Contemporary education paradigms generally imply a learner-centred approach, as opposed to traditional theoretical settings that are focused on coaches, teachers in general and content. A contemporary, learner-centred approach entails defining outcomes and competencies, most commonly according to the settings of Bloom's taxonomy. In the modern coaching world, it would also be advisable to adopt such a model when running a sports group and at a handball school. The paper deals with the problem of defining the outcomes and competences of the handball school students from the age of 9 to 10. This paper explains and defines the outcomes of teaching and competence (knowledge, skills and attitudes) acquired by handball students who attend the school in Djakovo for a period of three months. The specificities of working with the “Boys B” age group were emphasized and highlighted because of their transition from mini handball to handball. The distribution of training sessions is presented through tables, and 34 individual training sessions are elaborated through defining the outcome of each training session and content description. Areas from Bloom's Taxonomy of Educational Learning Objectives were used to define outcomes, broken down into four domains: technical knowledge, motor skills, tactical knowledge, psychosocial skills, and theoretical knowledge.