Learning is a relative permanent change of a person's conduct as consequence of experience and training.
But even the best trainer cannot teach a player anything if certain conditions are not present.
The conditions are:
- The player is motivated i.e. likes the sport, is interested in the sport and wants to learn the sport
- can understand and interpret the meaning with the exercises and information (also called perception)
- is able to remember the exercises and information and don't forget at once

A player, who in principle hates handball, but attend handball because, for example, the father was a handball player once, will have great difficulty in learning anything.

In addition to this, the maturity has a great role and there is a big difference between children and adult's understanding of a training situation. The adult can see and accept that some boring exercises must be made before the full play will work. The children will play here and now, and training exercises which do not contain shooting at goal or likewise are boring. This does however not mean, that the children cannot learn the basic, but they must be taught in an entertaining way and in small doses.


MOTIVATION
Motivation is fundamental for all learning. No motivation - no learning. But what is a player's motivation to play handball? This can be divided into the outer- and the inner motivation. The outer motivation could be to the wish to make a trainer, parents or teammates happy - the inner motives could be the joy of the activity in the sport.
Maslov's pyramid of need can show these motives:

As examples can be mentioned:
- a talented player with special training and great attention from the coach stops playing, because her best friend moves to another team or stops in the club.
Her social need is therefore greater than her need of achievement.

If you look at the pyramid:

Need of self-realisation:
- to realise one self
- create activity
- inner experiences
- to set a goal
- to develop
- create
- experiment

Need of performance/aspirement:
- experience one own distinctive character
- independence
- competence
- has status
- to protect own identity

The Social need:
- the society
- member of a team
- contact with others

Need of security and safety:
- safety in the situation
- security arrangements
- security during sickness
- economical security
- trust in given promises

Physiological needs
- hygiene
- movement
- sex
- to have enough to eat
- to sleep peacefully

PERCEPTION
Perception is the player's ability to receive and adapt information about one self and the surrounding world.
These impressions are received by
- Sight -> the visual impression
- Hearing -> the auditory impression
- Feeling -> the kinetic impression

But the players adapt the impressions differently as earlier experiences and especially the selecting factor has influence on the total impression.
Especially about the selecting factor it can be said, that it constitutes the fact, that the player has preferred one impression instead of another. Some players focus a lot on their opponents and what they do - others focus on the ball - they have chosen 2 different factors as being the one on which they concentrate

There is also a difference in the way the player uses her senses. Some understand an exercise best by looking at others performing it; others must try the exercise in order to lean it. Some must have a careful explanation before they can perform the exercise. An example could be a cross where 1st crossing player consistent just runs past the 2nd crossing player and passes the ball. A visual or explaining method must therefore be used to make the 1st player start running against the defense in order to move it before passing the ball.

An old Chinese proverb says:
"What I hear, I forget!"
"What I see, I remember!"
"What I do, I understand!"

THE MEMORY
The memory is the ability to remember the different things, which have been practised. The motivation and the learning principles, which have been used during training, again effect it. The more engaged and motivated the better memory becomes Therefore a player, who has worked with problem solutions and analyzing of errors will remember the exercise better that one who just perform it.
Unfortunately the memory is not a lasting thing and if the things are not repeated they will soon be forgotten and only a little part will remain of what has been learned.

Especially bad it is with the verbal abilities. Here the tings will be forgotten very fast, but in return the rest will be remembered for a long time.

OVERLEARNING
The more a certain ability is practiced the longer it is remembered. Things, which have been done for a very long time, i.e. bicycling and swimming, won't be forgotten even if many years have passed since last practiced. Therefore overlearning is much used in sport to make sure, that the many skills are remembered and remains in a high quality

THINGS WHICH MAY IMPROVE THE MOTIVATION, PERCEPTION AND BY THIS THE QUALITY

THE QUALITY
The training itself must be interesting for the player. By this the player becomes more motivated to do the things right, and thereby reduce errors, the speed and precision improves. If you at the same time inform the players that their skills will be tested, you obtain a better learning of the motor abilities, and they are better remembered. Don't start a new exercise just after another new exercise has been trained. You get a negative effect against the previous exercise and if will sooner be forgotten.

THE REWARD
Remember to tell the players that they are doing well. Players, both young and old like attention, and by telling them that they are doing something will you get their attention. The worst you can do is to overlook a player, who makes a great effort to obtain your praise.

FEEDBACK
It is of great importance to be told at once whether something is right or wrong. It is of no use to go through a training session later and inform, what was good and/or bad. It must be said during the exercise. However a video can be used, but it must be used to show the teams whole effort. With new exercises it is important to give feedback often, whereas it is not so important during the overlearning phase.

PRAISE OR WHIPPING
Always choose praise or positive criticism. It has no positive effect to yell to a player, that now she must start running instead of walking. Instead tell her easy and calmly that she ought to speed up if she want to learn to o the exercise correctly. Drop the remark: "Come again!" It is often heard in games and often taken negatively.. "Do the same mistake again??" Instead tell the player why she didn't succeed and inform her of the means to do it correctly and send her out in the game again.
The worst you can do is to ignore the players. The learning effect grows low, as the motivation drops.

THE BODY LANGUAGE
The body language is more informative than verbal sentences. When a player is in contact with her trainer, 55 per cent of what the trainer send out is body language, 38 per cent is the tone of the voice and the last 7 per cent are what are actually said. If a trainer leans back with crossed arms and a sullen face, a very clear signal is sent out: "I don't care to use any more time and effort on you anymore!" An engaged trainer shows with waving arms and positive remarks that he is just as much playing the game as the players

A trainer can also take advance in learning the players' body language and take action on an earlier moment

TIPS IN LEARNING
1. Create motivation before action.
2. Analyze the exercises to create a positive transfer.
3. Demonstrate the correct way to do the exercise.
4. Use many ways of teaching.
5. Spread out instead of gathering the training.
6. Help the players to evaluate their own movements and performance.
7. Use our body language - it talks all the time.
8. Make sure that the players are corrected at once if they are doing wrong movements or actions.
9. Praise just as much as you correct.
10. Create context between goal and actions.