ONE GOAL, ONE EXERCISE,
DIFFERENT GENERATIONS
When we design it, we know what kind of exercises we want to create in order to stimulate the development of motor skills and handball skills necessary for such playing.
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5 DEFENSE PREJUDICES
2. tall, strong players are good defenders
3. country (or club) should have a unique defense learning system (played by the first team)
4. we received less than 23 goals, so we play a good defense
5. to become better we need to play the defense played by the best team
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DEFENSE IN MINI HANDBALL
Automation applied to an inefficient operation will magnify the inefficiency.
– Bill Gates –
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”This is my truth,
tell me yours.”
– Aneurin Bevan –
”Is the goal for Toni to learn in childhood as quickly as possible
how the centre-half moves in a 5-1 defence if the attack is played with 2 line players?”
”Is the goal to as quickly as possible teach Toni’s friends
how to help Toni by playing defense while he guards his rival’s best striker?”
”Is the goal of learning
to automate Toni to handle 2on2 play of the back and the line player game as effectively as possible? ”
If yes, then nothing.
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ASSOCIATIVE LEARNING
The basic difference between repetition of facts and creativity lies in the (non)ability to create a new unit from what is already known.
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LEARNING THE POSITIONS
FIRST STEP
Most kids react in two ways:
They go to the position their coach showed them and they wait there.
They run spontaneously across the court, and usually towards the ball.
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CONSTRUCTIVISM
” The goal of education is not to increase the amount of knowledge
but to create possibilities for a child to invent and discover,
to create men who are capable of doing new things”
– Jean Piaget –
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creates biomechanics assembly which is an end in itself,
not just one way of spontaneous movement of tactically educated players. ”
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COLLECTIVE TACTICS OF THE ATTACK
The common tactic of attacking at all team sports is
the creation of numerical superiority of attackers in a particular part of the playground
or a dominant situation to play 1:1 depending on the ability of an attacker.
There are 4 parameters of a collective attack in handball that enable us to create such situations in a quality way.
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ABOUT RULES
Why do we think that indirect methods of teaching are better than direct ones?
Why is creating frames of methodology better than outright correction?
We can see the reason in the very nature of the game:
Handball is defined by rules.
And within these rules, Tonka is looking for her path to success. This gives a certain beauty to the game and endless space for the personal expression of the player.
If handball were defined as one person determining what all the players should do and correcting them when they aren’t doing so, the game would be boring and wouldn’t advance because it would be one-dimensional and limited by one person’s mind.
This comparison can be applied to teaching methods as well.
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BREAK THROUGH
How to teach him to move with purpose, with and without the ball?
How to teach him to decide when to shoot, and when to pass the ball to his teammate performing both actions efficiently?
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DEFENSE: BASIC PRINCIPLES
Density
Depth
and
Width.
They are interdependent at all times during a match and their relationship is generally as follows:
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FAST BREAK
99% of offense players feel a rush of adrenaline after scoring.
99% of defense players feel disappointed.
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ZONE AND VARIABLE DEFENSE
Invincibility lies in the defence,
the possibility of victory in the attack
– Sun Tzu –
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TRAINING, TACTICS & HANDBALL
Kristopans received the ball successfully 11 out of 12 times while moving towards the center,
and scored 10 goals from 12 shots?
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RECOGNISING THE GAME AREA
The basic premise of the Triangle is that while one player moves with the ball,
the four players without the ball move in sync on one angle or another, thus creating shot openings for everybody.
– Phil Jackson –
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HOW TO ENCOURAGE
THE DEVELOPMENT OF CREATIVITY
Every child is an artist,
the problem is staying an artist when you grow up.
– Pablo Picasso –
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and you are you,
and we are not one.
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If we look at the crossing as a game of two attackers with one defender in a restricted space and in a very short time,
learning from the automated technical skills and way of movement,
becomes the automation of situational thinking.
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”Talent should be fulfilled,
and skills should be developed.“
– Ivan Radmanović –
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3:2:1 DEFENSE
The story goes that he came to this idea
by watching high schoolers play a free, unorganized game without supervision from a coach.
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5:1 DEFENSE
As soon as one defender comes out to a back, it’s a 5:1 defense.”
– Juan de Dios Román Seco –
(during one lunch on the Mediterranean coast)
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IS SELF-CONFIDENCE OVERRATED?
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COMPETENT COACH
learn more,
do more
and become more,
you are a leader.“
– John Quincy Adams –
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”It is undignified and offending when we need to obey orders,
although we are more than ready for cooperation.”
– Jesper Juul –
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I do what I want,
but I am unsatisfied
– that means something is wrong with me.
Am I worth at all?”
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STORY ABOUT
THE POLGAR FAMILY
Top chess players do not think,
they observe.
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CHANGING THE ROAD
Automating the game reading
and
not automating the players.
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