A and B play rallies. The size of one court side is modified (picture). Like a piece of cake is sliced off. This makes a difference and forces both players to a modified view on the game and on tactic.
The player in the downsized field should use the situation to hit more forehands. This will increase the forehand inside-out. Piece of cake weiterlesen →
Helmut Groß war der Berater von Trainer Ralf Rangnick beim Bundesligaverein RB Leipzig. In einem Interview in der Frankfurter Allgemeinen Zeitung beschreibt er sein Verständnis vom modernen Fußballtraining. Er verweist auf die Bedeutung der Neurobiologie und der Hirnforschung auf „schneller wahrnehmen, schneller analysieren, schneller richtig entscheiden, schneller handeln“. Seine Erwartung ist das Motto: „wiederholen ohne zu wiederholen. Jede technische Übung mit einer taktischen Komponente wird nie exakt wiederholt, sondern wird durch die komplexen Einflüsse im Fußball zwangsläufig etwas verändert.“ Das ist „klassisches“ differenzielles und implizites Lernen. Kontrolliertes Chaos/controlled mischief weiterlesen →
How to get benefit for your brain by exercise. We know exercise is good for your brain, but why? Dr. Alvaro Pascual-Leone, professor of neurology at Harvard Medical School, discusses the benefits exercising has on the brain and how it may help prevent dementia.
Brenton Jon Bakker worked as Tennis Coach in Japan. He recognized, that believing in the self-organization-ability of the player by using and setting targets gives the coach time to work on the players strategy. In his view, tennis has become too technical. A longer version of his position in http://www.womenstenniscoaching.com/technique.html#.Vy9w8W5ly6w.facebook.
„In Japan I learned the IMPORTANCE of targets. I would set targets down or create “ target areas “ that were specific to my player, and in my experience over time, even with minimal correction, the player made the necessary technical adjustments and when they made the adjustments, they stuck. They learned it for themselves, it was ingrained into their muscle memory by a formula of continual repetition. For example, if my player was having trouble keeping a good depth on the ball, then I would set up target areas deep in the court, or if they had trouble with topspin I would set the targets up short and angled away.“
Something interesting about learning and teaching tennis, by Andre Smith, released 2011 on tennisworldusa. Matches with our INNER COACHING (TMS) principles. With the exception of a missing definition of „metaphors“ used in teaching tennis.