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
Once again a nice post from my colleague Tomaz Mencinger on https://www.feeltennis.net/avoid-over-thinking/.
This one is about paralysis by analysis and some ideas for differential and implicit learning.
„Through special challenges with the ball the players have to learn to <let go> again … this way, the fear of failure is lost and at the same time the desire for „mental resilience“ develops. Together, this makes it easier for the player to enjoy the game even under pressure …“ (Matthias Nowak, Technik- und Kreativtrainer)
„You do not play the game, the game plays you and then it works best.“ (after Carlos Santana)
„Du spielst nicht das Spiel, das Spiel spielt Dich und dann läuft es am besten.“ (frei nach Carlos Santana)
The Blog www.innercoaching-blog.de now has the title
„Coaching in sports – new ways in learning“. Started with the thoughts and ideas of Timothy Gallwey and others about Inner Game and Inner Coaching the scaffolding of the blog is more. From there, we started thinking outside the box.
We included all aspects with an evidence-based background that deliver a change in coaching in sports („new ways in learning“): constraints led approach, external focus, differential learning, non-linear pedagogy, implicit learning, theory of dynamical systems,….
Players A and B play points from the baseline, they play until 10. Coach is playing the ball in:
-the first of seven points starts with player A. A has seven strokes to win the point. If he hits the eighth, B wins the point
-with the second ball A has six strokes to win the point. If he hits the seventh, B wins the point
-with the third ball A has five strokes to win the point,…..
-with the seventh ball A has one stroke to win the point. If he hits second, B wins the point
-now B starts with the first stroke and has maximum seven strokes to win the point…..
- player A or B play the ball in
- with service
Great book about Tennis psychology with a lot of drills. Most of them can be used in a constraints led approach. The following drill sets constraints by changing the rules for counting points. (Miguel Crespo, Machar Reid: Tennis Psychology, 200 + practical drills and the latest research. London 2006)
Players play points from the baseline: -the first point played counts as 1 point -the second and third point count as 2 points each -the fourth and fifth point count as 3 points each -the sixth and the seventh point count as 4 points each -the eighth and ninth points played count as 5 points each -the tenth point played counts as 6 points. Players play 2 sets of 10 points. The same player serves throughout the set.
Posted by Matt Kuzdub on Mittwoch, 13. September 2017
Nice drill, posted by Matt Kuzdub. By itself and with some variations, this is also a good exercise to improve decision making and executive functions. By the way we can use it as „Trick the mind“-Drills to improve mental strength.
1. set target on both sides;
2. use targets in different colours (f.e. one red and one white):
a) player announces the target before hitting the ball („red“ or „white“);
b) coach announces the target (colour);
c) player or coach uses animal names for the targets (red=“tiger“; white=“cheetah“)
d) coach or player announces target (colour) and speed or spin (f.e. „red-topspin“ or „red-save“, ….)
e) player or coach announces target (animal) and uses another animal name for spin or ball height (f.e. „snake=flat“, „giraffe= high over the net“), then f.e. „tiger-snake“ or „tiger-giraffe“,….