How to Keep Tennis Visually Interesting 2 Video

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How to Keep Tennis Visually Interesting 2

All you have to do is move to the ball but don't step across the line. Wait, and that's it, alright, that is exactly it, because she had a guard. Let's do it one more time. Bend down to waist height, and look forward, can you see the court? No. See what I mean? So you have got to be aware, and this really helps with students to make them more aware of what they can do and can't do in terms of offense and defense. Of course, these were just a few examples of hundreds of optional ways to create visual interest. Now let's look at two examples of a large number of aids that are primarily kinesthetic but also visual at the same time. We will be doing a lot of things like this to force movement by the very rules of the drill. Here we go, are you ready? Now I have to get my foot in there, and then back, and then into hit, and in, and back, and hit, and in, and back, to hit, and in, and back, to hit. Great! The other option is to do the same drill and circle around the cone with both feet. Go ahead, circle around the cone, back behind the baseline, and then hit. Finally, let's look at a segment that ends up being 100% kinesthetic. This example shows a player quickly learning a topspin backhand after struggling to learn that skill for years. Particularly in group instruction quick fixes are essential, we all know that, but sometimes we need to pay attention to one student in particular, and that creates a problem because the correction has to be made in seconds, since we can't ignore the rest of the group. I like calling this a mini lesson within a group session. Let's pop quickly into this mini lesson after the student showed he could not hit that topspin backhand at all, and couldn't even get it with the visual exercises of working with a two tone ball or a beach ball; we tried both of them. However, the kinesthetic feel of striking that ball on an axle that spins the ball did the trick almost instantly. Bouncing low. Wow, not yet. This is not so easy, he is doing great. One more. Alright. You may want to stretch. All we want you to do is the same thing; where the ball goes doesn't matter, same thing. Okay, now the high end should go over the net. Alright, that was awesome, because it was a kinesthetic aid. See the difference. You could do the same with slide serves or quick serves or whatever. So thank you Molly, sit down. I would get out anything that works quickly, that's the key to group instruction, because you can't stop the class to solve one person's problem, rather you need to solve whatever problems you are addressing extremely quickly, unless it applies to the whole group. But just how much can visual and kinesthetic aids help your students improve as compared to teaching without any of these aids? Scientifically speaking there are three primary systems of learning. We know this: visual through seeing, kinesthetic through feeling, and auditory through hearing. We also know that human beings are each hardwired differently, and that each of us has a preference for one or two of these systems. But what are the overall patterns so we know how to most effectively teach? To help find the answer I conducted an on court clinical study of 50 students, where they each subjectively rated their experience with visual, kinesthetic, and auditory queues, while hitting tennis balls. The results: we learned that 98% of the people tested were hardwired to prefer either visual or kinesthetic learning. Quite ironic, isn't it, that we conduct the vast majority of our lessons through words, verbally. This is definitely one of those global issues to carefully consider. Let's finish this section with a visual and kinesthetic exercise that ends with a brief explanation of an important concept called fading. Good shot. We are done. So you get the idea. So then we succeeded because, not only with the movement guide in place, but then with it not there. You can ask your students, as soon as you take it away, can you still see it? If they can see it, you have succeeded, you have created an anchor or a reference point for visualization, and that's important.

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Why You Need a Pre Serve Routine in Tennis

The serve is considered by most tennis experts to be the most important shot in the game of tennis. After all, if you can serve well and hold your serve during a match then you cannot lose, or at the very least you will end up in a tie-break situatio

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All you have to do is move to the ball but don't step across the line. Wait, and that's it, alright, that is exactly it, because she had a guard.

Let's do it one more time. Bend down to waist height, and look forward, can you see the court? No. See what I mean? So you have got to be aware, and this really helps with students to make them more aware of what they can do and can't do in terms of offense and defense.

Of course, these were just a few examples of hundreds of optional ways to create visual interest. Now let's look at two examples of a large number of aids that are primarily kinesthetic but also visual at the same time.

We will be doing a lot of things like this to force movement by the very rules of the drill. Here we go, are you ready? Now I have to get my foot in there, and then back, and then into hit, and in, and back, and hit, and in, and back, to hit, and in, and back, to hit. Great!

The other option is to do the same drill and circle around the cone with both feet. Go ahead, circle around the cone, back behind the baseline, and then hit.

Finally, let's look at a segment that ends up being 100% kinesthetic. This example shows a player quickly learning a topspin backhand after struggling to learn that skill for years. Particularly in group instruction quick fixes are essential, we all know that, but sometimes we need to pay attention to one student in particular, and that creates a problem because the correction has to be made in seconds, since we can't ignore the rest of the group. I like calling this a mini lesson within a group session.

Let's pop quickly into this mini lesson after the student showed he could not hit that topspin backhand at all, and couldn't even get it with the visual exercises of working with a two tone ball or a beach ball; we tried both of them. However, the kinesthetic feel of striking that ball on an axle that spins the ball did the trick almost instantly.

Bouncing low. Wow, not yet. This is not so easy, he is doing great. One more. Alright. You may want to stretch. All we want you to do is the same thing; where the ball goes doesn't matter, same thing. Okay, now the high end should go over the net. Alright, that was awesome, because it was a kinesthetic aid. See the difference. You could do the same with slide serves or quick serves or whatever. So thank you Molly, sit down.

I would get out anything that works quickly, that's the key to group instruction, because you can't stop the class to solve one person's problem, rather you need to solve whatever problems you are addressing extremely quickly, unless it applies to the whole group.

But just how much can visual and kinesthetic aids help your students improve as compared to teaching without any of these aids? Scientifically speaking there are three primary systems of learning. We know this: visual through seeing, kinesthetic through feeling, and auditory through hearing. We also know that human beings are each hardwired differently, and that each of us has a preference for one or two of these systems. But what are the overall patterns so we know how to most effectively teach?

To help find the answer I conducted an on court clinical study of 50 students, where they each subjectively rated their experience with visual, kinesthetic, and auditory queues, while hitting tennis balls.

The results: we learned that 98% of the people tested were hardwired to prefer either visual or kinesthetic learning. Quite ironic, isn't it, that we conduct the vast majority of our lessons through words, verbally. This is definitely one of those global issues to carefully consider.

Let's finish this section with a visual and kinesthetic exercise that ends with a brief explanation of an important concept called fading.

Good shot. We are done. So you get the idea. So then we succeeded because, not only with the movement guide in place, but then with it not there. You can ask your students, as soon as you take it away, can you still see it? If they can see it, you have succeeded, you have created an anchor or a reference point for visualization, and that's important.

Transcription by: Scribe4you Transcription Services