The purpose of this study is to measure the contribution of players to winning in handball games, to construct an evaluation model that is easy to interpret and compare, and to propose its application. Conventional evaluation indices rely on simple statistics such as the number of goals scored or the number of saves and assume that the value of all plays is constant, but the proposed model is designed so that the value of goals and saves varies depending on the game situation, and aims to take into account the importance of plays based on the phase of the game and the score difference. As a result of the game analysis using open data, it was found that the value of plays at the end of the game and in close games can be highly evaluated as intended in the design. In addition, we conducted numerical experiments on the parameter settings, which had not been fully discussed in the previous studies. This confirmed the potential of the proposed model as a useful tool for coaches to objectively evaluate the performance of their players. Furthermore, the proposed model can be used to visualize the “most valuable play” and to communicate the attractiveness of the game, and may contribute to the management of the game and the acquisition of fans. This study provides a new basis for player evaluation, and also contributes to the promotion of the attractiveness of the game and the management of leagues.

This study empirically examined how a lesson design based on Game Sense Pedagogy, which adopts a constructivist approach, impacts elementary students’ perceived motor competence and classroom engagement. Focusing on handball’s pedagogical potential, an 8-lesson unit was implemented with 4th and 5th graders. The lessons emphasized game-based social learning through activities such as collaborative problem-solving, consensus-building on rules, and self-judgment. Results showed a significant overall increase in students’ motor competence, with particularly notable improvements across all three subscales among lower-performing students. Similarly, classroom engagement significantly improved across all five subscales and the total score. These findings highlight handball’s educational value as a sport that enables full participation through game-based learning. Furthermore, the study provides empirical support for the idea that physical education can function not only as a site for skill acquisition but also as a “space for social learning,” contributing to the development of classroom culture and students’ social skills.

In this study, we developed an offensive performance rating scale for handball players, tested its reliability and validity, and examined its performance characteristics in relation to sex, competition category, and competition level. First, a 35-item offensive performance rating scale was developed in a preliminary study. Next, a Google Forms web-based survey was disseminated to handball players, and 520 of the respondents (309 males and 211 females, age 20.71±4.94 years) were included in the analysis. An exploratory factor analysis was conducted to confirm the factor structure of the aforementioned rating scale, which consisted of three factors and 12 items. Subsequently, a confirmatory factor analysis was conducted and the results showed a satisfactory level of fit. The findings confirmed a certain degree of reliability and validity for the offensive performance rating scale developed in this study.

The purpose of this study was to evaluate the coaching activities of a university men’s handball team over a period of three months, by comparing game performance in official matches conducted before and after these activities. These activities aimed to improve aggressiveness, predictability, and responsiveness in 6:0 defense systems. During the three months of coaching, passing games, one-on-one drills, and 3vs3 small-sided games were progressively incorporated into each practice session. The main results were as follows: 1) In both situations with and without PV, defenders increased their movement to prepare for the attacker before the ball reached the pass receiver. 2) In situations without PV, defender’s movements at distance over 10 meters and between 7 to 6 meters decreased, resulting in a more compact defensive formation. 3) In situations with PV, defenders adopted actions such as falling-out-securing and switching to coordinate group tactics with the nearby defenders. These results suggest that the coaching activities enhanced the defender’s ability to predict and prepare for upcoming attackers, defenders primarily used individual tactics in situations without PV and group tactics in situations with PV.