5 DEFENSE PREJUDICES 3/5

COUNTRY (OR CLUB) SHOULD HAVE A UNIQUE DEFENCE LEARNING SYSTEM

(PLAYED BY SENIOR SELECTION)

”This Is My Truth, Now Tell Me Yours”

– Friedrich Nietzsche –

Many children, especially from former communist countries, are victims of such a narrow view of the upbringing of young players.

Systematic learning should focus on the richness of different tactical knowledge, not impoverishment.

A young player should learn to play in all basic defence systems as they grow up.

What the system needs to do is:

  1. Design methods to develop the skills needed to successfully play different defences
  1. Path

1.

The system, if it is good, is helpful to coaches because they have knowledge and experience that a novice coach cannot have.

The purpose of the system is to design a way to transfer this knowledge and experience to the coach so that they do not learn on the team they coach.

”It is important that the system understands

that its job is not to limit coaches by precisely determining which defences all teams must play

as this leads to moulding and setbacks.”

The system means precisely and scientifically-based determination of skills needed for quality defence play (we in Handball Education think that these are primarily: biomechanics of movement, psychomotor speed, technical and tactical creativity, speed, coordination, strength and agility) and design of methods of learning and development.

2.

The path does not mean paving the path that everyone has to take, but setting up signposts.

The path marks the order and dosage in learning enumerated in different age categories from mini handball to seniors. It is crucial to teach coaches through education what basic knowledge is and what a tactical upgrade is.

E.g. the foundations of playing in defence are a diagonal positioning and a correct foul, and the tactical upgrade is to maintain the density of the defence.

The problem with this kind of learning is

that the density of defence among the youngest brings victories,

so it is difficult to persuade coaches to follow a logical methodological path

rather than shortcuts.