Overall objectives:

1 - To master the knowledge related to handball sports training in an integrated way;
2 - Adopt a scientific attitude and a reflexive critical method;
3 - Reveal initiative and innovation in Handball Sports Training;
4 - Assume availability and motivation to work as a team, focusing on information sharing and behavior of solidarity and mutual support;
5 - Use information technologies and effective communication in the application of knowledge of sport and Handball;
6 - Plan and manage the process of sports training in Handball;
7 - Evaluate, plan and organize training sessions and sports activities for different groups in Handball;
8 - Develop the capacity for autonomy and the sense of social responsibility in guiding the training process.

Syllabus:

1 - History of Handball
2 - Characterization of the modality
2.1 - Handball: A Collective Sports Game (JDC)
2.2 - Specificity of Handball as (JDC)
2.3 - Stages of the game? concept and characteristics
2.4 - Principles of Handball Game
2.4.1 - Principles of Attack
2.4.2 - Principles of defense
2.5 - Game components
2.5.1 - Offensive process
2.5.2 - Defensive process
2.6 - Workout Exercises
2.6.1 - Concept
2.6.2 - Classifications of exercises according to their structure
2.7 - The methods of the game
3 - Training with young people in Handball
3.1 - Challenges and the coach's role in the education of young handball
3.2 - The importance of competitions
3.3 - Youth training planning
3.4 - Learning and training in handball
3.5 - Performance levels of players and team
3.6 - The Handball Game of 5
3.6.1 - Pedagogical steps in the process of learning / of handball
3.7 - Goalkeeper training: initiation of goalkeepers
3.8 - Observation and analysis of handball game
4 - Practical management and guidance of the training-competition process (internship)

Literature/Sources:

Bayer, C , 1994 , O ensino dos desportos colectivos , Lisboa: DINALIVRO
Bota, I., & Colibaba-Evulet, D , 2001 , Jogos Desportivos Colectivos- Teoria e Metodologia , Lisboa: Instituto Piaget
França,J , 1986 , Subsídios para a História do Andebol em Portugal , DGD. Lisboa
Garcia, J. , 1990 , Balonmano:Fundamentos y etapas de aprendizage , Editorial Gymnos. Madrid
Garcia,J , 1997 , Balonmano. Táctica grupal ofensiva. Concepto, estrutura y metodología , Editorial Gymnos. Madrid
Garcia,J , 2002 , Balonmano. Táctica Grupal Defensiva. Concepto,estructura y metodología , Grupo Editorial Universitário
Gonçalves,J. , 2003 , História do Andebol em Portugal , Colecção Sport. CTT Correios de Portugal
Oliveira, F. , 1995 , Ensinar o Andebol , Campo das Letras. Porto
Prudente,J. , 1983 , A defesa. Os sistemas defensivos: 6:0, 5:1 e 3:2:1 , Revista Setemetros nº7
Prudente, J. , 1985 , Metodologia para o contra-ataque apoiado. , Revista Setemetros nº13
Prudente, João , 2013 , Andebol. In Garganta. Avaliação da Performance em Jogos Desportivo Colectivos. Variáveis e indicadores táctico-técnicos utilizados em estudos observacionais de Andebol, Basquetebol, Futebol, Pólo Aquático e Voleibol , Porto; FADE-UPorto
Konzag, G. Y al , 1996 , Balonmano. Entrenarse jugando. El sistema de ejercicios completo , Editorial Paidotribo. Lérida
. , Regras do Jogo , Edição IHF e Edição FAP
Roca, M. , 1986 , Evolução dos sistemas defensivos , Cadernos Setemetros nº1
Sánchez,F. , Análisis del contenido del juego. Balonmano. Comité Olímpico Español , Impresos Izquierdo,S.A.
Sousa, D.; Prudente,J.; Sequeira, P. , 2013 , Analysis of 2 vs 2 in organized attack in Handball in a situation of numericalequality 6 vs 6 in 2011 World Womens Championship. , 2nd EHF Scientific Conference- Women and Handball. Scientific and Practical Approaches. Viena
Thiel, A. ; Hecker,S. , 1993 , ). Le gardien de but. , Éditions Vigot. Paris
Zeier,U. , 1986 , Doze noções básicas para o treino do guarda-redes. , Revista Setemetros. Nº20
Zeier, U. , 1987 , O guarda-redes de Andebol , Cadernos Setemetros nº3

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
Theoretical-practical classes with approach to the syllabus contents and their discussion; Laboratory practice classes with video observation and analysis; tutorial orientation meetings.Internship in an organization with protocol with UMa: organization and management of the training and competition process under the guidance of the tutor in the organization.The evaluation is carried out through a theoretical test -20%; of a work of development of a theme-15%; continuous evaluation of the work carried out during the semester with regard to the organization of training and competition, expressed in a 40% trainer dossier; and a critical activity report developed-25%.