INTRODUCTION 2/2 (our point of view)
AN EFFECTIVE HUMAN BEING IS A WHOLE
THAT IS GREATER THAN SUM OF ITS PARTS.
– IDA ROLF –
The point of the “handball education” is learning technical elements by performing movements at the whole, with simultaneous development of the psychomotor speed and the te-ta creativity.
Indirect learning methods are based on the assumption that one should respect the difference between individual kids players and with the faith in biological ability of self-creation of motoric programs adapted to their individuality.
Such motoric model will be perfectly harmonised with biological characteristics, because it was formed by auto harmonisation, hence it is realistic that in the end of the process it will be more successful.
We would like to start the learning process without our corrections.
If child trains in the environment where he is frequently exposed to verbal instructions, positive or negative, he is permanently distracted and his focus on performing the task will be reduced.
Kids of that age have difficulties to separate criticism of performing some technical detail from personal criticism and damage we consequently do maybe bigger than the benefit of “correcting itself”.
If we, during the dribbling exercise, insist on gentle pushing the ball by fingers and on repetitions until done good, while we keep saying to child how he did it wrongly, we could expect the logical consequence; a bad mood and(or) guilty feeling.
However, if we think of activities that will lead a player into the situation of independent problem solving when dribbling and then using method of “trials – errors – successful trials”, he will form his own picture how to dribble.
It is logical to expect he would feel less criticised during the process and once he learnt the technique he would feel good because:
I can do that!