The method concept of the DHB

What makes a good method concept?

Playing can only be learned by playing. This principle is fundamental to the education of children. Individual technical characteristics such as good throwing power etc. do not do justice to the situational characteristics of handball. Children and young people have to interact with other players in constantly changing game situations and react tactically to opponents. The acquisition of the technical elements is therefore closely related to at least simple tactical measures. The good thrower has to recognize and look for the situations in which he can play his skills.


  • Elementary for every method concept, regardless of the sport, is the attractiveness and the offer of the sport. Most of the concepts hardly take into account the children's joy in playing, which is so important. Transferred to the handball game, this means the throw on goal. Those who do not offer the sport in an attractive way will quickly notice that children lose their interest in this sport and switch to other, more exciting sports.
  • The small games are undoubtedly a high priority in child-friendly training, but they are not a central component, but are only used as a supplement in handball. The target game throwing at the goal must never be neglected.
  • Playing handball must be integrated into handball training as early as possible and is an absolute priority in training.
  • In childhood, the requirements are initially reduced by a smaller number of players. In handball, this is realized by the mini game 4 + 1.
  • Thus the gaming experience is the basis for all training points.

However, supporters of other concepts must also be right that certain technical skills have to be learned conventionally in order to be able to play at all. These skills include Throw, catch and Bouncing. The basic principle is therefore the use of handball. In addition, individual techniques are taught on so-called side streets. Training content is always geared towards the respective target game. It is always important to practice and try things out independently.

Learn to play handball

The Method concept to learn to play handball has a similar structure to a house. First of all, a solid, stable foundation must provide the basis. The foundation of the house and the supporting pillars are the best from one motor versatility (please refer motor learning). It is therefore completely inexpedient to specialize young children in individual sports at an early age. The more variably the entire motor training takes place in childhood, the better the final result of the all-rounder.

The handball coach's first goal is that Target game 4 + 1that he must always keep an eye on.

The following technical elements should be trained based on one another:

  1. Learn to throw
  2. Throw out of the bouncing
  3. Throwing free bouncing
  4. Throw after a pass
  5. Overcoming the playing field
  6. Free running and throwing
  7. Play 2 against 1
  8. Play 2 against 2
  9. Game 3 against 2, 4 against 2, 3 against 3, 4 against 3 and 4 against 4
  10. First target game 4 + 1
  11. Target game 6 + 1

Of the Goal throw is an elementary content of every target game and is therefore trained first. You start with the first form 1:0, each player throws freely on goal without any other players or opponents. It is important that a goalkeeper is always in goal for motivational reasons. Individual tactical measures of the Litter are already being developed. In the second learning stage, you move around with the ball (bouncing). This is motivating for children and the attention is focused entirely on yourself and the ball. The first aspects of the rules should be taught, e.g. only three steps after picking up the ball. In the 3rd learning stage comes first Situation 1: 1 by bouncing free. The children learn how to play off an opponent / defender by bouncing. It should also be mentioned here that attack and defense should always be trained at the same time, and not separated from one another, as is often the case in practice. These are in the 4th and 5th level Throw and To catch in focus. In the 6th level, the focus is for the first time on running without a ball. In this situation, the defender also learns that he has to act between the opponent and the goal. The next two game levels, 2:1 and 2:2 are preliminary stages of the first Target game 4 + 1. The first group tactical actions of the teamwork are trained. Building on this, various game situations are tried out in the 9th learning stage until the game 4 + 1 in cross-country play in the 10th stage. The order of the learning levels does not necessarily always have to take place in this order. The children should also implement the game 4 + 1 earlier. The variation in the number in attack and defense specifically provokes an advantage or disadvantage.

The methodological principles summarized

  1. Learning to play by playing
  2. Always see technical training as tactical training
  3. Supplementary series of exercises are a necessary part of the training
  4. The aim is to learn based on the requirements of the respective target game
  5. Do not train attack and defense separately, but always together
  6. Game experiences in a methodical cycle (play - practice - play)
  7. Learning to play means finding solutions to game situations. Playing in the standard situations is in the foreground.