A vote against…

Direct instruction

On my blog about „new ways of coaching“, I’m talking about non-direct or non-linear pedagogy. But what would be life and science without doubt? This is the link to a text, where Paul Kirschner asks what happened to direct and explicit instructions. He pleads for a wider range in teaching methods and an end to demonization of direct instruction.

https://www.tes.com/news/why-you-have-got-direct-instruction-wrong?fbclid=IwAR0ElTlAV7Ci5g9gjIyr_6tMlpkzrt-zUnr2eDNHJULyxHNSbZQpp42lnS8

Die Fabel vom Frosch

Die Fabel vom Frosch. The fable of the frog.

Es war einmal der Wettlauf der Frösche…

Das Ziel war es, auf die Spitze eines hohen Turms zu gelangen. Es versammelten sich viele andere Frösche, um zuzusehen und ihre Artgenossen anzufeuern. Der Wettlauf begann.

In Wirklichkeit glaubte keiner von den Zuschauern daran, dass auch nur ein Frosch auf die Spitze des Turmes gelangen könnte, und alles was man hörte, waren Sätze wie: „Die Armen! Sie werden es nie schaffen!“

Die Fabel vom Frosch weiterlesen

Open minds and open skills – a very interesting article by Daniel Rosenbaum


Many pros tend to confuse … by assuming that when the player cannot make solid contact with the ball, it is because of lack of proper stroke technique. They give instructions related to the movement of the racquet and where the motion should end. As a result, they sacrifice player’s coordination and ability to make contact with the ball. I have seen many students who know all the “proper strokes technique” but the percentage in which they make a solid contact is very low. Read more

CLA is not DL, but….

This is from Nick Jacques Tennis. Nice ideas for a constraints led approach (CLA). This already shows the difference between CLA and differential learning (DL). In the CLA the intention and the plan for the development of the skills is an idea of the coach („avoiding backswing“). In a DL approach the coach also offers different situations (like those in this video). But the solution is in the responsibility of the player, not in the responsibility of the coach!

Both approaches are implicit, but there is an important difference in the attitude to the learning athlet. While the coach in the CLA drill has a goal (backswing), the DL coach knows and intends nothing. The system „player“ is a black box and there is no expectation in the long term development of individual skills. The examples in Nicks CLA are in DL only one possible solution for the motion and will not be repeated.

Thx to Nick for the nice ideas 😀. I love his quote: „I have no influence over this as I am still with very little noise from me.“

3 constraint led approach drills that have helped reduce the size of my students take back. Lillian has previously been taught a large loop on her take back which has isolated her upper body from her lower body, making it very hard for her to adapt to the many different balls she would need to cope with in a match situation. Lillian has made great improvements on her coordination, here are a few key exercises that have helped her progress. Note how Lillian is intrinsically motivated as the exercises engages her and draws out the effort, you can see I have no influence over this as I am still with very little noise from me 🤗

Gepostet von Jacques Tennis Seminars am Freitag, 14. Dezember 2018

“ 3 constraint led approach drills that have helped reduce the size of my students take back. Lillian has previously been taught a large loop on her take back which has isolated her upper body from her lower body, making it very hard for her to adapt to the many different balls she would need to cope with in a match situation. Lillian has made great improvements on her coordination, here are a few key exercises that have helped her progress. Note how Lillian is intrinsically motivated as the exercises engages her and draws out the effort, you can see I have no influence over this as I am still with very little noise from me 🤗 „

Differential learning and proprioception

Differential learning (DL) and developing of grundstrokes by changing variations. Player starts from balance pad with fast steps on pad. The coach feeds balls out of the basket. Player plays the ball with the forehand crosscourt.

The essential of DL is to varify tasks and situations. One situation is only used in one training, In the next one, we set new .

Variations:

  • hanging the position of the pad
  • different tasks on the pad (on one leg, with the back to the coach, standing sidewards,…)
  • changing the position of the pad
  • changing ballfeed (in the video the coach throws the ball over (!) the baseline
  • changing target (longline, cross, long, short, with spin, small target, finishing the point with an opponent,…)
  • different pads

This drill additionally develops the proprioceptive awareness.

Variation statt Wiederholung

In der nächsten Ausgabe der Fachzeitschrift TennisSport befasse ich mich erneut mit dem Differenziellen Lernen im Tennis. Diesmal geht es um die Taktikentwicklung. Im Vordergrund stehen vielfältige Trainingsbeispiele, die ein kreativitätförderndes, spielerzentriertes Training ermöglichen.

Spieler*innen legen Zielfelder oder „Tabufelder“nach eigenen taktischen Überlegungen.

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