How to Use Success to Failure Ratios Video

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How to Use Success to Failure Ratios

Joe Dinoffer: It's tough to hit bull's eye. Pete Sampras at the US Open, Arthur Ashe Kids' Day, they setup a target area about the size of my racquet head, and he only hit it three out of 20 serves. Yet we expect our students, or we insinuate that our students should hit these small bull's eye target. What's a better option and why? Let's talk about success to failure ratios. Key number six is definitely one of my favorites. Coming up is the entertaining idea of putting money under a cone. If you like this idea, try it with your own students, it makes things more fun and definitely points out to players the importance of aiming for target areas instead of specific bull's eye targets that can only be hit if a player is lucky. Anyone have $50 bill? Could we borrow it? Thank you very much. Tim is generous. We have many good charities that this is going to go to, so thank you for collaborating. Alright, you guys, who would like to win $50? Jason. Everyone else come sit down, Jason wants to win $50. Jason, you were the first hand up. Jason, I am putting $50 under this cone, this cone represents a bull's eye target. Now Tim, how are we doing? Tim: I am doing great. Joe Dinoffer: Good. Tim, I want you to come stand on the side T on the opposite side because everyone should see your face as his ball hits this cone. We will see how great he is doing when he gives up the $50 bill. Alright. Tim, he is so nervous, he dropped his racquet. Speaker: How are feeling Jason? Jason: I am feeling good. Joe Dinoffer: Jason, you ready? Jason: I am ready. Joe Dinoffer: Listen, you hit it and you get 50 bucks. You have one shot to do it. He is going to give you a great tip, but you behave, otherwise we will give him a second shot. Here we go, here is the bull's eye target. What do you think, did he hit it? What would you do if you setup this situation and the player actually hit the cone and won the money? Once it happened to me. Tim, you want to collect your money before it disappears. Notice where he was heading, without being asked. Usually we will prolong it a little bit, and you will see his face, and the guys get so nervous, unbelievable. Okay. We had one person in Virginia hit it on the first shot, I was out with $50. So I get nervous too. Boy, I remember that day like it was yesterday. It was unbelievable. One shot and this guy hits a cone with a $50 bill under it. I couldn't believe it. Anyway, now let's move to the concept of target areas and the importance of high success to failure ratios. Okay, let's call your target area at your level the back quadrant, the whole back quadrant. We will say okay, yes, sure the cone is okay to designate a target area, but not to aim for. So that quadrant, and let's see how you do. So here he goes, he moves over, and he has got one. Let's recover, he looks good. That was short,so now he is -- what percentage has he hit? One out of two, 50%. Let's see if he can get a little bit higher percentage. Now he has got two out of three. That was a little out, he is got two out of four. Now, you would think that he could get about 70-80% right off his soft feet. How many has he got now? Four out of six, two-thirds. Now he is up to five out of seven, and he is six out of eight, and seven out of nine, and eight. That's what you want, you want 70-80% success. Now that may sound like a lot, but think about it. One of the most important things your student can walk away from, your court width. One of the most important things they can walk away from after your lesson is over is what? Higher self-esteem. Fun will be a component, camaraderie will be a component, meeting people they can practice with in a group setting will be a component, learning something that they can practice on their own will be a component. Let's think about it. The umbrella issue should be that when they walk off; if their lesson started 10 in the morning and they leave at 11, they should leave with more self-esteem than when they arrive. If their self-esteem goes down during that hour, will they come back for more? I doubt it, I doubt it. This, if you had to list the many issues of retention of students and why students don't always hang in their with the game once we get a hold of them, this is one of those issues. We need to promote self-esteem.

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Joe Dinoffer: It's tough to hit bull's eye. Pete Sampras at the US Open, Arthur Ashe Kids' Day, they setup a target area about the size of my racquet head, and he only hit it three out of 20 serves. Yet we expect our students, or we insinuate that our students should hit these small bull's eye target. What's a better option and why? Let's talk about success to failure ratios.

Key number six is definitely one of my favorites. Coming up is the entertaining idea of putting money under a cone. If you like this idea, try it with your own students, it makes things more fun and definitely points out to players the importance of aiming for target areas instead of specific bull's eye targets that can only be hit if a player is lucky.

Anyone have $50 bill? Could we borrow it? Thank you very much. Tim is generous. We have many good charities that this is going to go to, so thank you for collaborating.

Alright, you guys, who would like to win $50? Jason. Everyone else come sit down, Jason wants to win $50. Jason, you were the first hand up. Jason, I am putting $50 under this cone, this cone represents a bull's eye target. Now Tim, how are we doing?

Tim: I am doing great.

Joe Dinoffer: Good. Tim, I want you to come stand on the side T on the opposite side because everyone should see your face as his ball hits this cone. We will see how great he is doing when he gives up the $50 bill. Alright. Tim, he is so nervous, he dropped his racquet.

Speaker: How are feeling Jason?

Jason: I am feeling good.

Joe Dinoffer: Jason, you ready?

Jason: I am ready.

Joe Dinoffer: Listen, you hit it and you get 50 bucks. You have one shot to do it. He is going to give you a great tip, but you behave, otherwise we will give him a second shot. Here we go, here is the bull's eye target.

What do you think, did he hit it? What would you do if you setup this situation and the player actually hit the cone and won the money? Once it happened to me.

Tim, you want to collect your money before it disappears. Notice where he was heading, without being asked. Usually we will prolong it a little bit, and you will see his face, and the guys get so nervous, unbelievable. Okay. We had one person in Virginia hit it on the first shot, I was out with $50. So I get nervous too.

Boy, I remember that day like it was yesterday. It was unbelievable. One shot and this guy hits a cone with a $50 bill under it. I couldn't believe it. Anyway, now let's move to the concept of target areas and the importance of high success to failure ratios.

Okay, let's call your target area at your level the back quadrant, the whole back quadrant. We will say okay, yes, sure the cone is okay to designate a target area, but not to aim for. So that quadrant, and let's see how you do.

So here he goes, he moves over, and he has got one. Let's recover, he looks good. That was short,so now he is -- what percentage has he hit? One out of two, 50%. Let's see if he can get a little bit higher percentage. Now he has got two out of three. That was a little out, he is got two out of four.

Now, you would think that he could get about 70-80% right off his soft feet. How many has he got now? Four out of six, two-thirds. Now he is up to five out of seven, and he is six out of eight, and seven out of nine, and eight. That's what you want, you want 70-80% success.

Now that may sound like a lot, but think about it. One of the most important things your student can walk away from, your court width. One of the most important things they can walk away from after your lesson is over is what? Higher self-esteem. Fun will be a component, camaraderie will be a component, meeting people they can practice with in a group setting will be a component, learning something that they can practice on their own will be a component. Let's think about it. The umbrella issue should be that when they walk off; if their lesson started 10 in the morning and they leave at 11, they should leave with more self-esteem than when they arrive. If their self-esteem goes down during that hour, will they come back for more? I doubt it, I doubt it. This, if you had to list the many issues of retention of students and why students don't always hang in their with the game once we get a hold of them, this is one of those issues. We need to promote self-esteem.

Transcription by: Scribe4you Transcription Services