Another practice example for differential learning. The instruction that players have to let the ball „once“ or „twice“ changes the perception and provokes a wider range of speed and distance. Following the instructions means to varify racketspeed and technique.
We practice one of the described drills only once or twice in a trainingseason. In the following training sessions we play at best variations (repetition without repetition!).
There is a lot of talk about „differential learning“ (DL) on this blog. There are now numerous studies and testimonials that this approach to motor learning has advantages over technology-based learning: more effective, more sustainable, more stress-resistant, more creative. In the DL, no specifications are made about the „correct technology“. Therefore, in tennis training, we also speak of „developing technology“ and no longer „learning and teaching technology“.
By constantly varying the task, as many possible solutions as possible for the impact technique to be developed should be offered. There are even offered movements that are actually outside the known solution space („error“). From this broad spectrum, players seek out the appropriate individual movement solutions. This movement solution is not explicitly specified, as in traditional technology lessons. It is therefore a special phenomenon for players who have developed their technique in DL, that they can not describe their movement, their individual technique, as a rule. They act, colloquially expressed, „intuitively“.
These movement tasks can be offered in drills (throw, play out of basket or play with the partner). Of course, they are also part of games. Because of the demonstrable advantages of playful and close-to-the-game learning, the DL should also be installed as often as possible in game forms.
Auf diesem Blog ist viel von „Differentiellem Lernen“(DL) die Rede. Es gibt mittlerweile zahlreiche Studien und Erfahrungsberichte, dass dieser Zugang zum motorischen Lernen Vorteile gegenüber einem technikorientierten Lernen hat: effektiver, nachhaltiger, stressresistenter, kreativer. Im DL werden keine Vorgaben über die „richtige Technik“ gemacht. Wir reden deshalb im Tennistraining auch von „Technik entwickeln“ und nicht mehr von „Technik lernen und lehren“.
There is a very exciting discussion in the Facebook Group Tennis.Haus about the review on studies about the game-based approach (GBA).This ranges from full approval to the GBA to the defense of the technology-oriented approach.Striking are in the debate but the nuances.After that, that’s just good for the athletes, what works.Even if scientific knowledge is completely neglected.
I am very divided.It certainly seems presumptuous to question the training practice of successful coaches.On the other hand, I am aware that numerous factors are responsible for the athlets success.Methods and didactics of tennis training are only one component among many.But would’nt it be more responsible to the players, if such successful coaches would coach to their obvious strengths even more evidence-based? The following is my answer on the discussion on Tennis.Haus.
„The thing is that you can become a very good tennis player if your coaches are strictly orientated towards an ideal technique and continuous technique corrections are elementary components of their training. Just like one of the most creative players of his time, Björn Borg said: Science based or arbitrariness weiterlesen →
Paul Kinnerk, Stephen Harvey, Ciarán MacDonncha & Mark Lyons haben sich einen Überblick verschafft über verschiedene Studien zum Spielorientierten Lernen im Sport (GBA – game-based-approach). Die Überprüfung der Literatur zum spielorientierten Lernen im Wettkampf- und Mannschaftssport zeige, dass die GBA in der Entwicklung der Sportler in Entscheidungsfindung und taktischer Kreativität unterstützt. Dank an Chris Lewit, der mich auf diesen Artikel aufmerksam gemacht hat.
Paul Kinnerk, Stephen Harvey, Ciarán MacDonncha & Mark Lyons have reviewed various studies on Game-based Approach in Sports (GBA).The review of the literature on game-oriented learning in competition and team sports shows that the GBA supports the development of athletes in decision-making and tactical creativity.Thanks to Chris Lewit who drew my attention to this article.
Constraints led approach (CLA) drill to improve skills ant tactics in standard situations. Using different balls (from red to yellow). You can also mix old and new balls. Pears and apples weiterlesen →
Changing constraints and using non-linear pedagogy for skill development.
Changing constraints like court size, balls, rules, equipment, court surface, interference, improves the evolution of your players game. Working differencial with regularly changing constraints without repetition gives players the chance to find creative solutions for unexpected situations of the game. Setting this in an playful approach makes motor learning and skill development more creativ and stable. 4 fruits weiterlesen →
In dem Kapitel „Die psychische Uhr“ beschreibt Robert Levine in seinem Buch „Landkarten der Zeit“ ein Phänomen der Zeitwahrnehmung bei Spitzensportlern: „Moderne westliche Athleten sprechen in ihren eigenen Zen-ähnlichen Begriffen über die Zeitausdehnung. Tennisstar Jimmy Connors hat Situationen beschrieben, in denen sein Spiel eine, wie er fühlte, transzendente >Zone> erreicht hatte. In diesen Momenten, so erinnert er sich, wirkte der Ball riesig, als er über das Netz kam, und schien in Zeitlupe zu schweben. Zeit verlieren, um Zeit zu gewinnen weiterlesen →