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.




What do we remember and what do we forget?


Let us imagine a three-dimensional net full of data and their connections in the brain:

This is all we know about everything.

Let us now imagine a new set of data, for example how to dribble the ball in handball:


To remember data and later use it, it is necessary to put it into the network beforehand:


That process we call: CONSTRUCTIVISM.

The basic premise of constructivism asserts that humans are active learners who form or ”construct” their own knowledge.

Constructivism is not a theory, it is a philosophy about learning and embodies a variety of different perspectives, contributions and applications.


Traditional learning of technical elements is based on the imitation of moves made by adults in stable and protected conditions.


Then kids try to use what they have learnt in situations during playing games. They first store data into a net and then start netting the application.

Therefore, it is not unusual to see players who know how to perform some technical elements “on dry”, during the training, but do not use them at all during the match.


When applied to education, constructivism is a learning philosophy that engages a holistic, student centered teaching and learning approach.


By creating exercises in the “handball education”, we will merge those 2 processes into a one: the integral learning, where creating a net happens spontaneously and simultaneously from the first training with kids aged 6-7.

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