2,10 in height. Those rules embraced playing with a ball and the body, which greatly influenced the technical development of handball. In 1920 handball was introduced into school programmes. Handball, however, didn’t have a separate federation in Germany.It was not until 1934 that Fachmat fur Handball was established. Owing to the extensive activity of that organization handball spread all over Germany. Czechoslovakia is the third country which claims to have created handball. In a book entitled “Metodej Zajec Dejiny Hazeny”, published in 1948, the author says that Czechoslovakia is the homeland of handball, which originated from hazena (“hazet” means to throw). A founder of hazena, which was introduced in that country in 1906, was a teacher of physical education in Prague, named A.Kristd. He wanted boys to turn their interest from soccer, which he recognized to be a dangerous game, to hazena for which he developed rules. International handball began in 1928. In that year the first organization the IAHF (International Amateur Handball Federation) Congress held its meeting. The following countries organized the Federation: Germany, Czechoslovakia, Holland, Belgium, Austria, USA, France, Ireland, Denmark and Canada. After the 2nd World War in 1946. The representatives of the 15 countries created a new Federation, called IHF. The dynamic progress of handball in the world had begun. Nowadays it is played in more than 130 countries. In 1991 the European Handball Federation EHF was founded with its base in Vienna. The Federation is responsible for development of handball in Europe. 3. METHODICAL INTRODUCTION Physical education teachers and instructors are expected to have great experience in their work with children. It would be desirable to have trainers with extensive experience in teaching. A teacher at school must deal with the problem of how to teach children the basic technical and tactical elements of the game. To teach means to conduct regular training which should result in learning a particular subject. Teaching is the method chosen by a teacher of using various measures to achieve the objective: The Rules of Teaching Methods of Teaching The Forms of Teaching Steps or Stages in Teaching a New Element The Rules for Teaching Beginners THE RULES OF TEACHING The standards of a sensible, didactic process in a course of teaching are called rules. The basic rules are as below: 1. The Rule of Visual Teaching 2. The Rule of Regularity 3. The Rules of Awareness and to Be Active in Learning 4. The Rule of Step By Step Teaching 5. The Rule of Versatility