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Psychological Aspects in the Training and Performance of Team Handball Athletes
Abstract
IntroductionTeam Handball: the Olympic Sport You May Have Never SeenIntroduction To the Sport of Team HandballThe Psychological Demands of Team HandballPsychological Characteristics Beneficial To a Team Handball PlayerPsychology and Handball TrainingConclusion
References
... Van den Tillaar and Ettema (2003; 2006) analyzed the velocity-accuracy trade off in team-handball throwing and found that training experience was not related to the velocity-accuracy trade off. However, experienced teamhandball players are trained to throw very accurately at a relatively high ball velocity (85% of the maximal ball velocity) and ball velocity is reduced when throwing with the opposition of a goalkeeper and/or defensive player (Gutierrez Davila et al., 2006; Rivilla-Garcia et al., 2011). ...
... Endurance of team-handball players was determined by measuring blood lactate concentration (BLC) during endurance running (Gorostiaga et al., 2005; 2006; Ramadan et al., 1999), maximal oxygen consumption (VO 2 max) during an incremental treadmill running test (Buchheit et al., 2009b; Buchheit et al., 2009a; Michalsik et al., 2011a; Wagner et al., 2014) or VO 2 max, BLC, heart rate (HR) and other variables during specific shuttle runs or sprint tests (Buchheit, 2008; Buchheit et al., 2009a; 2009b; 2009c; 2012; Wagner et al., 2014). Gorostiaga et al. (2005) measured BLC of Spanish elite and amateur male team-handball players immediately after a four-stage (10, 12, 14, 16 km.h ...
... A team-handball player has to play an offensive action for so long until it is fully developed. The chance for scoring a goal should increase by generating a majority (e.g. 3 against 2) situation (Silva, 2006). @BULLET Perfect switching between selfishness and unselfishness . ...
Team handball is a complex sport game that is determined by the individual performance of each player as well as tactical components and interaction of the team. The aim of this review was to specify the elements of team-handball performance based on scientific studies and practical experience, and to convey perspectives for practical implication. Scientific studies were identified via data bases of PubMed, Web of Knowledge, SPORT Discus, Google Scholar, and Hercules. A total of 56 articles met the inclusion criteria. In addition, we supplemented the review with 13 additional articles, proceedings and book sections. It was found that the specific characteristics of team-handball with frequent intensity changes, team-handball techniques, hard body confrontations, mental skills and social factors specify the determinants of coordination, endurance, strength and cognition. Although we found comprehensive studies examining individual performance in team-handball players of different experience level, sex or age, there is a lack of studies, particularly for team-handball specific training, as well as cognition and social factors. Key PointsThe specific characteristics of team-handball with frequent intensity changes, specific skills, hard body confrontations, mental skills and social factors define the determinants of coordination, endurance, strength and cognition.To increase individual and team performance in team-handball specific training based on these determinants have been suggested.Although there are comprehensive studies examining individual performance in team-handball players of different experience level, sex, or age are published, there is a lack of training studies, particularly for team-handball specific techniques and endurance, as well as cognition and social factors.
... Handball is a team sport in which the movements require a high level of coordination and the rhythm of the game is very fast [3], with high precision [4][5][6][7][8]. Certain players are expected to have a particular level of physical strength and body mass index (BMI), as is A randomised controlled trial was developed over 12 weeks. ...
Low energy availability may precede or be caused by cognitive disturbances in professional athletes. Related psychological problems include disordered eating patterns, body shape preoccupation, depression or anxiety. The objective of this research was to evaluate the effects of different personalised dietary plans on psychological factors in young professional female handball players with low energy availability. This 12-week randomised clinical trial involved 21 female players aged 22 ± 4 years, 172.0 ± 5.4 cm and 68.4 ± 6.7 kg divided into three groups (FD: free diet; MD: Mediterranean diet; HAD: high antioxidant diet). Eating behaviour (Eating Attitude Test, EAT-26: diet, bulimia and oral control subscales), body image (Body Shape Questionnaire, BSQ) and mood state (Profile of Mode State, POMS: tension, vigour, anger, depression, fatigue) were assessed. All participants showed low energy availability (<30 kcal/lean mass per day). The different plans showed no significant differences between them but significant differences over time within groups for the variables: body image, Tension, Vigour and Depression (p < 0.05). Eating behaviour improved slightly but did not show statistically significant changes. Following an adequate nutritional planning for athletes seems to improve the mood and body perception of young female handball players. A longer intervention period is required to assess the differences between diets and improvement of other parameters.
... The sample consisted of five female and five male elite team handball squads, that participated in the Norwegian Elite Series during the 2005-2006 season. Team handball is a very popular sport all over the world (Silva, 2006), and is played throughout Europe. A total of 143 elite athletes were included in the present sample (female n 5 69, male n 5 74). ...
The present study is founded on achievement goal theory (AGT) and examines the relationship between motivation, social support and performance anxiety with team handball players (n=143) from 10 elite teams. Based on these theories and previous findings, the study has three purposes. First, it was predicted that the female athletes (n=69) would report more performance worries and more social support use than males (n=74). The findings support the hypothesis for anxiety, but not for social support use. However, females report that they felt social support was more available than males. Second, we predicted and found a positive relationship between the interaction of ego orientation and perceptions of a performance climate on performance anxiety, but only for females. As predicted, perceived ability mediated this relationship. Finally, we predicted that perceptions of a performance climate were related to the view that social support was less available especially for the male athletes. Simple correlation supports this prediction, but the regression analyses did not reach significance. Thus, we could not test for mediation of social support between motivational variables and anxiety. The results illustrate that fostering a mastery climate helps elite athletes tackle competitive pressure.
Background and Study Aim. Elite handball goalkeepers undergo intensive training for reflexes and advanced techniques. They develop mental toughness to handle the pressure and responsibility at key moments of the game. Thus, they protect the goal of the team. This study aims to investigate and highlight the specific training characteristics of elite handball players specialized in the goalkeeper position. Material and Methods. The best 4 goalkeepers specialized in elite handball in Romania, aged between 22 and 33 years, were selected. Specific motor tests were used: Test 1 - Jumps 15 seconds; Test 2 – Reaction speed to visual stimulus; Test 3 – Execution speed. Technical tests were used: Test specific to goalkeeper, Triangle moving, The Ten Jump, Ball throwing, Standing long jump, Passes to a fixed point; The Cooper test. To improve specific training, there were applied strategies for training optimization which include stretching for mobility, segmental muscle strength, goalkeeping specific exercises and plyometrics. The nonparametric Spearman’s correlation coefficient was used to evaluate the relationship between technical training and motor skills parameters. The statistical significance level was set at p<0.05. Results. The performance of elite handball players specializing in goalkeeper position highlighted significant improvements in the Jumps 15 sec test. Contact time decreased by 0.13 seconds while the jump height increased by 0.55 cm, showing improved efficiency and power. In the Reaction speed to visual stimulus test, waiting time and reaction time decreased considerably, while the foot rising height increased. In the right and left leg Execution speed test, the differences observed reveal individual adaptations. The overall time is low in the right foot and there is a significant increase in the left foot. The nonparametric Spearman correlation analysis showed the relationship between the indices of technical fitness tests and the strength and speed motor skills. During Test 1 - Jumps 15 sec - 49 correlations were identified, of which 5.36% were statistically significant, highlighting strong connections between certain parameters. The analysis of Test 2 showed 56 correlations, but the lack of statistical significance reveals the absence of connections between the technical tests and the parameters of reaction speed manifestation. Regarding Test 3, a number of 28 correlations were identified. The lack of statistical significance suggests the absence of significant correlations between the technical tests and the execution speed. Conclusions. The performances of elite handball goalkeepers show significant improvements in motor and technical skills, highlighting the effectiveness of specific training and its adaptability. The progress in jumping and reaction speed indicates essential improvements for goalkeeping success, emphasizing the necessity for personalized and holistic training.
Umpan balik sebagai alat untuk mendapatkan informasi tentang suatu aktivitas, olahraga salah satunya. Umpan balik menjadikan aktivitas olahraga menjadi bermakna, tidak statisioner, melainkan menampilkan perubahan-perubahan terstruktur hingga menuju kepada standar ketetapan. Ada dua umpan balik yang lazimnya digunakan pelatih dan atlet dalam “mendramatisasi” proses latihan dan kompetisi, baik yang datang dari atlet sendiri berupa informasi-informasi yang real time (misalnya melewati pelari lainnya). Ataupun yang datang dari luar, misalnya jauh lompatan untuk atlet lompat jauh. Umpan balik positif mendorong atlet untuk meningkatkan motivasi berprestasinya. Prestasi-prestasi yang telah diukir atlet bisa dijadikan pula sebagai strategi umpan balik. Atlet semakin terobsesi untuk mempertahankan dan bahkan meningkatkan prestasinya dengan memecahkan rekornya sendiri. Selain itu, pelatih perlu mendokumentasikan setiap performa atlet dengan melakukan perbaikan dan pengembangan umpan balik yang berorientasi kepada prestasi sehingga tumbuhnya sikap optimistik pada kemajuan. Karena setiap atlet berbeda satu sama lain, pelatih mesti mengenali emosi setiap atletnya. Sehingga saat memberikan umpan balik tidak terjadi kesalahpahaman antara pelatih dan atlet untuk tujuan prestasi olahraga yang akuntabel.
The didactic difficulties associated to contact in motor tasks are often partially or fully forgotten in teaching-learning processes of this type of practice. This situation is determined by the multidimensional nature of the concept and, in part, by its empirical origin, which has led to a great terminological diversity. This paper provides a justified proposal for the conceptualization of emotional problems related to contact.
Competitive anxiety is related to athletes' performance. Due to this, it is important to maintain it on an optimal level. While anxiety has a well-studied gender difference that is related to the opposite patterns of activity in left parietal and temporal lobes, dorsomedial prefrontal cortex, cerebellum, and occipital gyrus, gender differences in competitive anxiety and its factors are not fully investigated. Exploratory research of competitive anxiety and coping strategies in Ukrainian junior handball national team was conducted. Participants of the study are 35 adolescences with mean age 15.63 and standard deviation equal to 0.49. 13 participants were male, while 22 participants were female. Participants completed Ways of Coping Questionnaire, which was developed by Folkman & Lazarus in 1988 and adopted by Bityutskaya in 2015, and Sport Competition Anxiety Test, which was developed by Martens in 1977 and adopted by Hanin in 1982. Female athletes have significantly higher scores on both Competitive Anxiety and Accepting Responsibility scale with p=0.007 and p=0.006 respectively. Cohen’s d was 0.47 for both tests. Spearman correlation test revealed moderate correlation r = 0.39 with p = 0.02 for the whole sample. Thus, accepting responsibility coping strategy is associated with increased competition anxiety in Ukrainian athletes. Both accepting responsibility coping and competitive anxiety level is gender biased.
Keywords: competitive anxiety, coping, gender, adolescent athletes
The focus on psychological demands in team handball is growing continuously. As per July 2017, using the search terms “handball” and “psychological”, the database Scopus yields 108 results, while the number of results per year rank-correlated positively between the first result in 1973 and the latest results in 2017 (r = 0.549). PubMed yields 33 results between 2003 and 2017 (r = 0.726). This suggests a growing research-interest in psychological factors. The latest literature in sports medicine has established a strong association between psychological factors and injuries as well as return to sports.
RESUMO:
Partindo da conceptualização dos “problemas afetivos derivados do contacto” estuda-se a sua influência na aprendizagem em Rugby, Andebol e Voleibol. Este conceito agrupa emoções ligadas ao mantimento da integridade física (“medo ao contacto físico”, “medo à pelota”, “medo à caída”,...), junto com outras ligadas a aspetos sociais (“vergonha”, “nojo”).
O trabalho aborda três estudos no marco do paradigma qualitativo, mediante o método de análise de conteúdo e com o apoio de estratégias quantitativas dentro dos “Métodos Mixtos”. Os dous primeiros forom realizados no âmbito universitário e o terceiro no escolar.
O primeiro desses trabalhos serviu para estabelecer a metodologia dentro da “análise de conteúdos de documentos persoais”; o segundo permitiu um estudo prospectivo dos dados, a descrição da realidade a estudar no âmbito universitário e o refinamento da metodologia, centrando-a no método de “análise de diários com entrevista sobre os diários” com apoio de ferramentas informáticas de análise qualitativo (CAQDAS); no terceiro replica-se o estudo anterior no âmbito escolar incorporando sociometria e questionários.
Os principais achados são: confirma-se a presença dos problemas afetivos derivados do contacto no ensino dos deportes estudados; constata-se a influência negativa destas emoções nos processos de ensino-aprendizagem; descrevem-se quais são os tipos de contactos que geram máis problemas; e analisam-se os factores a ter em conta para o seu controle.
ABSTRACT:
Starting from the conceptualization of emotional problems related to contact, we study its influence
in the learning of Rugby, Handball and Volleyball. This concept groups emotions related to the maintenance of physical integrity: fear of physical contact, fear of falling, fear of the ball,etc together with other emotions related to social aspects such as embarrassment or disgust.
This thesis broaches three studies in the frame of qualitative research through the method of analysis of content assisted with quantitative strategies within the Mixed Methods. The two first were carried out at the university sphere and the third one at the school setting.
The first of these studies was used for establishing a methodology within the “analysis of content in personal documents”.The second one was a prospective study which allowed the description of the reality in study at the university level and the refinement in methodology. So, the method focused on the “analysis of diaries with interviews about them” together with the support of computer tools of qualitative analysis (CAQDAS) . The third of these studies replies the former one at the school setting and it also incorporates sociometrics and questionnaires.
The main finds are: the presence of emotional problems related to contact in the teaching of the studied sports is confirmed; the negative influence of these emotions in the teaching-learning process is validated; the types of contacts which generate more problems are described as well as the factors to take into account to control those problems.
RESUMEN:
Partiendo de la conceptualización de los “problemas afectivos derivados del contacto”
se estudia su influencia en el aprendizaje de Rugby, Balonmano y Voleibol. Este
concepto agrupa emociones relacionadas con el mantenimiento de la integridad física
(“miedo al contacto físico”, “miedo a la caída”, “miedo al balón”,...), junto con otras,
vinculadas a los aspectos sociales (“vergüenza”, “asco”).
El trabajo aborda tres estudios en el marco del paradigma cualitativo, mediante el
método de análisis de contenido y con el apoyo de estrategias cuantitativas, dentro de
los “Métodos mixtos”. Los dos primeros fueron realizados en el ámbito universitario y
el tercero en el escolar.
El primero de estos trabajos sirvió para establecer la metodología dentro del “análisis de
contenidos de documentos personales”. El segundo permitió un estudio prospectivo de
los datos, la descripción de la realidad a estudiar en el ámbito universitario y el
refinamiento de la metodología, que finalmente fue centrada en el método de “análisis
de diarios con entrevista sobre los diários” con el apoyo de herramientas informáticas de
análisis cualitativo (CAQDAS). En tercer trabajo se replicó el estudio anterior en el
ámbito escolar incorporando además sociometría y cuestionarios.
Las principales conclusiones a destacar son: se confirma la presencia de los problemas
afetivos derivados del contacto en la enseñanza de los deportes analizados; se constata
la influencia negativa de estas emociones en los procesos de enseñanza-aprendizaje; se
describen cuáles son los tipos de contacto más conflictivos y se analizan los factores a tener en cuenta para su control.
Stress inoculation training originally referred to a relatively specific set of operations (Meichenbaum & Cameron, 1972). In order to evaluate the efficacy of a skills training approach to anxiety management, a study was conducted using phobia as a target problem. Treatment involved three phases. It began with an educational phase that clarified the cognitive, affective, and physiological concomitants of the client’s avoidant behavior. The Schachter (1966) model of emotion was presented to the client, who was encouraged to view anxiety as a reaction involving negative self-statements and images and physiological arousal. It was suggested that acquisition of two skills, namely, coping self-statements and self-directed relaxation, would help ameliorate the problem. This initial phase was followed by a skills training phase: specific types of coping self-statements and relaxation skills were learned and rehearsed. Finally, during an application phase, the client actually tested out the skills in a stressful laboratory situation (unpredictable electric shock was administered). This treatment was found to be more effective than imaginal systematic desensitization, then the standard treatment for phobia.
Training stress is defined as having both positive and negative adaptation responses. Positive adaptations to training stress are desirable and generally demonstrate appropriate responses to physical and psychological overloads imposed to initiate a training effect. Negative adaptations to training stress generally occur when an imbalance exists between imposed training demands and coping capacities. The purpose of this paper is to present conceptual models that define the nature of positive and negative adaptations to training stress. The positive response to training stress is presented in a model emphasizing that training stress is necessary for training gain. Thus not all training stress leads to negative adaptation at psychological or physiological response levels. Negative training stress responses are hypothesized to regress along a continuum from staleness to overtraining to burnout. This regressive pattern is labeled the training stress syndrome. Clear definitions and distinctions for staleness, overtraining and burnout are presented along with the conceptual models for positive and negative adaptation to training stress. The paper also examines exploratory data from an intercollegiate sample of athletes that describes their perceptions of staleness, overtraining and burnout. Descriptive data are also presented on the frequency. severity, causes and symptoms of each phase of the training stress syndrome as perceived by a sample of collegiate athletes.
Expectancy and efficacy theories provide the foundation for the development of a measure of sport confidence. The Carolina Sport Confidence Inventory (CSCI) was conceptualized as a three-factor model represented by dispositional opti- mism, perceived competence, and perceived control. Two independent studies supported a two factor (dispositional optimism and perceived competence) 13- item model for the CSCI. The first study utilized exploratory factor analytic tech- niques, concurrent validity, social desirability assessment, internal consistency, and test-retest reliability to establish the psychometric properties of the CSCI. Study II employed confirmatory factor analytic techniques with a sample of 123 intercollegiate varsity athletes along with measures of convergent validity to pro- vide further support for the two factor model and the psychometric properties of the instrument.
Sport enjoyment, dropout, and burnout emerged as important areas of research in the 1980s. Smith (1986) and Gould (1987; Gould & Petlichkoff, 1988) have proposed models to account for these phenomena, and both models include elements fromThibaut and Kelley's (1959) social exchange theory. The present paper argues that previous models overlooked an important aspect of social exchange theory and may not be able to adequately account for continued involvement, dropout, and burnout. Kelley's (1983) conception of commitment is offered as an extension of previous models. Recent research examining commitment in close relationships is highlighted, and its relevance to sport is discussed. The proposed model of commitment to sport is able to distinguish between athletes who continue their participation, those who drop out, and those who burn out.
Reviews clinical and field studies of goal setting. Results indicate that specific, difficult goals lead to better performance than vague or easy goals; short-term goals can help achieve long-term goals; goals affect performance by affecting effort, persistence, and attention and by motivating strategy development; progress feedback is necessary for goal setting to work; goals must be accepted if they are to affect performance; goal attainment is facilitated by a plan of action; and competition is a form of goal setting. Implications of these findings for athletics are discussed. In addition, suggestions are made regarding setting goals for both practice and game situations; setting goals for different elements of athletic skill as well as for strength and stamina; using goals to increase self-confidence; and improving performance by increasing task difficulty independently of goal difficulty. (52 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of the present study was to replicate the use of a psychophysiological model in the assessment of variables that influence elite wrestling success. The subjects were 15 males participating in the 1979 United States Junior World Wrestling Camp. Athletic performance in the camp determined whether a wrestler qualified or did not qualify for the touring United States team. Several psychological tests were administered to subjects over a three-day interval. Subjects were also evaluated on anthropometric and physiological variables. Descriptive data analysis indicated that physiologically the average qualifier was: marginally lower in grip strength, lower in relative dynamic anaerobic muscular endurance, more aerobically fit, and slightly higher in percentage of body fat as compared to the average nonqualifier. Psychologically, the average qualifier was higher in state anxiety and tension but less depressed, angry, vigorous, fatigued, and confused than the nonqualifiers. Multivariate analysis of variance indicated that the group centroids differed significantly on the selected psychophysiological variables considered in this study. Discriminant function analyses of the data supported the psychophysiological model as the most accurate in predicting group membership. The variables anger, tension, total grip strength, dynamic muscular endurance, relative muscular endurance, and VE BTPS were found to be the factors that most accurately discriminated qualifiers from nonqualifiers. These variables had a canonical correlation of .89 and using these six variables it was possible to classify the wrestlers to their appropriate groups with 93.3% accuracy. A revised model including factors such as psychomotor skill, memory, balance, and additional psychophysiological measures is suggested.
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