For verification of this paper, please visit on http://www.socialresearchfoundation.com/anthology.php#8

One of the most well-known forms of ball competition is handball, which is played by teams. Handball is a team sport that consists of two teams, each with seven players (six outfield players and a goalkeeper). Players on each team take turns passing the ball with the objective of scoring a goal against the opposing team. After two periods of 30 minutes each, the winner is the team that has scored the most goals. The handball game is broken up into two halves that each last 30 minutes, and there is an interval in between. The players do not wear any kind of protective gear. You can advance the ball by either passing it to another player, dribbling it, or hitting it with any part of your body that is above your knee. Only the goalkeeper is allowed to kick the ball when playing handball. It is against the rules to take more than three steps with the ball and to hold on to it for more than three seconds at a time. The theory that an athlete's ability to perform several motor abilities is governed by one overall ability rather than by each individual motor talent. Because of this, a person with a high general motor ability has a greater likelihood of learning motor skills more quickly than a person with a low general motor ability. Those individuals who maintain that an athlete possesses a big number of particular separate motor abilities are likely to disagree with this notion. It is generally accepted that motor ability is manifested in skilled and general body coordination. This is accomplished through the capacity to organise the body in order to produce fluid, well-timed movement in response to (or as a result of) interactions with practise conditions, task requirements, and organismic constraints. This idea is sometimes embodied by phrases such as "athletic talent" or "natural athleticism." Although the concept of a general motor or athletic ability has been widely held since the early part of the previous century, the scientific evidence supporting it has been difficult to come by and has been the subject of some debate. As a result, the investigator wants to learn more about the connection between general motor competence and handball playing ability. It is clear that those who possessed a good command of his general motor skills were able to pick up any talent with relative ease.

For the purpose of this research, we chose to focus on forty different handball players who were trainee at the Eklavya Academy in Bihar. The subjects were given their assessments right before the beginning of the training session, following an appropriate period of warming up. The athletes' ages range from 12 to 17, with the average being 15. Before the test was carried out, the researchers made sure to get the subjects' permission first. The ability of handball players was judged purely on their motor ability, which was one of the criteria measures for this study. The handball playing ability was evaluated by three professionals in the field of handball based on different playing talents, such as passing, shooting, and dribbling.

The statistical analysis of data pertaining to motor ability components i.e. speed, agility, eye-hand coordination, and Handball playing ability collected from Eklavya Academy Bihar 2021, and the result was shown in the tables below.

Relationship between Dependent Variable and Independent Variables

The relationship between the dependent variable that is Handball playing ability (performance) and independent variables-selected motor ability components was obtained by using formula as follows:

= 1 - 

The  relationship of General Motor ability with Hand ball Paying ability was presented in Table 1.

Table - 1

Relationship of Dependent Variables to Independent Variables

S.No.	Independent Variables	Correlation coefficient
1	Speed	0.76*
2	Agility	0.84*
3	Eye-hand coordination	0.793*

 

N = 40 for df 38, r required to be significant at .05 level = .275 

Table-1 revealed that there is a significant correlation with selected motor ability components i.e. speed (0.76;, agility (0.84) and eye-hand coordination (0.793). with the playing ability of Handball Players of Eklavya Academy Patna.

DISCUSSIONS­

The findings of the study indicated in (Table-1) that speed of the Handball player correlated significantly with Handball playing ability (r = 0.76) at a .05 level of confidence. The significant positive relationship between speed and performance in Handball may be attributed to the fact that Handball is a game of speed where players have to frequently sprint to cover the ground. The findings show in the case of agility (r = 0.84) the performance in Handball playing ability was also significant at a .05 level of confidence. This significant relationship may be attributed to the fact as the nature of the Handball game was always dodging, faking, sudden fast movement, and rapidly changing directions take place; so being a Handball player is one of the essential components to be a good player of handball good at coordination ability this ability helps in performing movement successfully. The findings also show that the relationship between eye-hand coordination (r = 0.793) and Handball playing ability performance was significant at a .05 level of confidence. During the discussion with the coach of Ekalavya Academy, he reveals that specific drills were administered to improve the coordination of players too good in their skills.

1. Aileen Carpenter (1942) The Measurement of General Motor Capacity and General Motor Ability in the First Three Grades, Research Quarterly. American Association for Health, Physical Education and Recreation, 13:4, 444-465, DOI: 10.1080/10671188.1942.10624776 2. Bjelica, D., Georgiev, G., & Muratović, A. (2012). BASIC MOTOR ABILITIES OF YOUNG HANDBALL PLAYERS FROM MONTENEGRO. Sport Science, 5(1) 3. Carpenter, Aileen : "Strength, Power and Femininity as Factors Influencing the Athletic Performance of College”. Research Quarterly, 9 (May 1938): 120. 4. Christian, Duller D.: "Anthropometric Strength and Performance Attitudes among Good or Poor Vaulters". Completed Research in. Health, Physical Education and Recreation, 7 (19b5):50 5. cicović, b., stojanović, j., ružić, s., & tanasković, m. (2015). the impact of physical educational program content on elementary school students and their motor ability changes. research in kinesiology, 43(1). 6. Greene, Walter G.: "Peer Status and Level of Aspiration of Boys as Related to their Maturity, Physique, Structural, Strength and Motor Ability Characteris¬tics". Completed Research in Health Physical Education and Recreation, 7 (1965):80. 7. Humberto Moreira Carvalho, José A. Lekue, Susana M. Gil, Iraia Bidaurrazaga-Letona. (2017) Pubertal development of body size and soccer-specific functional capacities in adolescent players. Research in Sports Medicine 25:4, pages 421-436. 8. Kukushkin, G.I.: The System of Physical Education in U.S.S.R . (Moscow: aduga Publis ers, 1983). 9. Miyahara, M., & Möbs, I. (1995). Developmental dyspraxia and developmental coordination disorder. Neuropsychology review, 5(4), 245-268. 10. Sabol, Beastries : "A Study of Relationship among Anthropometric, Strength and Performance Measures of College Women Bowlers". Completed Research in Health Physical Education and recreation, 5 (1965): 96 11. Skinner, J.S.: Physical Education and Sports an Introduction. (Philadelphia: Lea and Febiger, 1982). 12. Sveistrup, H., Burtner, P. A., & Woollacott, M. H. (1992). Two motor control approaches that may help to identify and teach children with motor impairments. Pediatric Exercise Science, 4(3), 249-269.