 TOTAL 50 TOTAL 48 TOTAL 61
Table 10. Number of official games played by the professional teams of the FCB sections during the
season 2014-15
10
The competitive league system used in basketball and in indoor football it is different
from the system used to regulate employee league in handball and roller hockey as they
use play-off systems to play for the title.
The number of official national competitions are 4 in all sports, except handball, where
there are 5.
But where the biggest difference is, is in models of international competitions
competition. European basketball club competition has many more meetings than other
European competitions, but handball is well above indoor football and roller hockey.
It seems clear that the level of club competitions, only basketball outnumbers handball
games.
3.2. FCBARCELONA HANDBALL CALENDAR COMPARED TO OTHER

EUROPEAN HANDBALL TEAMS SEASON 2014-15 and 2015-16
The samples chosen are the eight teams that reached the 2014-15 season quarter-finals
of the EHF Champions League. Below is a table showing the number of official
matches played by 8 teams in the EHF Champions League 2014-15 season. The table
shows the data for all official competitions contested by the top eight teams in Europe
last season, and the number of meetings relating to each of the competitions and total.
Regarding the 14-15 season, FC Barcelona was the team that played the most number of
official meetings (61), THW Kiel came in second with 54 games more official matches
played.
OFFICIAL COMPETITONS
NATIONAL CHAMPIONS SEHA IHF OTHER OTHER TOTAL
SEASON 14-15 LEAGUE LEAGUE
CUP
LEAGUE
SUPERCUP
SGLOBE CUPS COMPET GAMES
LIGA EHFCL COPA SEHA
ZAGREB 49
10 14 4 21
LIGA EHF CL CREY SUP.COP SGLOBE CASO SUP.CAT
FCBARCELONA 61
30 16 5 1 5 2 2
LIGA EHF CL COPA SEHA
VARDAR 50
10 14 6 20
LIGA EHF CL COPA SUP
KIELCE 52
30 16 5 1
LNH EHF CL C LNH T.CHAMP CFRA
PSG 49
26 14 3 2 4
LIGA EHF CL COPA SEHA SUP
VESZPREM 51
12 16 2 20 1
DKH EHF CL COPA SUP
THW KIEL 54
34 16 3 1
PICK SZEGED 51
34 14 2 1
Table 11. Number of official games 2014-15
At comparative level, below it shows the same data for the 2015-16 season. Note that
there has only been a change in terms of teams that have reached the quarterfinals. This
season SG Flensburg (GER) replaces Pick Szeged (HUN).
11
OFFICIAL COMPETITONS
NATIONAL CHAMPIONS SEHA IHF OTHER OTHER TOTAL
SEASON 15-16 LEAGUE LEAGUE
CUP
LEAGUE
SUPERCUP
SGLOBE CUPS COMPET GAMES
LIGA EHFCL COPA SEHA
ZAGREB 51
10 3 4 20
LIGA EHF CL CREY SUP.COP SGLOBE CASO SUP.CAT
FCBARCELONA 59
30 16 5 1 3 2 2
LIGA EHF CL COPA SEHA
VARDAR 54
10 18 6 20
KIELCE 53
30 20 3 1
LNH EHF CL C LNH T.CHAMP CFRA
PSG 54
26 18 3 2 5
LIGA EHF CL COPA SEHA SUP SGLOBE
VESZPREM 56
10 20 2 20 1 3
DKH EHF CL COPA SUP
THW KIEL 59
34 20 4 1
SG FLENSBURG 59
34 18 6 1
Table 12. Number of official games 2015-16
Obviously, the number of matches played by the teams participating in the IHF
Superglobe increases the difference.
SEASON 14/15 15/16

TOTAL GAMES 417 445
AVERAGE 52,125 55,625
Table 13. Average of games by season (14-15 and 15-16) of the classified quarter final teams of the EFH
Champions League.
In short, the clubs that participated in the last two seasons in the quarter-finals of the
EHF Champions League have increased an average 3.5 games per season. Obviously,
this does not take into account the burden impact players have to take in the number of
games played with the respective national teams.
3.3. CALENDAR FCBARCELONA HANDBALL IN THE LAST 9 SEASONS

In recent seasons there is a perception about the increased number of matches played by
the teams of the highest level. The number of official matches played by FC Barcelona
over the past four seasons are shown in the following table (Table 14).
SEASON SEASON SEASON SEASON SEASON SEASON SEASON SEASON SEASON
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16
CHAMPIONS LEAGUE 16 10 16 16 14 16 16 16 16
ASOBAL LEAGUE 30 30 30 30 30 30 30 30 30
KING CUP 3 3 3 2 3 4 5 5 5
ASOBAL CUP 2 2 2 2 2 2 2 2 2
SPANISH SUPERCUP 1 1 1 1 1 1 1 1 1
CATALAN LEAGUE 2 3 2 1 1 2 1 2 2
SUPERGLOBE 0 0 0 0 0 0 5 5 3
TOTAL 54 49 54 52 51 55 60 61 59
Table 14. Number of official games played by FCB since the season 2007-08 until the season 2015-16
A first detail to note is the appearance of the IHF Superglobe in official competitions of
FC Barcelona in the last three seasons. The fact increases the number of competitions
and suggests that the number of games has to be increased.
12
On the other hand, in recent seasons the increase in the number of matches of Copa del
Rey, due to the established modified competition system is evident, but in general the
most relevant as competitions are the League and the EHF Champions League has kept
the number of matches.
Figure 3. Number of official games by season tendency.
With the data we have obtained and with more data provided in section 1.4 on the
analysis of the Spanish national team, we could come to represent a number of
maximum encounters a Spanish player belonging to the first team of FC Barcelona may
have played in the recent seasons.
80 74 76 76
65 63 68 65 68 70
60 54 54 55 60 61 59
49 52 51
40
20 25 21
11 9 16 14 15 11
0 8
SEASON SEASON SEASON SEASON SEASON SEASON SEASON SEASON SEASON
07-08 08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16
F.C.BARCELONA 54 49 54 52 51 55 60 61 59
SPANISH N.TEAM 11 25 9 16 14 21 8 15 11
TOTAL 65 74 63 68 65 76 68 76 70
Table 15. Maximum number of games played by a player of FCB and that belongs to the Spanish national
team since the season 2007-08 until 2015-16.
3.4. COMPETITIVE DENSITY

An important concept at competitive level is used by the trainer R.Sassi. Sassi wants to
create a relative index in which he establishes the relationship between the number of
games played and the number of weeks of the season in which there are official games.
Regarding the competitive rate in team sports, defined in the index "games a week"
(Ekstrand, WALDEN, HÄGGLUND, 2004, p. 496) in the "competitive density"
establishing groups of teams with "low competitive rate "and" high competitive rate"
(Vilamitjana, Aragundi, GALLO, GÓMEZ, 2010, p. 28).
Based on the competition model previously seen, it has established the concept of
competitive Monthly density.
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑓𝑓𝑖𝑐𝑖𝑎𝑙 𝑚𝑜𝑛𝑡ℎ𝑙𝑦 𝑔𝑎𝑚𝑒𝑠
Monthly Competitive Density = 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑎𝑦𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑚𝑜𝑛𝑡ℎ
13
To understand a little competitive equipment density, in the following chart we show

the matches played at club level monthly during the 2014-15 season.
10
8 ASOBAL CUP
KING CUP
6 EHF CHAMPIONS LEAGUE

ASOBAL LEAGUE
SUPERGLOBE
4
SPANISH SUPERCUP
CATALAN SUPERCUP
2
0
AUG
OCT
JAN
SEP
JUN
DEC
FEB
NOV
APR
MAR
MAY
Figure 4. Monthly distribution of games played during the season 14-15.
SEASON 14-15 AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN
Number of games 3 10 7 8 6 0 7 6 7 5 2
Days 31 30 31 30 31 31 28 31 30 31 30
Monthly competitive density 0,097 0,333 0,226 0,267 0,194 0,000 0,250 0,194 0,233 0,161 0,067
Average game/day 10,33 3,00 4,43 3,75 5,17 0,00 4,00 5,17 4,29 6,20 15,00
Table 16. Monthly competitive density of FCB 14-15.
Competitive monthly density has been considered, establishing the relationship between
the numbers of matches played by the number of days that forms the month. At first
glance we can see that the first macrocycle sport is a denser at a planning calendar level.
Moreover, it seems relevant that during the month of September the highest monthly
competitive density is obtained, as different short competitions (Super Cups and
SUPERGLOBE) appear also to initiate the longest competitions of the season
(ASOBAL league and EHFCL). For example, as shown in Table 16, the competitive
monthly February density is 0.25, which means that every month there are 4 days left.
Figure 5. Monthly competitive density of FCB 14-15.

14
If we transfer the concept of monthly density to the Spanish selection we would obtain
the following results (Table 17).
TEMPORADA 14-15 TOTAL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN
Number of games 3 10 8 9 6 8 8 6 8 6 4
Days 31 30 31 30 31 31 28 31 30 31 30
Monthly competitive density 0,0968 0,3333 0,2581 0,3 0,1935 0,2581 0,2857 0,1935 0,2667 0,1935 0,1333
Average game/day 10,333 3 3,875 3,3333 5,1667 3,875 3,5 5,1667 3,75 5,1667 7,5
Table 17. Monthly competitive density of the Spanish national team 14-15.
Explaining Table 17, we note that the competitive density of November is 0.3
representing every 3.3 days an official match is played.
Figure 6. Monthly competitive density of the Spanish national team 14-15.
Therefore, we see in the chart below competitive monthly density of the 2014-15
season, of a player of FC Barcelona. They have given the games with the club have
been considered, and assuming that he was in all official matches of the Spanish team.
Figure 7. Monthly competitive density of a player belongs to FCB and Spanish national team (14-15).
15
3.5. FIXTURES HANDBALL FCBARCELONA BALONMANO: TRAVELS
Other issue related with the fixtures that must be studied with no doubt is the travels
topic.
To estimate the kilometres travelled by the teams that reached the quarter finals in EHF
Champions League competition at seasons 2014/2015 and 2015/2016, the following
assumption and criteria were considered:
Assumption 1: The teams travel from downtown the city were their headquarters are
located to the destination city downtown (previous scales are not taken in account).
Criteria 1: The travels of the group phase and play-off are calculated whereas that the
domestic competitions are not included.
Criteria 2: The total trip distance is taken from the shortest road proposed by the web
Google Maps (https://maps.google.com/), regardless of the travel length. Ships (ferry)
is included for sea transport.
Criteria 3: Each journey kilometres are multiplied by two, considering the travel volume
as round trip.
Two tables have been enabled, one including the travel to Cologne for the Final-4 and
other without calculate the Final-4 (table 18).
Table 18. Travelled kilometres comparison by the classified quarter final teams:EHF CL 14-15.
It seems obvious that the distance travelled is higher to any other team, regardless if the
Final-4 of Cologne 2015 is reached or not.
Table 19. Travelled kilometres comparison by the classified quarter final teams: EHF CL 15-16.
16
It looks evident that the rise of the number of matches increase the kilometres covered
by the teams. It can be observed also that Vardar travel more kilometres than any other
team, given that they make a travel for 1/8 finals that FCB and PSG don’t play.
Table 20. Average kilometres travelled by game and team at the Champions League seasons 14-15 and
15-16.
As we can see, there is an increase for kilometres at 2015/2016 regarding the previous
season, owing to the new competition format of EHF Champions League.
Assigning the previous criteria and assumption to the qualified teams to quarter finals of
EHF Champions League, it has been built a table of the covered distance by F.C.
Barcelona for official matches.
SEASON 2014-15 SEASON 2015-16

COMPETITION GAMES KM COMPETITION GAMES KM
IHF SUPERGLOBE 5 13128 IHF SUPERGLOBE 3 13128
EHF CH LEAGUE 16 34018 EHF CH LEAGUE 16 29128
ASOBAL LEAGUE 30 17008 ASOBAL LEAGUE 30 17416
KING CUP 5 3344 KING CUP 5 1600
ASOBAL CUP 2 1568 ASOBAL CUP 2 1568
SUPERCUP 1 200 SUPERCUP 1 616
CAT SUPERCUP 2 24 CAT SUPERCUP 2 140
TOTAL 61 69290 km TOTAL 59 63596 km
Table 21. Total distance travelled by FCB during the seasons 14-15 and 15-16.
2.6. TEAM RATING AS EHF RANKING

On a yearly basis, the European Handball Federation release rankings and seeding for
European competitions, based in a system introduced in season 1993-94.
This system was adapted and improved in 2002 because the change of the competition
model at EHF. By this system was set the number of teams that each National
Federation can enrol by competition, as well as the team ranking.
This ranking is based in the club performance at European competitions during the
previous three years, although the final ranking released only publish one coefficient by
Federation, constraining the possibility to know the rating of each team.
17
The fact that the release of the EHF ranking is at the end of the season and the 3-year
calculation don’t allow to detect higher performances than expected in certain clubs.
There are no official tries to calculate the rating of European handball clubs, such one
developed by the web www.los-deportes.info, that calculate the EHF coefficient by
estimation of the official ranking rules, although it is still a 3-years index. Last update
available is from 14 of August of 2015, with this Top-20:
Figure 8. European club ranking estimated 2015 (Taken from www.los-deportes.info).
A frequent method for other sports even not been implemented in handball is the Elo
rating system, what is official for chess and used unofficially to rate football teams
(http://clubelo.com/). This Elo index compares the relative strength of the teams using
the last 30 results of the club, setting rankings and points. To calculate this index it is
needed to define the competition importance level of each match and the goals
difference, by coefficients established among experts consensus.
Up to now, we have focused on the rating based on sport performance, but our point of
view there are other topics that could be studied, especially from a financial angle.
This financial outlook needs to include issues as the club budgets. This could be
objective criteria very clear, although it is difficult to obtain reliable information about
the budgets. We can find the published budgets of the French and German leagues, but
not for all the leagues.
On another hand, these budgets should be based at a stable setting, i.e., with criteria for
everything, to be able to detail if the budget id for all the clubs, or just for the first team,
or, for instance, only for the payroll of the squad.
Other interesting financial question is the different criteria to pay taxes at different
European countries. Different countries develop different tax policies, what is important
to interpret the budgets of each country.
To be able to understand the situation, we can use as example an infographic release of
El Mundo Deportivo (21/3/2013) about the basket Euroleague, that show the different
taxes policy at certain countries of Europe.
18
Figure 9. European basket taxes (Taken from www.mundodeportivo.com).
Considering the financial topic, it can be observed that exists yearly rankings for payroll
of squads that are published for different sports, that try to standardize the above criteria
mentioned. As rankings examples, it could be cited the Sport Intelligence
(www.sportintelligence.com), for every team sport, and the Money League de Deloitte
(http://www2.deloitte.com/uk/en/pages/sports-business-group/articles/deloitte-football-
money-league.html), of football for all the world, that set a Top-30, splitting the
principal sources of incomes, or the Forbes (http://www.forbes.com/soccer-
valuations/list/), that publish the expenditure amounts and concepts.
Otherwise, the Financial Fair Play is becoming a case studied by EHF activities, such
the Management Master organized besides the Cologne University (https://www.dshs-
koeln.de/en/department-of-further-education/master-certificate-programmes/certificate-
programmes/european-handball-manager/academic-advisory-council/). This method
designed by UEFA show that a 70% as maximum could be invested for the payroll
squad. The French Federation of Handball rules financial control (http://www.ff-
handball.org/fileadmin/GED/11111.ALL.VALIDEUR/FFHB/Reglements/Annuaire_fed
eral/Textes_reglementaires/ANNUAIRE_2012-2013_19oct.pdf) with similar objectives
for the professional competitions for men (LNH) and women (LFH).
CONCLUSIONS
In short, you can see the growth trend in the number of games throughout the different
seasons that directly affects athletes highest level since usually they are in the most
powerful clubs, and participating with their respective national teams.
The number of games at club level has increased in the recent season, due mainly to the
new competitive format EHF CL.
Seasons including the Olympics have an increased number of official matches in the
qualifiers for these tournaments. In addition, at the time organized has direct influences
in the preparation of all those affected teams since at the end of the competition
selection, official national competitions quickly begin of different clubs. Therefore,
Olympic competition directly influences the preparation of teams.
19
Studying a competitive calendar is not only to know the number of games that a team
can get to play, but determines a number of relevant variables in order to make a proper
sports planning as possible. Some of these variables to consider should be: the number
and type of journeys made; establish the degree of difficulty of the rival, in order to
determine the burden on the team; the budgets of the teams that will allow players to
have higher quality, etc.
FUTURE RESEARCH LINES

Study of the movement of teams during the season. Valuing the days away from home,
the type of movement, schedules and travel time.
Establish correlation coefficients between weight of travel to the issue of injuries AR
teams.
My thanks to Anselmo Ruiz de Alarcon for his invaluable assistance in this study.
REFERENCES
- De Miguel, F.: Las necesidades actuales de planificación en equipos sometidos
a alta densidad competitiva: planificaciones especiales. 2012 Revista de
Preparación Física en el fútbol. http//: www.futbolpf.com
- Ekstrand J., Walden M., Hagglund M.: Risk for injury when playing in a
national football team. Scand. J. Med. Sci. (Feb. 14 (1): 34-8) 2004.
- Lago, C., Rey, E., Lago, J.: La influencia de la densidad competitiva en el
resultado de los equipos en el fútbol de alto nivel. Revista Internacional de
Ciencias del Deporte. 14(5), 107-122. 2009
http://www.cafyd.com/REVISTA/01409.pdf
- Martín R., Seirul-lo F., Lago C., Lalin C.: Causas Objetivas de Planificación en
Deportes de Equipo (I): Estado de Forma y Calendarios. Rev Entren Deport.
27(1). 2013
http://g-se.com/es/entrenamiento-en-basquetbol/articulos/causas-objetivas-
deplanificacion-en-deportes-de-equipo-i-estado-de-forma-y-calendarios-1525
- Sassi, R.: La preparazione atletica nel calcio. Calzetti Mariucci. Perugia, 2001
- Sassi, R.; Tibaudi, A.: La modulazione del carico nella preparazione del
calciatore. Calzetti Mariucci. Perugia, 2004
- Vilamitjana, J.; Aragundi, E; Gallo, P; Gómez R.: Incidencia de lesiones en
jugadores profesionales de fútbol con alta y baja frecuencia competitiva.
Universidad CAECE. Buenos Aires, 2010
- Walden, M., Hägglund, M., Ekstrand, J.: UEFA Champions League study: A
prospective study of injuries in professional football during the 2001-2002
season. British Journal of Sports Medicine 39, 8: 542-546, 2005
20

ANALYSIS OF THE USE OF THE
GOALKEEPER-PLAYER IN CLOSED
MATCHES IN THE LAST 10’ OF THE
MATCH BASED ON THE GROUP “A”
IN CHAMPIONS LEAGUE 2015/16
XAVIER SABATÉ CAVIEDES

SPAIN
REAL FEDERACIÓN ESPAÑOLA DE BALONMANO (R.F.E.BM.)
ANALYSIS OF THE USE OF THE GOALKEEPER-‐PLAYER IN CLOSED MATCHES IN THE LAST 10’ OF THE MATCH BASED ON
THE GROUP “A” IN CHAMPIONS LEAGUE 2015/16
CONTENT
SUMMARY………………………………………………………… 3
KEYWORDS……………………………………………………….. 4
INTRODUCTION………………………………………………….. 5
METHODS…………………………………………………………. 6
DEVELOPMENT………………………………………………….. 7
CONCLUSIONS………………………………………………….... 15
REFERENCES……………………………………………………… 16
XAVIER SABATÉ CAVIEDES (SPAIN) 2

1. SUMMARY
In this thesis I want to analyze the use of the goalkeeper-player in close games,
considering those that have completed with a maximum difference of 2 goals during
Group Phase (group A) in the Champions League 2015/16.
Due to the change in the competition format in the Champions League 2015/16 and its
great equality, a large number of matches was observed that was decided in the last
action of the match.
In which game situations and to what extent use of the possibility makes the rules of the
game offers, goalkeeper-player is used?

2. KEYWORDS
Goalkeeper-player, bib, closed matches, numerical inferiority, end of match.

3. INTRODUCTION
The rules of the game offers the possibility of using the figure of the goalkeeper-player
(http://www.rfebm.net/upload/descargas/RFEBM%20Reglamento_SALA.pdf). This is
reflected in the rule 4 and 5.
• Rule 4 (The Team, Substitutions, Equipment, Player injured):
4.:1.“At all times during the game, the team must have one of the players on the court
identified as a goalkeeper. A player who is identified as a goalkeeper may become a
court player at any time (note, however, Rule 8:5 Comment, 2nd paragraph). Similarly,
a court player may become a goalkeeper at any time (see, however, 4:4 and 4:7)”.
4:7. “All the court players on a team must wear identical uniforms. The combinations of
colors and design for the two teams must be clearly distinguishable from each other. All
players used in the goalkeeper position on a team must wear the same color, a color
that distinguishes them from the court players of both teams and the goalkeeper(s) of
the opposing team (17:3)”.
• Rule 5 (the goalkeeper):
5:3. “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 (except in the situation described in Rule 8:5 Comment, 2nd
paragraph);
The goalkeeper is considered to have left the goal area as soon as any part of the body
touches the floor outside the goal-area line;”.
The big equality in the competition has made that coaches have lookeed for options
using the possibilities of the handball rules.
The following steps will be analyzed in what situations and how the coaches use the
goalkeeper-player in the last 10 'in matches where the final difference has been
maximum 2 goals, considering these matches have been maximum equality, in many
cases until the last attack of the match.

4. METHODS
The download of all matches where there have been the results with a maximum
difference of 2 goals has been in: https://velux-ehf-championsleague.mediashuttle.com
For editing and image analysis of the actions about the matches where the bib has been
used, I used the software SIDELINESPORTS.

5. DEVELOPMENT
The new competition format in 2015/16 Champions League was made up of 28 teams
divided into 4 groups:
HOME THE EHF HANDBALL INFO MEDIA CENTRE TV GUIDE
- 2 groups of 8 teams: A and B.
COMPETITIONS - » CLUB2 groups of 6 teams:
TEAMS C and
» NATIONAL D.
TEAMS
2016 »
TH FR SA SU Fort he 2015/16
purpose ofMen's
the thesis
EHF“analysis of the use
Champions of the goalkeeper-player in closed
League
2 3 4 5
Competition Pages
matches in the last 10’ of the match based on the group “A” in champions league
GROUP PHASE
9 10 11 12 2015/16” I have considered closed matches those that the final score had finished with a
16 17 18 19 maximum difference of 2 goals.
ROUNDS
23 24 25 26
TOP NEWS
30 1 2 3 Q
The composition GP
and final L16 “A” Champions
standings of Group QF League 2015/16 FF can be
7 8 9 10 seen in the image: click to select a specific round
» ALL EVENTS
― GROUP PHASE A+B ―
TOURNAMENTS
GROUP A
TEAMS MATCHES GOALS DIFF PTS
FEDERATIONS T W D L
EAMS, CLUBS
1. Paris Saint-Germain Handball 14 12 0 2 442:389 53 24 League after all
stage are confirme
2. MVM Veszprém 14 11 1 2 402:364 38 23
3. SG Flensburg-Handewitt 14 10 0 4 429:380 49 20
4. THW Kiel 14 8 1 5 400:388 12 17
5. HC Prvo plinarsko drustvo Zagreb 14 5 1 8 358:367 -9 11
6. Orlen Wisla Plock 14 3 2 9 372:397 -25 8
7. RK Celje Pivovarna Lasko 14 3 1 10 385:398 -13 7
8. Besiktas Jimnastik Kulubu 14 1 0 13 382:487 -105 2
Kobenhavn with a
▼ MATCHES
* www.eurohandball.com secures Kielce a w
GROUP B
HER EHF SITES
1. FC Barcelona Lassa 14 11 1 2 423:372 51 23
URO EVENTS » If the total number of matches in Group “A” is analyzed, you can see the total number
2. KS Vive Tauron
of matches/group Kielce
where 14 9 have
the maximum difference 3 been
2 2 425 :399
goals (table 26
1). 21
ONS LEAGUE » 3. HC Vardar 14 9 0 5 416:373 43 18
ROPEAN CUP » TABLE
4. 1. NUMBER
Rhein-Neckar Löwen CLOSED MATCHES/GROUP
14 8 1 5 CL3692015/16
:353 &
162014/15
17
EHF FINAL4 » 5. MOL-Pick Szeged 14 7 1 6 404:390 14 15
GROUPS CL 2015/16
L ACTIVITIES » 6. Montpellier HB 14 3 1 10 372:413 -41 7 Last 16, booking
DIF.GOLES A B C D with a win agains
EHF TV » 7. IFK Kristianstad 14 3 1 10 409:437

-28 7
2 8 4 1 1 14 Week.
8. KIF Kolding Kobenhavn 14 2 0 12 348:429 -81
MARKETING » 1 3 8 4 3 18 4
EUROPEAN 0 3 4 0 4 11 39
▼ MATCHES
DBALL TOUR » 1 2 4
-‐1 3 10
-‐2 2 6 2 2 12
HF COURT OF 19 23 9 14 65
ARBITRATION ― GROUP PHASE C+D ―

GROUP C
while Vardar made
1. HC Meshkov Brest 10 8 0 2 321:264 57 16
2. Naturhouse La Rioja 10 7 0 3 298:270 28 14
3. Futebol Clube do Porto XAVIER SABATÉ CAVIEDES
10 7(SPAIN)
0 3 296:265 31 14 7 TOP 3 SCORER
4. Chekhovskie Medvedi 10 4 0 6 271:292 -21 8
Hansen
5. Vojvodina 10 2 0 8 241:297 -56 4
GROUPS CL 2014/15

GOAL DIFF. A B C D
2 4 2 1 3 10
1 4 1 1 1 7
0 2 2 2 3 9 26
-‐1 2 2 3 3 10
-‐2 2 0 0 2 4
14 7 7 12 40

* Data from www.eurohandball.com
During the season 2015/16 it has been a total of 65 matches which I call closed matches,
which means 18.9% of total games played.
In group “B” is where there have been more closed matches with a total of 23.
The final score result has been more is home team win by only 1 goal, 18 times.
En la tabla 2 se recoge el % de partidos igualados respecto al total de partidos/grupo,

teniendo en cuenta que en el grupo A y B ha habido un total de 112 partidos/grupo, y en
el C y D son 60.
39 times the maximum difference was 1 goal. That is, 60% of ranked matches ends with
a maximum difference of 1 goal.
Table 2 shows the % of closed matches to total matches/group, given that there have
been a total of 112 matches/group in group A and B, and C and D were 60.
TABLE 2. % CLOSED MATCHES- TOTAL PLAYED MATCHES/GROUP
GROUPS CL 2015/16

A B C D
17% 21% 15% 23%
If in absolute numbers is in group B where a higher number of close games, in Table 2

is given you can see that has been in group D where there has been a higher % of closed
matches with a total of 23% of the total matches during the season 2015/16.
Table 3 shows the percentage of closed matches/group of new (season 2015/16) and old
format (2014/15):

TABLE 3. COMPARISON % RESULTS CLOSED MATCHES/GROUP

SEASONS 2015/16 & 2014/15
GROUPS CL average/total

A B C D matches
2015/16 17% 21% 15% 23% 19%
2014/15 23% 12% 12% 20% 17%
In the old format (season 2014/15) 17% of the matches were closed matches. With the
new format (season 2015/16) is 19%. The format change has increased the number of
closed matches in 2%.
And specifically analyzing the results of group “A”, we found a total of 19 closed
matches:
TABLE 4. LIST CLOSED MATCHES CHAMPIONS-LEAGUE 2015/16 (GROUP

A)
MATCH
DATE MATCH FINAL SCORE GOAL DIFF.
NUM.
1 19/09/15 1 PLO-VESZ 27-27 0
2 26/09/15 2 CEL-ZAG 20-21 -1
ZAG-
3 03/10/15 3 20-21 -1
VESZ
VESZ-
4 17/10/15 5 29-27 2
KIEL
5 18/10/15 5 CEL-PSG 30-32 -2
6 24/10/15 6 BES-ZAG 32-30 2
7 25/10/15 6 PSG-VESZ 29-27 2
8 11/11/15 7 FLE-ZAG 28-27 1
9 25/11/15 9 FLE-PLO 27-25 2
10 28/11/15 9 CEL-KIEL 23-23 0
11 05/12/15 10 PLO-ZAG 23-23 0
KIEL-
12 06/12/15 10 25-24 1
VESZ
13 10/02/16 11 ZAG-PSG 23-25 -2
14 17/02/16 12 KIEL-PLO 26-24 2
VESZ-
15 21/02/16 12 27-25 2
ZAG
16 27/02/16 13 FLE-VESZ 28-29 -1
17 27/02/16 13 ZAG-CEL 24-23 1
18 03/03/16 14 KIEL-ZAG 31-29 2
19 05/03/16 14 VESZ-PLO 27-25 2

From these 19 games in 12 of them has used the Gk-player during the period 50'-60 ':
MATCH FINAL
DATE MATCH GOAL DIFF.
NUM. SCORE
1 26/09/15 2 CEL-‐ZAG 20-‐21 -‐1
2 17/10/15 5 VESZ-‐KIEL 29-‐27 2
3 25/10/15 6 PSG-‐VESZ 29-‐27 2
4 11/11/15 7 FLE-‐ZAG 28-‐27 1
5 25/11/15 9 FLE-‐PLO 27-‐25 2
6 28/11/15 9 CEL-‐KIEL 23-‐23 0
7 10/02/16 11 ZAG-‐PSG 23-‐25 -‐2
8 17/02/16 12 KIEL-‐PLO 26-‐24 2
9 21/02/16 12 VESZ-‐ZAG 27-‐25 2
10 27/02/16 13 FLE-‐VESZ 28-‐29 -‐1
11 27/02/16 13 ZAG-‐CEL 24-‐23 1
12 05/03/16 14 VESZ-‐PLO 27-‐25 2
Table 5 shows that the bib has been used in a total of 21 times, opting for it 9 times the
home team and 12 visitors.
TABLE 5. NUMBER ATTACKS GOALKEEPER-PLAYER HOME/VISITOR

TEAM LAST 10’CHAMPIONS-LEAGUE 2015/16 (GROUP A)
NUM. ATTACKS
FINAL HOME VISITOR
MATCH GOAL DIFF. GOALK-‐PLAY
SCORE TEAM TEAM
LAST 10'
1 CEL-‐ZAG 20-‐21 -‐1 3 3
2 VESZ-‐KIEL 29-‐27 2 1 1
3 PSG-‐VESZ 29-‐27 2 2 2
4 FLE-‐ZAG 28-‐27 1 2 2
5 FLE-‐PLO 27-‐25 2 1 1
6 CEL-‐KIEL 23-‐23 0 1 1
7 ZAG-‐PSG 23-‐25 -‐2 2 2
8 KIEL-‐PLO 26-‐24 2 1 1
9 VESZ-‐ZAG 27-‐25 2 2 2
10 FLE-‐VESZ 28-‐29 -‐1 1 1
11 ZAG-‐CEL 24-‐23 1 2 2
12 VESZ-‐PLO 27-‐25 2 3 3
21 9 12


But what exactly happens during the last 10 'of the match in closed matches? Table 6
detailed what happens in each of the attacks and what the effects on each of them are.
TABLE 6. DESCRIPTION ATTACKS GOALKEEPER-PLAYER/MATCHES IN

THE LAST 10’CHAMPIONS-LEAGUE 2015/16 (GROUP A)
NUM.
MATCH FINAL ATTACKS ATTACK -‐ 7x6 IN 7x6 FINAL NUM. NUM. NUM. %
MATCH GOAL DIFF. 5x5 MB GOALS
NUM. SCORE GOALK-‐PLAY 1 GAME BALL SHOOT GOALS
SAVE TOTAL
LAST 10'
1 1 PLO-‐VESZ 27-‐27 0 0
2 2 CEL-‐ZAG 20-‐21 -‐1 3 3 0 0 0 0 0 0 0 3
3 3 ZAG-‐VESZ 20-‐21 -‐1 0
4 5 VESZ-‐KIEL 29-‐27 2 1 1 0 0 0 1 1 0 100% 0 0
5 5 CEL-‐PSG 30-‐32 -‐2 0
6 6 BES-‐ZAG 32-‐30 2 0
7 6 PSG-‐VESZ 29-‐27 2 2 2 0 0 0 1 1 0 100% 0 1
8 7 FLE-‐ZAG 28-‐27 1 2 2 0 0 0 1 1 0 100% 0 1
9 9 FLE-‐PLO 27-‐25 2 1 1 0 0 0 1 1 0 100% 0 0
10 9 CEL-‐KIEL 23-‐23 0 1 0 0 0 1 0 0 0 1 0
11 10 PLO-‐ZAG 23-‐23 0 0
12 10 KIEL-‐VESZ 25-‐24 1 0
13 11 ZAG-‐PSG 23-‐25 -‐2 2 2 0 0 0 1 1 0 100% 0 1
14 12 KIEL-‐PLO 26-‐24 2 1 0 0 0 1 0 0 0 1 0
15 12 VESZ-‐ZAG 27-‐25 2 2 2 0 0 0 1 0 1 0,00% 1 0
16 13 FLE-‐VESZ 28-‐29 -‐1 1 0 0 0 1 0 0 0 0 1
17 13 ZAG-‐CEL 24-‐23 1 2 2 0 0 0 1 1 0 100% 1 0
18 14 KIEL-‐ZAG 31-‐29 2 0
19 14 VESZ-‐PLO 27-‐25 2 3 2 0 0 1 1 0 1 0,00% 0 2
21 17 0 0 4 8 6 2 75% 4 9

In a total of 12 closed matches the goalkeeper-player is used. In these 12 games there

are a total of 21 attacks with the bib in the last 10 'of the match.
The use of the goalkeeper-player has given in the following phases of the game:
• numerical inferiority: 17 attacks
• Final match action: 4 attacks

The ending distribution of this 21 attacks is:
NUM.
ATTACKS
GAME ACTION
GOALK-‐PLAY
LAST 10'
SHOOT 8
FAULT 9
MISS BALL (MB) 4
GRAPHIC 1. DISTRIBUTION GOALKEEPER-PLAYER ACTIONS IN THE

LAST 10’ ON CLOSED MATCHES CL-GROUP A 2015/16
MISS BALL 4
(19%)
SHOOTS 8 (38%)
FAULTS 9
(43%)
The most common ending game situation playing with bib observed has been the
FAULT (9 times), representing 43% of the attacks.
4 times there has been a MISS BALL (MB) (19%).
8 attacks in numerical inferiority with bib has finished with shoot to the goal (38%).
From these 8 shoots, 6 have ended in goal (75%), 1 with goalkeeper save and 1 ball to
the goal post (Graphic 2).
SHOOTS TOTAL
GOAL 6
GK SAVE 1
POST 1
OUT 0

GRAPHIC 2. DISTRIBUTION SHOOTS TO THE GOAL WITH GK-PLAYER

IN THE LAST 10’ IN CLOSED MATCHES CL-GROUP A 2015/16
POST 1 (13%)
SAVE 1 (12%)
GOAL 6
(75%)
Regarding the final actions of the matches, there have been observed 4 attacks with the
bib at the end of the match (Table 7):
TABLE 7. CLOSED MATCHES CL-GROUP “A” WITH GK-PLAYER IN THE

LAST MATCH ACTION 7x6
MATCH FINAL GOAL 7x6 NUM. NUM. NUM. %

MATCH SHOOT GOALS
SAVE MB GOALS
NUM. SCORE DIFF. FINAL TOTAL
1 9 CEL-‐KIEL 23-‐23 0 1 0 0 0 1 0
2 12 KIEL-‐PLO 26-‐24 2 1 0 0 0 1 0
3 13 FLE-‐VESZ 28-‐29 -‐1 1 0 0 0 0 1
VESZ-‐
4 14 27-‐25 2
PLO 1 0 0 0 0 1
4 0 0 0 2 2

From the 4 attacks, there have been 2 faults and 2 turnovers or miss balls. In no case it
has made a shoot on goal (Graphic 3).

GRAPHIC 3. DISTRIBUTION FINAL ACTION WITH GK-PLAYER IN THE

LAST 10’ IN CLOSED MATCHES CL-GROUP A 2015/16
SHOOT 0
(0%)
FAULT 2 MISS BALL 2

(50%) (50%)
Have not been observed during the Group Phase (Champions League-Group “A”), in
closed matches, the bib use in other situations such as the 5x5 or 7x6 situations during
the game.

6. CONCLUSIONS
After analyzing all game situations where the goalkeeper-player has been used in closed
matches in the las 10’ of the match (Group “A”) we can draw the following
conclusions:
• The number of close matches during the season 2015/16 is very high (65
games). The end of the matches are decisive.
• In the season 2014/15 the closed matches were 17% of the total. In 2015/16
they have been 18.9%. There was an increase of 1.9% with the change in
competition format.
• In 63.2% of the observed closed matches the bib is used. This is significant to
prepare the attack and the defense in the final game.
• The game situations where the bib is used at the end of closed matches are
basically numerical inferiority (17 attacks, 81%) and final game actions (4
attacks, 19%).
• Other game situations where the goalkeeper-player is used (5x5, 7x6 during the
game) hadn’t been observed.
• The fault is the most common ending in attack situations with goalkeeper-
player (9, 43%), by the fact of seeking to cut time until the end of the 2
'exclusion and recover the player excluded.
• 75% of the situations that finish with shoot had been finished with a goal. The
attack must build situations ending with one optimum shoot option, because the
% of success is very high.
• The final action game end without a shoot on goal (fault or miss ball). Is there
more to work it? Time-priority?
• Are we bring the new rules in the 2016/17 season increased use of it?

7. REFERENCES
http://www.rfebm.net/upload/descargas/RFEBM%20Reglamento_SALA.pdf
http://www.ihf.info/upload/pdf-download/rules_english.pdf
https://velux-ehf-championsleague.mediashuttle.com

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5 KICK FAST GOALS

6 TYPES OF STRUCTURES OF ATTACK, TACTICAL MEANS AND

7 ANALYSES OF TACTICAL MEANS USED BY TEAMS

TACTICAL MEANS, COLLECTIVE PROCEDURES AND VARIANTS USED BY THE

NUMBER OF TACTICAL MEANS USED BY TEAMS

Phase of Game  Third phase of the fast-break  kick fast goal.

Tesis Master Coach Aitor Etxaburu

Tesis Master Coach Aitor Etxaburu

PHASE OF GAME STRUCTURE MEAN PROCEDURE

3:3-->2:4 3:3-->2:4 + F- D 3:3-->2:4

Tesis Master Coach Aitor Etxaburu

5 KICK FAST GOALS

Tesis Master Coach Aitor Etxaburu

PHASE OF GAME STRUCTURE MEAN PROCEDURE

Tesis Master Coach Aitor Etxaburu

variants to this structure are those generated ones by changes defense-attack, or if

Tesis Master Coach Aitor Etxaburu

How do attacks the Back

2x2 Back - E With Changes

Tesis Master Coach Aitor Etxaburu

D-F Pivot’s Positions

Tesis Master Coach Aitor Etxaburu

6 TYPES OF STRUCTURES OF ATTACK, TACTICAL MEANS AND

With or without changes defense attacks.

With or without changes defense attacks.

Tesis Master Coach Aitor Etxaburu

Tesis Master Coach Aitor Etxaburu

Tesis Master Coach Aitor Etxaburu

Tesis Master Coach Aitor Etxaburu

Tesis Master Coach Aitor Etxaburu

Tesis Master Coach Aitor Etxaburu

Tesis Master Coach Aitor Etxaburu

7 ANALYSES OF TACTICAL MEANS USED BY TEAMS

TACTICAL MEANS, COLLECTIVE PROCEDURES AND VARIANTS USED BY THE

Tesis Master Coach Aitor Etxaburu

Tesis Master Coach Aitor Etxaburu

Tesis Master Coach Aitor Etxaburu

Tesis Master Coach Aitor Etxaburu

Tesis Master Coach Aitor Etxaburu

NUMBER OF TACTICAL MEANS USED BY TEAMS

Tesis Master Coach Aitor Etxaburu

Research and reflection work

Alexandre Manuel Castro de Melo

Portuguese Handball Federation

Keywords: Handball, goalkeeper, coordination

Exercise of fig. 1: Dribbling with two balls

Exercise of fig. 10: Individually, with three balls, does juggling

Figures nº 15 to 21 show speed drills, reaction speed, coordination and concentration

Figure nº 22 and 23 show anticipation exercises.

Exercise: Shot of certain specific post

Barcenas, D.; Róman, J. D.: Balonmano - Técnica y Metodologia. Gymnos Editorial.

BUCHNER, David; MILES, Rebecca. Seeking a contemporary understanding of factors

Costa, M.: O campeonato da nossa desilusão. In: Andebol Revista. Nº 2, 1994.

Donner, A.: Alguns aspectos teórico/práticos determinantes no êxito do treinador de

Faludi, M.: A aprendizagem perceptiva e as possibilidades do desenvolvimento das

Marques, A. T.: Direcção da evolução do andebol de alto nível na década de 70 (I parte).

Martini, K.: O Andebol. Publicações Europa-América, 1980.

Mircea, C.: A individualização do treino em andebol. In: Cadernos 7 metros. Nº 4, 1990.

Sá,P.:O GUARDA-REDES DE ANDEBOL, Um estudo exploratório das suas

Sá, P.: Antecipação e tomada de decisão no guarda-redes de Andebol: Contributos para

SCHILLING, F.; KIPHARD, E.J.: Körperkoordinationstest für kinder, KTK.

Zeier, U.: O guarda-redes de Andebol. In: Cadernos Setemetros. Nº 3, 1987.