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Analele Universitii Constantin Brncui din Trgu Jiu, Seria Mens Sana, Nr.

2/2010



Annals of the Constantin Brncui University of Trgu Jiu, Mens Sana Series, Issue 2/2010



41

STUDIU ASUPRA CAPACITII DE
NSUIRE A PROCEDEELOR
TEHNICO-TACTICE DIN JOCUL DE
HANDBAL LA CLASA A-VIII-A




Lect. univ. dr. Camelia PLSTOI
Universitatea Constantin Brncui din
Trgu-Jiu



Rezumat:
Acest experiment a fost organizat pentru
a sublinia importana folosirii anumitor exerciii
n timpul orelor de educaie fizic n scopul de a
mbunti modul n care elevii s efectueze
anumite procedee tehnice din jocul de handbal.
nregistrarea n mod constant a rezultatelor
elevilor n timpul jocului i analizarea lor n mod
obiectiv a dus la descoperirea unor mijloace
optime i a unor metode de mbuntire a
eficienei, att n cadrul leciei, ct i n
competiii, n prezena adversarului.
Exerciiile folosite pentru a consolida i a
mbunti procedeele jocului de handbal s-au
repetat cu regularitate la fiecare or de educaie
fizic, mai exact de dou ori pe sptmn.

Cuvinte cheie: jocul de handbal,
procedee tehnico-tactice, aruncarea la poart,
infiltrarea la semicerc

Ipotezele ce au stat la baza acestui
experiment sunt n msur s permit
validarea unor afirmaii cum ar fi:
- dac se folosesc aceleai exerciii
bine alese n funcie de scopul vizat, care
dup o perioad de exersare ajung la
stadiul de perfecionare, atunci grupele
respective realizeaz un progres evident;
- dac participarea la lecie a elevilor
este una permanent, atunci
posibilitatea de a avea o evoluie
continuu - ascendent este maxim ;
RESEARCH ON EIGHTH CLASS
STUDENTS ABILITY TO
ASSIMILATE TECHNICO-TACTICAL
PROCEDURES IN THE GAME OF
HANDBALL



PhD Camelia PLSTOI
Constantin Brncui University of
Trgu-Jiu



Abstract:
This experiment was organised in order to
emphasise the importance of exercise during sport
classes in order to improve the way students carry
out certain technical procedures in the game of
handball. Constantly recording students motor
functions and keeping score of their attempts at
goal during the game led to the discovery of optimal
means as well as the most effective methods of
improving the efficiency of their shoots at goal both
in sole practice and in the presence of an opponent.
The exercises used to consolidate and improve
attempts at goal were repeated with regularity
during each sport class, more exactly twice a week.


Key words: game of handball, technico-
tactical, shooting at goal, Infiltration at semicircle


The hypotheses that provided the
fundations for this experiment can allow the
autentification of assertions such as:
-if the same carefully chosen exercises are
used constantly, following a certain purpose
and after a period of practice they reach
perfection, then those groups of students are
obviously making good progress.
-if students participation in class is
constant, their possibility to develop
continuously reaches a maximum.
-if the exercises chosen follow a certain

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42
- dac exerciiile alese sunt ntr-o
anumit ordine care poate genera o
dinamic i o dirijare a efortului
orientate ctre creterea valorilor
vizate, atunci densitatea leciei va fi
una foarte bun, fapt ce va permite
mbuntirea indicilor anumitor
parametrii ;
- dac elementele i procedeele tehnice
propuse spre perfecionare se nsuesc
n perioada planificat, atunci valorile
nregistrate la verificare sunt cele
scontate.
Obiectivele urmrite pe toat durata
desfurrii acestui experiment au permis
mprirea n uniti mai mici de lucru a
ceea ce era de nsuit n fiecare lecie
pentru ca asimilarea i fixarea a ceea ce
trebuie nvat s poat fi nsuit la
parametrii scontai. Fiecare lecie, cu
durat de 50 minute, din care 20 minute
s-a lucrat exclusiv pentru handbal, s-a
desfurat prin realizarea unei strnse
legturi ntre ceea ce s-a nvat n lecia
anterioar, ceea ce se nva n lecia de
zi i cu informaii introductive din lecia
viitoare.
Pe parcursul ntregului experiment
elevii au fost motivai verbal i susinui
moral pentru ca fiecare lecie s fie
desfurat ntr-un climat plcut i
relaxat din punct de vedere psihic, fapt
ce a permis ca asimilarea celor nvate
s fie la cote maxime din punct de vedere
al nsuirii aspectelor tehnice i tactice
vizate i al calitii i preciziei
execuiilor.
Un alt obiectiv vizat a fost acela de a
executa foarte bine procedeele tehnice i
tactice alese din punct de vedere al
corectitudinii lor, n condiii de joc sub
aciunea adversarilor i a unei presiuni
psihice dat de spectatori (chiar i colegii
de clas) i a scorului nregistrat la un
moment dat. Dezvoltarea puterii de
concentrare, a spiritului de echip, a
motivaiei de a lupta pentru orice minge
order which is meant to generate a dynamic
and a concentration of the effort towards
the increase of previously established
values , the density of the lesson will be a
good one, which will permit the
improvement of the indices of certain
parametres.
-if the elements and technical procedures
proposed to be improved are asimilated
within the planned period, the scores
registered during the cross-check are the
ones expected.
The objectives pursued over the whole
period of this experiment have permitted to
divide the content of each lesson in smaller
work units so that the learning and
consolidation of the contents could be
realised at the expected parameters.
Each fifty-minute class, 20 minutes
being used exclusively for handball, took
place realising at the same time a strong
connection with the contents of the
previous lesson, building new skills in the
current lesson and transmitting introductory
information from the following lesson.
In the course of the whole experiment
the students were motivated verbally and
supported morally so that each lesson could
take place in a pleasant, relaxed atmosphere
from psychological point of view, which
permitted the best assimilation of
knowledge from the point of view of
technical and tactical aspects concerned, as
well as the quality and precision of
execution.
Another objective to be met was that
the students execute really well the tactical
and technical procedures chosen, from the
point of view of their correctness, during
the game, under the tackle of their
adversaries, and the psychological pressure
from the spectators(even their classmates),
as well as the score recorded at some point
of the game. Development of their powers
of concentration, team spirit and
motivation to fight for each ball until the
final whistle were partial objectives

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43
pn la fluierul final au fost obiective
pariale atinse pe parcursul desfurrii
experimentului.

Metodele de cercetare folosite au
fost: metoda experimentului de tip
constatativ-formativ i metoda de analiz
statistico-matematic. De un real folos a
fost i studiul literaturii de specialitate,
studiu ce a permis o viziune mai ampl i
direcionare mai precis asupra
experimentului realizat.

Organizarea cercetrii a fost
posibil datorit celor dou grupe de
elevi a dou clase, a VIII-a A i a VIII-a
B, din cadrul Colegiului Naional Spiru
Haret din Trgu-Jiu, clase cu un efectiv
de 25 i respectiv 28 de elevi, iar grupele
de biei cu care s-a realizat
experimentul au un efectiv de 15 i
respectiv 14 elevi.
Activitatea de cercetare s-a desfurat
pe parcursul a 12 lecii structurate n 6
sptmni. Locul de desfurare a orelor
de educaie fizic n cadrul crora s-a
realizat experimentul este sala de sport
cu o dotare material ideal. Existena
echipamentului sportiv din dotarea
colegiului a permis ca ntrecerile (atunci
cnd era cazul) din cadrul leciei s se
organizeze n condiii ct mai apropiate
de condiiile unei competiii de handbal.
nvarea elementelor tehnice i a
procedeelor tehnico-tactice s-a realizat
diferit i anume: la grupa de biei de la
clasa a VIII-a A nvarea acelorai
elemente tehnice i procedee tehnico-
tactice a fost fcut prin nvare
integral, iar la grupa de biei a clasei a
VIII-a B nvarea aruncrii la poart din
sritur i infiltrarea la semicerc s-a
realizat prin nvare fracionat (pe
pri).
Aruncarea la poart din sritur
const n executarea unui elan de trei
pai, urmat de o btaie energic n sol pe
accomplished throughout the experiment.

The research methods mainly used
were direct record of formative experiment
and statistico-mathematic analysis.
Extremely useful proved to be reading
through the literature on specialty, which
enabled a broader view and a more precise
coordination of the ongoing experiment.

The organisation of the research was
possible due to the two groups of students
belonging to the eight classes A and B from
the National College Spiru Haret, Tg-Jiu,
Gorj, each of them with twenty five,
respectively twenty eight students, while
the groups of boys who took part in the
experiment consisted of fifteen,
respectively fourteen students.
The research itself unfolded throughout
twelve classes structured during a period of
six weeks. The space for the sports clases in
which the experiment took place was a
gymnasium equipped with all the necessary
materials. The existence of sports facilities
at the college enabled the contests inside
the classes(whenever they had to take
place) to be organised so that they could
mimic almost the same situations like in a
real handball competition.
The assimilation of technical-tactical
components and proceedings were achieved
in different ways as follows: the group of
boys from eighth class A learned the same
technical elements and technical-tactical
proceedures through integral learning,
whereas the group of boys from eighth class
B assimilated the attempt at goal from a
jump, while the infiltration at the
semicircle was realised through sequenced
learning .
The attempt at goal implies the
execution of a three-step run-up followed
by a heavy flap to the ground on the left
foot(or the right one for the left-handed)
concomitantly with carrying your arm
sideways, then backwards and up along

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piciorul stng (sau drept pentru stngaci)
concomitent cu ducerea braului de
aruncare prin lateral, spre napoi-sus i
cu uoara nclinare a trunchiului n fa.
Urmeaz aruncarea propriu-zis
finalizat prin zvrlirea mingii energic
ctre poart i aterizarea pe piciorul de
btaie.
Infiltrarea la semicerc se realizeaz
prin ptrunderea surprinztoare, prin
alergare sau pas adugat, spre semicercul
de 7 metri, gsirea unui culoar favorabil
i aruncarea la poart printr-un procedeu
adecvat situaiei create. Aruncarea
propriu-zis trebuie s fie fcut energic,
n for i finalizat cu nscrierea de gol.
Grupa clasei a VIII-a A care a
preluat procedeele tehnico-tactice prin
nvare integral au vizualizat
executarea aruncrii la poart din sritur
i infiltrarea la semicerc dup care au
lucrat pentru repetarea ntregii structuri,
la fiecare or de educaie fizic execuiile
fiind aceleai.
Elevii clasei a VIII-a B, grupa care a
mers pe varianta nvrii pe pri, au
repetat separat elanul i exerciiile
aferente nvrii elanului, btaia i
aterizarea pe un picior i exerciiile
necesare nvrii acestora, coordonarea
braului de aruncare cu piciorul de btaie
i exerciiile pentru nvarea lor i
aruncarea propriu-zis prin exerciii
specifice.
Ambele grupe au fost evaluate iniial
i final, ele fiind relativ apropiate din
punct de vedere al nivelului de execuie a
procedeelor tehnico-tactice stabilite n
experiment, iar evaluarea a fost fcut la
cele dou probe: aruncarea la poart din
sritur i infiltrarea la semicerc.
Notarea acestor execuii s-a fcut cu
ajutorul punctelor transformate ulterior
n note; 1 punct echivalnd cu nota 1,
nota maxim fiind 10, iar pentru
executarea pe pri a procedeelor
tehnico-tactice s-au fcut urmtoarele
with a slight bend forward of the body.
Then follows the shoot itself, finalised
by throwing the ball strongly at goal,
followed by the landing on the same foot
they flapped on.
The infiltration at the semicircle is
achived breaking through by surprise ,
running or taking added steps towards the
seven-meter semicircle, finding a
fovourable lane and shooting at goal
according to the most adequate procedure in
current situation. The shoot itself has to be
strong, in full force and finalised by scoring
a goal.
The group from eighth class A who
assimilated technico-tactical procedures
through integral learning visualised the
execution of the attempt at goal from a
jump and the infiltration at the semicircle,
then went on to practise the entire structure,
following the same drill in every sports
class.
The students from eighth class B, who
underwent the process of sequenced
learning, repeated separately the run-up
and the exercises necessary for its
consolidation, the flap and the landing on
one foot and the exercises necessary to
learn it, the coordination of the throwing
arm with the foot that makes the flap and
the exercises meant to provide the learning
as well as the throw itself using specific
exercises.
Both groups were evaluated initially
and at the end of the experiment, the results
being relatively close concerning the
precision in the execution of the technico-
tactical procedures drawn up at the
beginning of the experiment; the
assessment concerned two tasks: attempt at
goal from jump and infiltration at the
semicircle.
The marking of students work was
made at the end of the class, by turning the
points into marks one point was
equivalent to one, the highest mark being
10, while in the case of sequenced

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aprecieri:
- pentru execuia corect a alergrii pe
elan s-a primit 1,50 puncte;
- executarea corect a btii pe sol i a
aterizrii a primit 4 puncte; 2 puncte
pentru btaia corect i 2 puncte
pentru aterizarea corect;
- pentru executarea corect a
coordonrii braului de aruncare cu
piciorul de btaie s-au primit 1,50
puncte;
- aruncarea la poart (finalizarea
aruncrii prin zvrlire) a mingii
executat corect a primit 3 puncte.
Neexecutarea corect a uneia din pri
atrage dup sine penalizarea
corespunztoare greelii fcute.
execution of the technical-tactical
procedures the following remarks were
made:
-for a correct execution of the running-
up the students received 1.5 points;
-the correct execution of the flap on the
ground followed by landing -4 points: 2
points for the flap and 2 for the landing;
-for the correct coordination of the
shooting arm with the flapping foot-1.5
points;
-for a correct throw of the ball at
goal(finalizing the attempt to shoot) the
students received 3 points.
The wrong execution of any of the
sequences brings about a certain loss of
points according to the error.


Clasa a VIII-a A
Tabelul nr. 1
Procedeu tehnic aruncarea
la poart din sritur
Aciune tehnico-tactic
infiltrarea la semicerc
Nota Nota

Nr.
Crt.

Nume i prenume
Iniial Final Iniial Final
1 B. R. 9,00 9,50 8,50 9,50
2 C. C. 9,50 9,50 9,00 9,00
3 C. G. 7,50 8,00 7,50 7,50
4 D. B. 8,00 8,00 8,50 8,50
5 D. I. 9,50 9,50 9,00 9,00
6 G. F. 9,50 10 9,50 9,50
7 I. A. 10 10 9,00 10
8 M. C. 9,50 9,50 8,50 9,00
9 M. C. 7,50 8,00 6,50 7,50
10 M. A. 8,00 8,00 7,50 8,00
11 R. B. 9,50 9,50 9,50 10
12 S. D. 7,50 7,50 8,00 8,50
13 S. T. 9,50 9,50 9,50 10
14 T. A. 8,50 9,00 7,50 8,00


Eighth class A
Table no. 1
Technical procedure
shooting at goal from jump
Tehnico-tactical action
infiltration at semicircle No.


Name / surname
Mark Mark

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Initial Final Initial Final
1 B. R. 9,00 9,50 8,50 9,50
2 C. C. 9,50 9,50 9,00 9,00
3 C. G. 7,50 8,00 7,50 7,50
4 D. B. 8,00 8,00 8,50 8,50
5 D. I. 9,50 9,50 9,00 9,00
6 G. F. 9,50 10 9,50 9,50
7 I. A. 10 10 9,00 10
8 M. C. 9,50 9,50 8,50 9,00
9 M. C. 7,50 8,00 6,50 7,50
10 M. A. 8,00 8,00 7,50 8,00
11 R. B. 9,50 9,50 9,50 10
12 S. D. 7,50 7,50 8,00 8,50
13 S. T. 9,50 9,50 9,50 10
14 T. A. 8,50 9,00 7,50 8,00
15 V. E. 9,00 9,00 8,50 9,50


Clasa a VIII-a B
Tabelul nr.2
Procedeu tehnic aruncarea la
poart din sritur
Aciune tehnico-tactic
infiltrarea la semicerc
Nota Nota
Nr.
Crt.

Nume i prenume
Iniial Final Iniial Final
1 B. I. 9,00 10 9,00 10
2 C. D. 8,50 9,00 9,00 9,50
3 G. B. 8,50 9,00 8,50 10
4 M. A. 9,00 9,50 9,00 10
5 M. A. 8,50 9,50 8,50 9,50
6 P. M. 9,00 10 9,00 10
7 P. O. 8,50 10 8,00 10
8 R. A. 9,50 10 10 10
9 R. M. 9,00 10 9,00 10
10 R. M. 9,50 10 9,50 10
11 S. S. 7,50 9,00 7,00 9,00
12 T. P. 8,50 9,50 9,50 10
13 T. O. 10 10 10 10
14 Z. G. 9,50 10 9,00 10


Eighth class B
Table no. 2
Tehnical procedure shooting
at goal from jump
Tehnico-tactical action
infiltration at semicircle
No.
Name / surname
Mark Mark

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Iniial Final Iniial Final
1 B. I. 9,00 10 9,00 10
2 C. D. 8,50 9,00 9,00 9,50
3 G. B. 8,50 9,00 8,50 10
4 M. A. 9,00 9,50 9,00 10
5 M. A. 8,50 9,50 8,50 9,50
6 P. M. 9,00 10 9,00 10
7 P. O. 8,50 10 8,00 10
8 R. A. 9,50 10 10 10
9 R. M. 9,00 10 9,00 10
10 R. M. 9,50 10 9,50 10
11 S. S. 7,50 9,00 7,00 9,00
12 T. P. 8,50 9,50 9,50 10
13 T. O. 10 10 10 10
14 Z. G. 9,50 10 9,00 10


Concluzii

Calcularea mediei aritmetice,
tabelul nr. 3., a permis observarea
urmtoarelor aspecte:
- la aruncarea la poart din sritur
valoarea celor dou grupe este relativ
apropiat (clasa a VIII a A are media
8,80, iar VIII a B are media 8,89), iar
mediile finale sunt diferite (8,96 clasa a
VIII a A i 9,68 clasa a VIII a B) datorit
lucrului pe pri a procedeelor tehnico-
tactice cu clasa a VIII a B;
- la infiltrarea la semicerc mediile la
notarea iniial sunt relativ apropiate
(8,43 pentru clasa a VIII a A i 8,93
pentru clasa a VIII a B), iar mediile n
urma notrii finale sunt diferite: 8,90
clasa a VIII a A i 9,86 clasa a VIII a B.
Diferenele la mediile finale se datoreaz
exerciiilor i modului diferit de lucru
dintre cele dou grupe, cantitii diferite
n care s-a lucrat i diferenei timpului
alocat nsuirii procedeelor tehnico-
tactice supuse nvrii.
Conclusions:

By calculating the mean- like in table 3-
the following aspects can be
emphasised:
-taking into consideration the attempt at goal
from jump, the value of the two groups is
almost the same(8.80 for eighth class A and
8.89 for eighth class B); however, the final
results are different(only 8.96 for eighth class
A and 9.68 for eighth class B) due to
sequenced work on technical-tactical
proceedures with class eighth B;
-considering the infiltration at the semicircle,
during the initial evaluation the results are
relatively close(8.43 for eighth class A and 8.
93 for eighth class B), whereas the means
after final evaluation are very different: just
8.90 for eighth class A and 9.86 for eighth B.
The differences between final means are the
consequence of the exercises and different
approach of work with the two groups, the
different amount of time dedicated to play, as
well as the time alloted to assimilate the
technical-tactical procedures to be learned.


Tabelul nr.3
Aruncarea la poart din Infiltrarea la semicerc

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sritur Clasa
Iniial Final Iniial Final
a VIII a A 8,80 8,96 8,43 8,90 Media aritmetic
a VIII a B 8,89 9,68 8,93 9,86

a VIII a A 0,88 0,83 0,89 0,87 Abaterea
standard a VIII a B 0,62 0,42 0,78 0,3

a VIII a A 10,00 9,26 10,56 9,77 Coeficient de
variabilitate (%) a VIII a B 6,97 4,34 8,73 3,04


Table no.3
Shooting at goal from
jump
Infiltration at semicircle
Class
Initial Final Initial Final
VIIIth A 8,80 8,96 8,43 8,90 The
mean VIIIth B 8,89 9,68 8,93 9,86

VIII th A 0,88 0,83 0,89 0,87 Standard swerve
VIII th B 0,62 0,42 0,78 0,3

VIII th A 10,00 9,26 10,56 9,77 Coefficient of
variability (%) VIII th B 6,97 4,34 8,73 3,04


Calcularea coeficientului de
variabilitate (tabelul nr. 3) a
permis constatarea omogenitii i
dispersiei grupelor cu care s-a
lucrat.
Pentru grupa clasei a VIII a A
omogenitatea este la limita de sus
meninndu-se la valori relativ apropiate
ceea ce dovedete faptul c repetarea
integral a elementelor i procedeelor
tehnico-tactice nu produce o difereniere
sesizabil ntre valorile obinute la
testarea iniial i cea final.
Pentru clasa a VIII a B, unde s-a
lucrat fracionat valorile finale sunt mult
mai sczute dect cele iniiale deoarece
timpul mai mare alocat pentru nvare,
varietatea de exerciii i numrul de
repetri a elementelor din cadrul
procedeelor ce trebuiau fixate arat
The calculation of the coefficient
of variability (se table no. 3) made
possible to observe the homogeneity as
well as dispersion of the groups we
worked with.
Referring to class eighth A, the
homogeneity reaches the upper limit and
has relatively close values, which proves
that integral learning of the elements and
technical- tactical procedures does not
produce a perceptible difference between
the values obtained during the initial and
final evaluation.
For class eighth B, where the work
was sequenced, the final values are much
lower than the initial ones, owing to the
fact that the amount of time reserved for
learning , the large variety of exercises
and the number of repeated elements
within the procedures which had to be

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faptul c n momentul n care se face
trecerea de la nvare la consolidare i
perfecionare, ansele ca omogenitatea s
nceap s scad devin inexistente.
Execuiile devin foarte clare, juctorii
colaboreaz din ce n ce mai bine i
ritmul de lucru devine din ce n ce mai
bun.
Faptul c elevii trec mai
repede la faza de perfecionare datorit
nvrii fracionate, n cadrul leciilor de
educaie fizic, apare posibilitatea unei
orientri mai bune a lor spre echipele
formate n cadrul colii i spre sportul de
performan.
Lucrul pe pri, n cadrul
leciei de educaie fizic, permite
realizarea unei omogeniti foarte bune a
colectivului.
nvarea fracionat a
procedeelor tehnico-tactice n jocul de
handbal duce la asimilarea mult mai clar
a materialului de nvat i la o trecere
mai rapid spre perfecionare.


BIBLIOGRAFIE

BOTA, I.; BOTA, M., Handbal.
Bucharest, Publishing House Sport-
Turism, Bucharest
DUBOY, J., - Mecanique humaine,
Publishing House Revue, EPS, Paris,
1994
GAGEA, A., - Biomecanic analitic,
Bucharest, 2006
HANTU, C. Handbal, Bucharest,
Publishing House Alfa, 2000
KUNST-GHERMNESCU, I.,
GOGLTAN, V., JIANU, E.,
NEGULESCU, I. Teoria i
metodica handbalului. Bucharest,
Publishing House Didactic i
Pedagogic, 1983
MILLER, D., NELSO, R.C., -
Biomechanics of sport, Publishing
House Lea & Febiger, Philadelphia,
consolidated show that the moment the
students move on from learning to
consolidation and proficiency, the
chances for homogeneity to start
decreasing become practically null. The
executions are becoming very precise, the
players cooperate better and better and
the rhythm of game is increasing.
The fact that the students reach the
proficiency level sooner because of
sequenced learning in sports classes
offers the possibility for students to
choose to play in schools teams sooner
rather than later, being given the
opportunity to build a career as sports
professionals.
Sequenced work in sports classes
allows for a better homogeneity of the
group.
Sequenced learning of technical-
tactical proceedures in the game of
handball leads to the more precise
assimilation of the information,
promoting quicker progress on the way
to proficiency.


BIBLIOGRAPHY:

BOTA, I.; BOTA, M., Handbal.
Bucureti, Editura Sport-Turism,
Bucureti
DUBOY, J., - Mecanique humaine,
Editura Revue, EPS, Paris, 1994
GAGEA, A., - Biomecanic analitic,
Bucureti, 2006
HANTU, C. - Handbal. Bucureti,
Editura Alfa, 2000
KUNST-GHERMNESCU, I.,
GOGLTAN, V., JIANU, E.,
NEGULESCU, I. Teoria i
metodica handbalului. Bucureti,
Editura
Didactic i Pedagogic, 1983
MILLER, D., NELSO, R.C., -
Biomechanics of sport, Editura Lea
&

Analele Universitii Constantin Brncui din Trgu Jiu, Seria Mens Sana, Nr. 2/2010



Annals of the Constantin Brncui University of Trgu Jiu, Mens Sana Series, Issue 2/2010



50
1973
NICU, A. Antrenamentul sportiv
modern, Bucharest, Publishing House
Editis, 1993
NICULESCU, M. Metodologia
cercetrii tiinifice n educaie
fizic i sport, Bucharest, ANEFS,
2002
NEGULESCU, I. Tehnica jocului de
handbal, Bucharest, Publishing
House ANEFS, 2000
Febiger, Philadelphia, 1973
NICU, A. Antrenamentul sportiv
modern. Bucureti, Editura Editis,
1993
NICULESCU, M. Metodologia
cercetrii tiinifice n educaie
fizic i sport. Bucureti, ANEFS,
2002
NEGULESCU, I. Tehnica jocului de
handbal. Bucureti, Editura ANEFS,
2000