Abstract
This study aimed to identify the defensive contents and teaching approaches preferred by handball coaches of school teams. Eleven coaches from a city in the State of São Paulo were interviewed. The discourses from the semi-structured interviews were analyzed based on the Collective Subject Discourse method. Coaches revealed that match-up, base position, coverage, and spatial occupation are the main individual defensive contents and use the teaching through games situations, technique approach, and teaching through games. The main group defensive content mentioned by the coaches is the match-up changes, mutual cover, and defensive systems, for which they preferred the teaching through games situations, teaching through games and technique approach. The findings show that although they are content of the same phase of the game, there is a preference for different teaching approaches. On the other hand, there seems to be inconsistency with the choice of the technique approach when it comes to the teaching of individual defensive contents, mainly because they are related to the players' decision-making. Such findings will contribute to the teaching of handball in school teams and with reflections for the teaching of the different specific contents, raising new discussions.
Highlights
After tabulation of the speeches it was possible to identify the main defensive content taught by handball coaches of school teams and the teaching methods used by them
On the content taught by the coaches, the discourses grouped the opinions on the U-14 and U-17 teams, because in some schools the teams are constituted by the same players
Four Collective Subject Discourse (CSD) were elaborated on the collective defensive contents, presented in Table III, identified:
Summary
In the Brazilian context, the proposals of the authors mentioned above can be used as references for the progression of the specific contents, but without necessarily having correspondences between the proposed elements and those that are really possible to be taught at the suggested ages. In this sense, Menezes et al (2015a) highlighted the need for studies that emphasize the specific contents (offensive and/or defensive) of handball to subsidize the planning of the teaching-learning process considering the specificities of the Brazilian context
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