🎾 Tối Thượng - Tennis - Thực Hành - For - 2 - Player¶
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Tối Thượng - Tennis - Thực Hành - For - 2 - Player — tài liệu 20 trang từ thư viện sách tennis.
Chủ đề chính: Coach, Practice
Tóm tắt nội dung (trích từ tài liệu gốc): ITF Coaches Education Programme Coaching Beginner and Intermediate Players Course Knowing your beginner and intermediate tennis players Coach Education Series Copyright � ITF 2010 Why people come to play tennis � Youngsters motives for participation: Reasons why children dropout of the sport � Not as good as they wanted to be. � Not enough fun. � Wanted to play another sport. � Did not enjoy the pressure. � Boredom. � Did not like the coach. � Training was too hard. � Not exciting or entertaining enough. (Weinberg & Gould, 1995): Players motives � Players always play due to a combination of mo
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Nội Dung Gốc (Tiếng Anh)¶
ITF Coaches
Education Programme
Coaching Beginner and Intermediate Players Course
Knowing your
beginner and
intermediate tennis
players
Coach Education Series Copyright � ITF 2010
Why people come to play tennis
� Youngsters motives for participation:
Reasons why children
dropout of the sport
� Not as good as they wanted to be.
� Not enough fun.
� Wanted to play another sport.
� Did not enjoy the pressure.
� Boredom.
� Did not like the coach.
� Training was too hard.
� Not exciting or entertaining enough.
(Weinberg & Gould, 1995):
Players motives
� Players always play due to a
combination of motives:
� Intrinsic motives to play tennis include love
of the game and desire to achieve a given
level of competence and be successful.
� Extrinsic motives include:
� tangible (e.g. trophies and money) or
� intangible (e.g. recognition and adulation)
rewards.
HOW PLAYERS PERCEIVE
SUCCESS AND FAILURE
� Players' perceptions of success and failure
can significantly influence their tennis
performances.
� Players will develop certain expectations of
� success or failure.
� The expectations are situation-specific - a
product of how players perceive the difficulty
of the task ahead as determined by:
� their own skills, abilities and
� degree of effort
� those of their opponents
Causes of the players'
successes and/or failures
� Internal: Bad feelings, injuries, physical
fitness or behaviour.
� External: Ability of the opponent,
officiating, court surface, ball type or
audience.
� Stable: Ability.
� Unstable or transitory: Weather, luck
or effort.
Causes of the players'
successes and/or failures
� Players that look to external causes for failure tend to
be anxious
� Players who search for relatively stable causes are
likely to show less anxiety, greater emotional maturity
and tend to be more realistic.
Assisting players to realistically
perceive success or failure
BURNOUT
� The exhaustive psycho-physiological responses that
result from frequent, sometimes extreme, and largely
ineffective efforts to meet excessive demands.
� Caused by chronic, high levels of stress and
dissatisfaction that stem from environmental
stressors such as:
� overtraining,
� too much stress,
� staleness,
� inadequate recovery,
� external pressure to win,
� travel commitments,
� disagreements with management or parents,
� and/or trying to juggle multiple roles
(Weinberg & Gould, 1995)
Techniques to know your players
better
� Most successful coaches:
� Understand their players particularly well.
� Appreciate why their players play, and
what they want from the game.
� Make concerted efforts to spend time with
their players away from the `work'
environment so as to foster a healthy
coach-player relationship.
Methods coaches can use to
better get to know their players
� Asking players questions about:
� their likes and dislikes,
� how they see themselves
� how they see their tennis, studies, friends, etc.
� Listening to them carefully.
� Being a good observer in a wide variety of situations.
� Talking to others (e.g. former coaches, friends and
family members) who know or who are friendly with
the players.
� Asking the players to periodically evaluate their
lessons.
� Understanding the physical or mental disabilities of
disabled players so as to best cater for them.
How to meet your players' needs
If we don't know what players want, it
becomes infinitely more difficult to
plan sessions to meet their
expectations!
What players want in private
tennis lessons
� Individualised programme.
� Learn at their own pace.
� Hit more balls, and thereby improve more
quickly than is possible in a group lesson.
� Play with a professional.
� Expect the coach to have mastered the
technique being taught, and be able to use it
when demonstrating and when playing.
What players want in group
tennis lessons
� Pre-planned organised programmes (e.g.,
workshops, camps, leagues with instruction). Players
in these programmes:
� Expect an interesting programme, and that they will have a
chance to "learn, move and compete".
� Look forward to meeting friends and finding new playing
partners.
� Customised group lessons for players that gather
together to work on select aspects of tennis play that
are of collective interest.
� Coaches should approach these lessons as they would a
private lesson.
� A lesson of this type should never just resemble a collection
of individual private lessons for the group members.
Catering coaching to
meet players' needs
How to meet your players' needs
� Provide opportunities for fitness and skill
development:
� Plan circuit-type activities
� focus on helping players to improve their physical and
playing skills.
� Develop realistic expectations and views of
success:
� help young players define what winning means to them
� It should involve much more than just beating opponents.
� It should represent trying hard, behaving, playing well and
going for it!
� Give feedback:
� Offer praise frequently but sincerely
� Reward effort just as much as outcome.
� Use positive sandwich strategies to assist players improve.
(Weinberg & Gould, 1995)
How to meet your players' needs
� Don't be afraid to modify:
� Adapt skills and activities to help players
experience success.
� Modify rules to maximise action and participation.
� Good atmosphere:
� Create an environment that minimises any fear
associated with trying new skills.
� Promote camaraderie between players.
� Keep practices and games exciting:
� Be enthusiastic!
(Weinberg & Gould, 1995)
MAINTAINING A CHILD'S
INVOLVEMENT IN TENNIS
� It's important for coaches to understand
that:
� It is not children who have to adapt
themselves to tennis, but tennis that has
to be adapted to children.
� `The children should come first, the
students second'.
ADAPTING THE GAME
TO THE CHILD
� The emotional sphere:
� Enjoyment is central to the learning process.
� Children tend to progress most effectively:
� in climates that installs confidence and safety
� with coaches that are supportive and positive.
� The motor sphere: Psychomotor development should be of
primary educational concern, particularly between the ages of 5
and 7 when children have not yet:
� Become fully aware of their bodies.
� Undergone complete brain lateralisation.
� Fully developed spatial perception.
� Established control of time.
� With dexterity and co-ordination still developing, workshops
involving various games (hockey, football, frisbee...) can help
children develop a diverse but robust motor platform.
(Marchon, 1999),
ADAPTING THE GAME
TO THE CHILD
� The social sphere:
� Individual differences tend to be pronounced, yet
children need playmates.
� Teaching tools in the form of games, relay
exercises, and stories can help to integrate
children into a group.
� The intellectual sphere:
� The language used by children differs from that
used by adults.
� Instructions need to be short, clear and specific.
� Coaches must try and use simple and concrete
words.
(Marchon, 1999),