When you start as a coach it is important to know what it means to teach and which considerations may lie ahead
How do you want to train?
Which methods shall be used?
Which principles will you follow?

TEACHING MODEL
It can be separated into:

Didactics:

Which considerations have you made before you start to teach?
- Do I have the time?
- Do I have the abilities?
- Will I become a division trainer
- Do I have the desire?

What is your objective?
- Just play ball.
- Win the matches.
- Be a division trainer.
- Be popular?

What kind of ethic attitude do you have?
- Who are you?

What is your social attitude?
- Be among many people?
- Better to participate in sport than hanging around corners.

What philosophic attitude do you have?
- What do you think the players are going to learn?


Methodology:
When the didactic considerations have been made you can choose the methods, which could fulfil the goals, which have been made.

Practice:
How to do the teaching with all its practical difficulties

Evaluation:
The effect of the teaching is evaluated in relation to the goals.

METHODS OF TEACHING

1 - Direct methods
In the direct method the coach alone controls how the exercises take place. More provocative: The coach thinks for the players.

A. Method
A typical sequence could be:
a) The coach shows the exercise
b) The coach explains the exercise
c) The player's train the exercise while the coach corrects the execution

B. "Follow me" method
The coach shows the exercise at the same time as the players try it.

C. "Controlled" assignments.
The coach controls the players by commands and signs.

The advantages of the direct methods are the great security of an expedient learning of abilities and techniques


2. Indirect methods
This means some methods where the coach stimulates the players through assignments or goals.

A. The solving of assignment method/The solving of a problem method
The coach puts up a problem or assignment and asks the players to make a solution. An example could be: With 3 attack players and 3 defense players (3-3) you must find a solution to play the outer defense "thin"

The assignment can be solved through some stages i.e.:
a) The experimental stage - a lot of possibilities are tested
b) The choosing stage - the best solution(s) is/are chosen
c) The perfection stage - training the best solution(s)

B. The goal method
The coach puts up some goals, which must be achieved during a period. It could be:
a) The wing must master 4 kinds of shooting
b) The player must run 60 m within x seconds

The advantage with the indirect method is that the players get the possibility to experiment, improvise and to show initiative.

FORMAL AND FUNCTIONAL TRAINING

Formal training: Here a detail or skill is taught and the direct method will often be used.

Functional training. Here the whole team trains as a unit and normally it is done though a match situation

The use of formal and functional training is shown in this stair-model:

TEACHING PRINCIPLES

In the below mentioned basic rules for training/teaching there are some psychological facts - i.e. their correctness have been tested - others are build on experience and again others are your opinion, which makes them true.

1. The motivation is the foundation!

Motivation = start up
If a player or a team does not have the desire to trail or play it is your task to bring the desire back. Here you ought to have a talk with the player/the team to hear, what the reason could be. The can be many reasons: "We had a day of sport in the school yesterday or today - I came late at home and did not get much sleep - we had party yesterday etc.
I may also be you as a coach, who did not pay attention to signals from the player/team. Here it is a good idea to let the player/team talk with another part, as maybe they are not eager to tell yourselves face to face as the coach the actual reason. Afterwards you can discuss a solution if such exists.

2. Motivation is followed up by activity!
Activity = keeping on
If you do not posses a proficiency in handball you cannot keep the players motivation. It means that you must have an exiting and challenging training program. The program must not be directed to the best or the worst players. If it is directed to the best, the bad ones will feel themselves worse and come to a stop. The other way around if the training is directed against the worst, the best will be bored to death. The trick is to find the method all can accept.

3. Variation in the training!
You cannot use the same training program each time. It will create:
- a mental tiredness - boredom, as the result of a too monotonous training and teaching. Varied teaching is activating.
If the training each time is warming up - shots at goal - crossing and match, it will soon be predictable and boredom. Try instead to make a program in such a way, that the players don't know what next step may be and therefore can look forward to the next step with anticipation. And why always start with warming up and shooting at the goal - try worming up and then a match. After that you can train other exercises - however not exercises which include new elements, as the players attention is at its highest 10 minutes inside the lesson and then dropping (See: How to plan a lesson in handball)

4. Create coherence and understanding!
It is important that you can substantiate why you train the players the way you do it.

Coherence in your training increases the players understanding of the purpose and the end goad with the training.
If the players ask questions, which can improve their own performance there is something that indicates that they have understood the coherence.

5. The training must not be forced!
Move forward step by step with your training - adapt your exercises to the ability of the players.

It must be possible for the players to get success in the exercises but the exercises must also include a challenge.

If you force the training, it will result in many errors that won't be corrected. Players often think, that if they have tried an attack system 5 times they are fully trained in that system and want a new one. Explain to them, that a system is only fully trained when they are able to start and finish that system in a match without hesitation and errors.

It is important that you know the ability of your players. Then you are able to arrange the training in such a way, that they have success in doing the exercises, but they also realize, that it can be done a little better and faster.

6. Take individual consideration!
You must learn that we are all different and have to be treated differently. The physical differences are easy to see - it is much more difficult to learn the individual players "psyche"
Become aware of the way your players react in different situations. Some needs a lot of praise before they believe that they are not entirely impossible - others are satisfied to know that what they did was fine. I have had a player, who completely curled up when she was praised. The problem was not the praise but that she was incredibly shy and praising should be done at close range.

7. Often evaluate the work!
Often evaluate how far your training has reached compared to you goal. Is it necessary to adjust the training or do you have to adjust your goal? Therefore meetings between coach and players are valuable.

8. The use of positive criticism!
The use of praise is a tool to create motivation and activity. Don't praise fulsomely, but have attention to the situations where praise is appropriate. Negative criticism often has that effect that the performance gets worse and an "evil circle" will arise. Bad performance - negative criticism - bad performance.
Positive criticism is when you call a player to the sideline after he/she several times has missed the goal in a match or an exercise. Tell what is wrong and how to do it correct and send him/her in the field again. It often shows, that the player has listened and returns the favor with a goal to your and her team-mates joy and satisfaction

Negative criticism could be the fact, that you furious shout to the player, that you are not interested in seeing that sloppy play anymore. You can be sure, that such a negative outburst doesn't make a better performance from the player - rather the opposite.

TEACHING TECHNIQUE

Teaching technique in relation to a practical training situation

Remember among other things:

- motivation
- the players own sources of motivation
- the motive of the coach (Introduction: last results - plan of season - coming activities)

Planning/disposal

- total time of training
- time to the individual exercises
- method of teaching
- forms of training
- organization
- arrangement with regard to demonstration and such
- the coach faces all
- all are able to hear and see the coach. For example outdoor: Take sun and wind into consideration

Outer conditions
- notes with training program, exercises, players etc.
- which and how many accessories (whistle, balls, shirts, stopwatch, slate and more)
- keys to doors
- how to turn the light on/off
- messages to players, messages from the committee and other information's

Common
- be in good time
- be precise
- be masterful
- be dressed
- use constructive criticism
- use exact corrections
- speak only when necessary
- move around during training
- have a good grasp of the situation
- have contact to the players