Non-linear pedagogy and implicit-differencial learning exemplified by the service in tennis. With many games and drills for your trainings. Coming soon here and in TennisSport 4/2017 the journal for training and competition in tennis.
Written and developed by Frercks Hartwig
Non-lineare Pädagogik und implizit-differenzielles Lernen am Beispiel des Aufschlags im Tennis. Mit vielen Drills für das Training. Demnächst hier und in TennisSport 4/2017, der Fachzeitschrift für Training und Wettkampf im Tennis.
Entwickelt und zusammengefasst von Frercks Hartwig
We have talked a lot about non-linear pedagogy in modern ways to teach skills in many sports. This is very often a view on the details of helping young and older players to improve their expertise in their games.
The following article by Wayne Goldsmith sets a brighter view on the pathway coaches, society and sports industry seem to go. Goldsmith describes that there is something wrong with this idea of a defined „sports pathway“. There is, as we have recognized in coaching skills and tactics, nothing linear.
This is something very important that influences our view on our sport and on our clients!
As in particular (in trainings and coaching) we need a global view: „You’ve got to start again and think differently.“
Der BVB Borussia Dortmund hat seinen Trainer Thomas Tuchel entlassen. Es ist von außen schwierig, solche Entscheidungen nachzuvollziehen.
Ich habe auf meinem Blog mehrfach über die modernen Trainingsmethoden von Thomas Tuchel berichtet. Als „Schüler“ von Wolfgang Schöllhorn (Differenzielles Lernen) geht er neue Wege im Training und in der Wettkampfplanung.
In this article Nick Winkelman is talking about science of coaching and using new scientific knowledge in developing skills in sports. He gives an overview about constraints led coaching, the advantage of external focus, differencial learning and optimizing the transfer from pratice to the game. As we already know 😉 this implicits a new communication between player and coach.
Winkelmann is the head of athletic performance & science for the Irish Rugby Football Union. Prior to working for Irish Rugby, Nick was the director of education for EXOS (formerly Athletes’ Performance), located in Phoenix, AZ. As a performance coach, Nick oversaw the speed and assessment component of the EXOS NFL Combine Development Program. Nick has also supported many athletes in the NFL, MLB, NBA, National Sport Organizations and Military. Nick is an internationally recognized speaker on human performance and coaching science, and has multiple publications through the UKSCA, NSCA and IDEA Health and Fitness.
„Don’t just be proud of practice, but look at how practice and training actually transfers to the field. If you’re making baseball players faster, does it actually result in more stolen bases? If you’re making golf players stronger, can they actually drive the ball farther and more accurately when they’re on the golf course?“
This link leads to a presentation by Nick Winkelmann with objects about coaching in running. Using goals, errors, constraints, external focus, contextual interference and differencial learning:
Discuss a technical model for sprinting from a dynamic
Discuss an error model for sprinting from a dynamic systems
Discuss a constrain-based coaching model with emphasis placed on instruction/feedback and practice design
There are very good discussions in some facebook groups about non linear (implicit) and linear (explicit) coaching in tennis. While we have a lot of studies about implicit learning in sports like basketball, cricket and volleyball, there is still a lack of targeted research in tennis. At the same time accustomed truths beginn to waver. Methodical traditionalism with clear statement to „technique coaching first“ is no more the only way to coach, yes it is heavily critisized. Action approach and game based learning are essential elements in the Play and Stay concept of the ITF and of national tennis associations all over the world with changing constraints like balls, fields, rackets, rules and more. But there is coming up a confrontation between the representatives of a „both is possible“ and those who plead for the purity of implicit learning.