How to Teach Recovery Movement Video

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How to Teach Recovery Movement

Now, let's hold up, listen closely to this, because most of you are not accustomed to teaching in this fashion, as far as I have observed; and I do about 30 conventions and conferences and workshops each year, so I get to see a lot of throws in a lot of situations, and generally speaking, what's important here is Sarah needs to reinforce to her the instruction, because now they are going to switch. So switch positions now with the tossers coming here, going there, and the hitters moving up here. Now, do the tossers now know what the instruction is? Do the hitters know the instruction? Their retention should be very high right now. So let's scoot to the middle. She can hit backhands on this, because already she was balanced. Always stay out of the target area that they are going to hit into. Way we go. Start in the middle if you can after this shot. Folks, get back to the middle. I am sure you just noticed that we were having some trouble getting the hitters to recover towards the middle of the court. Typical problem, besides having the feeders wait to toss until the hitters have recovered properly, here is another creative way to teach recovery movement and add a lot of fun at the same time. Just bring some bells to the court. Let's say that you are having trouble getting them back to the middle. Let's say that you are having trouble moving them. This ever happened? Common complaint. So this is your bell, Tim, this is yours. After every hit you have to go back, move to the middle, ring the bell, and then she will release the next toss. Is that fair enough? You guys need these cones? Before showing the full exercise with recovery and bell ringing, let's first take a look at solving the challenge that happens when students cannot toss a ball accurately, even when provided with a target. You will see me just dropping a ball for the student; a skill every single player is capable of performing. An answer to Jackie's earlier question, if they still can't toss to a target area such as this, you can also have them -- Sarah, you are ready, you are going to hit a backhand, you could also have them just drop a shot -- you want to ring the bell for us. You like it, ready, drop it, step back out of the way. Do it again, here we go. Drop it, step out of the way, and then you can get them at least moving if you want to. Alright, so way we go. Five more. Remember, you are calling out the instruction about balance. Last two, and match point. Let's check their balance after this one. Well done! Key number three has been a very long section, but important. I have to also mention that there are four primary ways to rotate groups of students through each position on the court. Here they are, you can keep track according to: 1) A certain number of balls fed. 2) Assigning a specific length of time for the exercise, such as 30 or 60 seconds. 3) A certain number of cumulative successful shots. 4) A certain number of consecutive successful shots. Now let's move to an overview of ideas covered thus far. Now, who was I near for most of this exercise? The students become the assistant coaches, because you guys who were just hitting told them about balance, because that occurred. Was it not in the forefront of your minds? You see what I mean? So you were speeding their retention when they teach one another. According to a study, nationwide study that was very prominent, very well recorded, is the retention will go to 90-95%. If you just give verbal instructions your retention will be around 10%, and just verbal instructions in a lecture situation. If they actually do it in a line and participate, it goes to about 50, but if they are teaching one another, their retention will soar, and we want retention, isn't it? We want when they come back for the next lesson a week later them to remember and be able to execute what we worked with them on the week before. Alright, let's finish this section with a final comment on feeding and line drills. Feeding is sometimes okay, it's not that feeding is completely taboo, but you can see that we are feeding minimally in terms of people standing in lines. When people standing in lines, if there are four in a court, and the pro is feeding, they are hitting one out of every four balls. That means in an hour class, they are getting 25% activity level, at best. Not very good. You want to keep them going at least at 50%, and when they are not feeding, if they are helping to coach one another, they will be learning also.

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Now, let's hold up, listen closely to this, because most of you are not accustomed to teaching in this fashion, as far as I have observed; and I do about 30 conventions and conferences and workshops each year, so I get to see a lot of throws in a lot of situations, and generally speaking, what's important here is Sarah needs to reinforce to her the instruction, because now they are going to switch. So switch positions now with the tossers coming here, going there, and the hitters moving up here.

Now, do the tossers now know what the instruction is? Do the hitters know the instruction? Their retention should be very high right now. So let's scoot to the middle. She can hit backhands on this, because already she was balanced. Always stay out of the target area that they are going to hit into. Way we go. Start in the middle if you can after this shot. Folks, get back to the middle.

I am sure you just noticed that we were having some trouble getting the hitters to recover towards the middle of the court. Typical problem, besides having the feeders wait to toss until the hitters have recovered properly, here is another creative way to teach recovery movement and add a lot of fun at the same time. Just bring some bells to the court.

Let's say that you are having trouble getting them back to the middle. Let's say that you are having trouble moving them. This ever happened? Common complaint. So this is your bell, Tim, this is yours. After every hit you have to go back, move to the middle, ring the bell, and then she will release the next toss. Is that fair enough? You guys need these cones?

Before showing the full exercise with recovery and bell ringing, let's first take a look at solving the challenge that happens when students cannot toss a ball accurately, even when provided with a target. You will see me just dropping a ball for the student; a skill every single player is capable of performing.

An answer to Jackie's earlier question, if they still can't toss to a target area such as this, you can also have them -- Sarah, you are ready, you are going to hit a backhand, you could also have them just drop a shot -- you want to ring the bell for us. You like it, ready, drop it, step back out of the way. Do it again, here we go. Drop it, step out of the way, and then you can get them at least moving if you want to. Alright, so way we go. Five more. Remember, you are calling out the instruction about balance.

Last two, and match point. Let's check their balance after this one. Well done!

Key number three has been a very long section, but important. I have to also mention that there are four primary ways to rotate groups of students through each position on the court. Here they are, you can keep track according to:

1) A certain number of balls fed.
2) Assigning a specific length of time for the exercise, such as 30 or 60 seconds.
3) A certain number of cumulative successful shots.
4) A certain number of consecutive successful shots.

Now let's move to an overview of ideas covered thus far.

Now, who was I near for most of this exercise? The students become the assistant coaches, because you guys who were just hitting told them about balance, because that occurred. Was it not in the forefront of your minds? You see what I mean? So you were speeding their retention when they teach one another.

According to a study, nationwide study that was very prominent, very well recorded, is the retention will go to 90-95%. If you just give verbal instructions your retention will be around 10%, and just verbal instructions in a lecture situation. If they actually do it in a line and participate, it goes to about 50, but if they are teaching one another, their retention will soar, and we want retention, isn't it? We want when they come back for the next lesson a week later them to remember and be able to execute what we worked with them on the week before.

Alright, let's finish this section with a final comment on feeding and line drills.

Feeding is sometimes okay, it's not that feeding is completely taboo, but you can see that we are feeding minimally in terms of people standing in lines. When people standing in lines, if there are four in a court, and the pro is feeding, they are hitting one out of every four balls. That means in an hour class, they are getting 25% activity level, at best. Not very good. You want to keep them going at least at 50%, and when they are not feeding, if they are helping to coach one another, they will be learning also.

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