”I fear not the man who has practiced 10,000 kicks once,

but I fear the man who has practiced one kick 10,000 times.”

Bruce Lee

Biomechanically, the movement of the save of the back player's shots is simple: if the ball goes into the corner of the goal, the goalkeeper should step sideways and react depending on where the ball goes. 

If the ball goes high or half high it is stopped by the hand, and if it goes low by the foot. 

This style of saving will be referred to in this post as the "educated style" because in addition to it there is an "intuitive style" of saving that came as a result of a child's natural reaction, and that is throwing oneself after the ball.

Integral learning is based on the idea that in addition to learning to perform a movement (movement biomechanics), it is necessary to learn to use that movement in playing handball, which means that it needs to be associated with the unconscious process of reacting to shots in a game (psychomotor speed) and conscious outsmarting the attacker (technical and tactical creativity).

Indirect learning methods are suitable for this type of learning because they encourage the goalkeeper to solve problems independently with exercises and verbal directing techniques, thus creating models of outplaying the back players according to which the goalkeeper's role is active defense, not mere reaction to the ball flying to the goal.

The tasks set before the goalkeeper by indirect learning methods can range from the independent creation of biomechanical models of performing a movement to tactical action in different situations in a game.

In direct instructions, it is common for the coach to feel that the goalkeeper has learned something because it was precisely explained, and at the same time they have not adopted the information, and because of the relationship do not give the coach feedback on it.

On the other hand, by asking questions, it is very easy to assess the extent to which the goalkeeper has acquired some knowledge from the goalkeeper’s answer.

As the long-term goal is for the goalkeeper to learn to find solutions to problems on their own, both in the game and in the sports environment, the goal is to teach them that from childhood. Therefore, the verbal tool used for indirect coaching is to ask questions. 

By asking well-thought-out questions, the goalkeeper is put in a situation to find solutions on their own, and in a conversation with the coach, a style of saving is created in accordance with the child's characteristics and abilities. What is used, among others, is creating biomechanical models of saving, tactical preparation for the match, and reacting during the match.

In the long run, the best way is to ask open-ended questions, in situations where the goalkeeper does not find a way, it is good to help with suggestive questions, and closed-ended questions should be avoided.