Overall objectives:

1 - Mastering the knowledge relating to sports training handball integrated manner;
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 ability of autonomy and sense of social responsibility in guiding the training process, applying the knowledge acquired

Syllabus:

1 - The importance of game observation and analysis
2 - Observation as an instrument of training and competition
3 - Organization and Management of the training process in Handball
4 - Planning and periodization
5 - Periodization of Handball Training
6 - Intervention in training
7 - Monitoring and evaluation of handball training
8 - Motor skills in Handball
9 - Sports training in Handball
10 - Training with children and youth in Handball
10.1 - Training and state of readiness
10.2 - The long-term training of the handball player
10.3 - Specialization in Handball
11 - Training of motor skills in Handball
11.1 - Characterization of effort in Handball game
11.2 - Repercussions of the characteristics of the specific effort of the game in the organization of the training
11.3 - The reduced games in the physical conditioning of the training of the handball player
12 - Handball coach skills
12.1 - Skills in the strategic-tactical-technical plan
12.2 - Skills in the pedagogical plan
12.3 - Leadership ability
13 - Practical management and guidance of the training-competition process (internship)

Literature/Sources:

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
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
Moreira, I.& Estriga,L , 2014 , Ensino do Andebol na escola , Porto. Universidade do Port
Ribeiro, M. & Volossovitch, A. , 2008 , Andebol. O ensino do andebol dos 7 aos 10 anos , Cruz-quebrada. Edições FMH

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%.