Schlagwort-Archive: science based

Apply sport science basics

Tennis Players & Coaches – Apply Sport Science Basics to Tennis Specific Training. How do different athletic qualities fit into the program of a tennis player? This is a complex question but one that deserves an answer. With information being so readily accessible, there are countless videos of players doing all kinds of things off the tennis court. But just because a top 100 or 50 player is doing X or Y, does it mean it’s effective? Is it driven by some underlying scientific basis? Often times, it’s not. It’s a regurgitation of someone else’s training or a drill that was once seen before. If you’re a player, and someone is telling you to do squats on a stability ball…or ladder drills to develop footwork and speed…seek alternatives as these are merely gimmicks that have little transfer to elevated sporting performance. Apply sport science basics weiterlesen

Cultural lag

The cultural lag in the implementation of scientific knowledge in sports game teaching in particular in tennis

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

Flirt with science

fragezeichenWe need scientific terms to describe the learning of athletic movements and to understand the process of motor learning. It requires clear definitions of terms used.
Some of them we find only in a scientific embossed language. Hard to understand and sometimes used differently. On the long term they need to be clarified. Otherwise the use of these terms for INNER COACHING (TMS) can lead to misinterpretations or may give the impression of an aloof discussion. The following terms need a clarification of their relevance for an implicit motor learning:
knowledge of performance – knowledge of result
science based – evidence based