Sometimes I receive a feedback, that makes me brood und I wonder, if our coaching ideas are the best for players and coach. Such feedbacks are necessary and helpful! Development only happens in moments of irritation and I have to check my methods. It’s hard to loose players and clients. Believing in doing the wright thing, I have inquired.
The feedback: Coaches dilemma weiterlesen
In the past few years a lot has happened in the methodology and didactics of tennis coaching. The „methodical traditionalism“, oriented exclusively to the teaching of a textbook technique has been pushed back and the setting of many coaches has changed as a result of „play and stay“ and playful learning. Following and respecting the learning age and the state of development of the player, using customized materials (different balls, rackets, playing fields and competition forms) and mainly letting the learners play.
Nevertheless there we can observe certain phenomena, which I would describe as „appendix“ from the textbook-oriented coaching of tennis and of methodical traditionalism. Cultural lag weiterlesen
Der „cultural lag“, die Verzögerung in der Umsetzung wissenschaftlicher Erkenntnisse in der Sportspielvermittlung insbesondere im Tennis
In den vergangenen Jahren hat sich viel getan in der Methodik und Didaktik des Tennislehrens. Der ausschließlich an der Vermittlung einer Lehrbuch-Technik orientierte „methodische Traditionalismus“ wurde zurückgedrängt und in der Folge von „play and stay1“ und einem spielerischen Lernen hat sich die Einstellung vieler Coaches verändert. Kaum jemand, der heute nicht auf, an das Lernalter und den Entwicklungsstand der Spieler*innen, angepasste Materialien zugreift (unterschiedliche Bälle, Schläger, Spielfelder und Wettkampfformen) und die Lernenden vor allem spielen lässt.
Dennoch lassen sich weiterhin bestimmte Phänomene beobachten, die ich als „Wurmfortsätze“ aus dem Lehrbuch-orientierten Tennistraining und dem methodischen Traditionalismus bezeichnen würde. Verzögerungen weiterlesen
Now published:
Frercks Hartwig: Effektives Lernen mit Inner Coaching. Coaches guide for a varied and versatile training. „Here is the coach supporter, companion and facilitator of learning processes“. Bezzenberger-Verlag, Heppenheim, August 2016
Here the complete article Effektives Lernen, Neue Wege im Tennistraining and more useful informations in „Tennistraining Junior 4/2016“.
Again and again we are asked in our training, whether the purchase and use of a ball machine is useful or why we are not using ball machines. About practice with a ball machine, there are several scientific studies. They mainly come to the result that their use obviously causes significant changes in the timing and the control, which leads to a reduction in the quality of the transfer of playing ability compared to practice with a real partner. Machines weiterlesen
Blocked vs random practice!
„The random versus blocked practice methods represent a fundamental paradox regarding athletic performance during training and subsequent performance during competition. Based on performance measurements during practice, blocked activities, in which athletes repeatedly rehearse the same task, result in superior performance during the training session. In comparison, performing tasks and skills in random order decreases skill acquisition during training. Consequently, based on measurement of performance effects during practice, many coaches and players believe that blocked practice is superior to random practice. Such a conclusion however, mistakenly assumes a positive correlation between performance in practice and long-term skill retention. The paradox arises from the fact Play the game weiterlesen
In our view, for successful competitors it makes a difference, if we work in practice with explicit technical instructions or whether we „develop“ a suitable technique with the player on implicit tasks!
So far we have drawn attention to the benefits of individual and creative problem solving and the sustainability of a player on implicit technology development.
In our view, there is a more significant difference, which speaks for the implicit method. In the explicit teaching methodology the player learns the technique of a stroke from the perspective of the coach (and out of textbooks), which is connected to certain predetermined sequences (backswing, impact movement, movement to the ball, ….). Surely, there are more open and closer interpretations by explicitly working coaches. The psychological consequences of explicit learning weiterlesen
