Schlagwort-Archive: implicit learning

Schlüsselerlebnis/Key experience

stanManchmal hat man als Coach ja so seine Schlüsselerlebnisse, die einen dann in der praktizierten Trainingsphilosophie bestärken. Ein solches Erlebnis hatte ich vergangene Woche in einer Trainingsgruppe mit 12-13 jährigen Kindern, die etwa ein Jahr Tennis spielen und die ich für das Wintertraining von einem Kollegen einer anderen Tennisschule übernommen habe.

In einer differenziellen Trainingseinheit zur Verbesserung der Vorhand und des Inside-out-Spiels im Doppel habe ich einem Mädchen, nennen wir sie Fabienne, Bälle aus kurzer Distanz zugeworfen, die sie mit der Vorhand aus der Rückhand-Ecke in das gegenüberliegende Doppelfeld spielen soll (inside-out). Schlüsselerlebnis/Key experience weiterlesen

Implicit double drills

Louis Cayer is one of the Double Coaching Gurus in the world. This presentation is from the 2015 LTA Coaches’ Conference at the National Tennis Centre in London, England. This is an on-court presentation by Louis Cayer and Simon Wheatley Helped by Neal and Ken Skupski, giving clarity and awareness to tactical framework and an emphasis on net play. This presentation showcases a number of drills that work neutral, offensive and defensive skills. Some of the drills are implicit and especially the drills starting at 30′ are differencial (standing on one feet, standing with crossed legs,….)

Constraints led coaching„Constraints led coaching“ ist das, was wir im Inner Coaching (TMS) unter Veränderung der Rahmenbedingungen verstehen. Durch Veränderung des Materials, des Umfelds, der Spielfeldgrößen, der Regeln, usw.. Im constraint led coaching gibt es drei veränderbare Faktoren: individual, task, environment.

Das Lernen unter und durch veränderte Rahmenbedingungen verläuft spielerisch und implicit und vertraut auf die Selbst(neu)organisationsfähigkeit des Systems (Athlet/Team). In dieser Methodik werden Bewegungseinschränkungen gesetzt. Diese führen zu einer Erweiterung des Bewegungsspielraums in Technik und Taktik.

Constraints led coaching weiterlesen

One dimension game

In the one-dimensional games, the focus is on a particular block of tactics (see the gap …). Specific frames and conditions guarantee a game in small, manageable teams, on different goals, in different designed gameareas and with certain rules to allow recurring game situations with a high number of repetitions.

This is done in terms of implicit learning. The children should learn, without explicit coaching interventions from the coach. creatively and thereby surprisingly
for the opponent, effective, efficient, and targeted to solve game situations.

One dimension game weiterlesen

Training the Gap Conference

How I would like to be there and listen to all those sportsmen and experts of motor learning. May be another day…

Trevor Ragan gave me the chance to ask some questions, that could be answered at the conference! This are my questions:

  • „Do you think, we need „evidence based“ coaching?“
  • „What could be universal principles in motor learning or should we have a different look to any kind of sport?“
  • „And when, what could be „universal principles in learning tennis?“
  • „In a sport with high demands in coordination, do we have to coach the technique (first) or can we trust in the self-organization abilities of the players? There seems to be an accordance in science for good players, but not for beginners.“

This one goes in the same direction:

  • „Do we need to coach skills explicit or is using implicit learning more evident, like a lot of studies affirm?“

The background

Evidence based coaching

What can you find, when we talk about „INNER COACHING (TMS)“?

Which ideas and theories, which methodological approach makes us believe, that this, in his entirety new way of teaching and learning motor skills is the easier and faster way for coaches and learners? I’ve composed the most important elements. If you want to know more about one of these ideas, research results and concepts, you can enter it into the search bar and get further information there.