🎾 Question¶
Giới Thiệu¶
Question — tài liệu 2 trang từ thư viện sách tennis.
Chủ đề chính: Coach
Tóm tắt nội dung (trích từ tài liệu gốc): ? AAs the Games Based Approach gains popularity, it is evident that other coaching activities complement the approach. The way a coach communi- cates is one of those activities. By far the best method to communicate in a Games Based Approach is in a cooperative style, using questioning tech- niques. This makes a coach's communication "Learner-centered". Although it is easier for a coach to simply tell a student what, when and how to do something (Coach-centered), it is not an effective way to help students learn. Questioning is a coaching art that requires development and practice. Ques- tions
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Nội Dung Gốc (Tiếng Anh)¶
? AAs the Games Based Approach gains popularity, it is evident that other
coaching activities complement the approach. The way a coach communi-
cates is one of those activities. By far the best method to communicate in a
Games Based Approach is in a cooperative style, using questioning tech-
niques. This makes a coach's communication "Learner-centered". Although
it is easier for a coach to simply tell a student what, when and how to do
something (Coach-centered), it is not an effective way to help students learn.
Questioning is a coaching art that requires development and practice. Ques-
tions have the advantage of involving the student in learning, which helps
motivation, stimulates problem solving and decision making, builds agree-
ment, and increases the quality of relationship and communication. Often,
corrective feedback isn't even required after a good question.
Questioning effectively does not have to take long. A coach must be able to
ask questions in a way that gets to the point quickly. There are three basic
levels of questioning a coach can use.
1. Binary Questioning
This is the easiest form, where the coach lays out two possibilities.
It is a good place to start with players since many are used to being
told what to do and feel pressure and anxiety when asked a
question. Binary questions come in a few different possibilities.
YES or NO - Lay out only the correct option. (E.g. "To hit the ball
higher over the net, would you like to hit the ball from low to high
like I demonstrated?") The student here is free to answer "yes" or
"no", however, the weight is on agreement.
CORRECT or INCORRECT - Lay out two options, one being the
correct answer and the other the incorrect performance of the
player. For example, after the player hits the net due to an
incorrect racquet path, the coach could ask, "Which would've
produced the net clearance you need, that level stroke, or more
low to high?" This reinforces correct performance and gives a
contrast of the incorrect performance as a reference.
A or B - Here the coach lays out two possibilities, both could be
correct (e.g., "Should you put it at the opponent's feet at the net, or
lob over their head?") This gives the student a sense of control
and involvement in problem solving.
Note: Binary questions are a good way to ease students into the
questioning process.
Using Questions During Coaching
by Wayne Elderton
Wayne is the Head Course Conductor for Tennis Canada Coaching Certification in British Columbia and Tennis Director of the Grant Connell
Tennis Center in North Vancouver. Adapted from the www.acecoach.com manual 21st Century Tennis Coaching: Learner-Centered Princi-
ples for the Games-based Approach by Wayne Elderton.
10 November/December 2004 TennisPro
2. Leading Questions QUESTIONING TIPS
This next level of questioning allows the player more options The benefits of the questioning approach far outweigh the perceived
to answer. This type of questioning helps develop problem simplicity and quickness of just telling players what to do. Here are a
solving more than Binary questions because it lays out the few additional tips:
whole thought process. For example:
SITUATION - In a rally drill, the players hits a weak � Question when they do it correctly, not just when they perform
backhand from the center of the court when they could have incorrectly. Don't let your questions become just another form of
run around and taken the advantage with a forehand. criticism. Questioning when they do it right is an excellent
opportunity to reinforce good problem solving.
Coach "Which shot do you prefer to attack with, your � Use "How" and "What" questions more than "Why" questions.
Player forehand or backhand?" "Why" questions can give the impression the coach is judging them
"My forehand." and may make them emotionally defensive. For example, "Why did
you hit that shot?"may sound like "What's wrong with you?" In
Coach "Then what could you have done to attack contrast, "What made you hit that shot?" invites an honest answer.
Player the ball?"
"I could have run around it and hit a forehand." � Get to the point quickly. As a general rule, any questioning
exchange during a drill should be fewer than 30 seconds long.
Coach "Where would you hit it to put your opponent
Player in more trouble?" � Listen to the answers! Avoid the trap of your questions being a
"Inside out, to their backhand." form of disguised demands (you ask the question but don't really
care what they answer). You will get valuable clues on how to help
Coach "Great choice, can you try it on this turn?" your students learn by listening to their answers and building from
Player "Yes." there.
Make sure the same type of questions are asked when the Questioning doesn't waste time, it saves time in long term develop-
player does the correct performance as well. ment. I used to think that using questions squandered precious hitting
time, until I saw the results in competition. The coaches who believed
Coach "What made you run around your backhand?" it was a waste were the same ones who constantly complained about
Player "I thought I could attack better with my forehand." poor decisions their students made during match play. Training a play-
er's mind is as important as training their body.
Coach "Great! That's the way to use your strength;
Player keep doing it when you see the opportunity." Questioning is like a flashlight that illuminates a "dark understanding"
"Thanks, Coach!." a player may have. It builds awareness. Without awareness, players
don't really learn. Your goal as a coach is not to teach (download
3. Open-ended Questions information to a student), your goal is to have them learn (take infor-
mation and transform their actions). A player who "discovered"
This is the ultimate level of questioning. An Open-ended something (through a coach's questioning) will retain it longer than if
question is one that cannot be answered with a "yes" or they were simply told to do it.
"no". For example, "What makes a crosscourt shot more
effective in this situation?" Here the player can answer Coaching Exercise
anything. Open-ended questions are exceptionally good for To practice the art and skill of questioning, give a lesson where you
stimulating a player to see the cause and effect of tactical cannot just tell students what to do. Every interaction has to be in the
choices. form of a question. For example, instead of saying "turn your hips",
ask the question, "What can your hips do to add more power to the
shot?" Reward students for good answers.
With Open-ended questions, the challenge is not to get Conclusion
taken off track by the player's answer. The other challenge Players who are trained with this approach tend to compete smarter
is that, in this form of questioning, the coach may not fully and with more confidence. Uncertainty creates fear. If a player has
know the answer. It takes a very self assured coach to been trained by questions to problem solve, they have a library of solu-
engage in a cooperative journey of investigation with a tions on which to draw. Confidence is the result since when they
player to find what works best for them. Regarding this type encounter a problem in a match, they have already experienced solv-
of adventure, Canadian Head National Coach, Louis Cayer ing that situation (or one very much like it).
has said, "I have learned more about coaching from the
players I have taught than from any course or book on
coaching." Coaches who take the time to master this form
of advanced communication build a great sense of team and
trust between themselves and their students.
November/December 2004 TennisPro 11