Nemalan Seshagiri Moodley: a different philosophy of coaching tennis

After a few years of coaching, your coaching philosophy will be a lot easier for you to explain than it is when you are just starting out. If you are just starting out as a coach, then like most beginning coaches, you may think your approach to coaching is unique to you. More likely, your approach is borrowed from coaches you played for, observed, and admired. Over the years, it will become clearer to you just what your objectives are for coaching and how you might plan to achieve them. Your coaching should depend on the age, skill level, and dedication of your athletes. The easiest way to begin to identify your coaching philosophy is to list those things that you value in sport and the objectives you have for your players. For example, if you believe the team experience can be a terrific influence on young people, then you will emphasize certain attitudes and behaviour that place the welfare of the team before that of individual players. Many coaches believe in extolling the virtue of striving for excellence through sports. While few would dispute the power of this goal, in some communities

All successful coaches borrow bits and pieces of their coaching philosophy from other coaches. This includes learning about coaches from other sports and other levels of play. Once you eliminate the sport-specific X’s and O’s, all coaches are really doing the same thing-teaching players skills to use throughout their lifetime as they compete in all areas of life. You should avoid, however, adopting certain coaching philosophies from coaches of other levels of play who may have different objectives in mind.

Essential Components of Planning a Tennis Training Session

Each training session needs to contain the same essential elements. The amount of time spent on each element will depend on the goal of the training session, the time of season the session is in and the amount of time available for a particular session. The following elements need to be included in an athlete s daily training program. Please refer to the noted sections in each area for more in-depth information and guidance on these topics.

  • Warm-ups
  • Previously taught skills New skills
  • Competition experience Feedback on performance

The final step in planning a training session is designing what the athlete is actually going to do. Remember when creating a training session using the key components of a training session, the progression through the session allows for a gradual build-up of physical activity.

  1. Easy to difficult
  2. Slow to fast
  3. Known to unknown
  4. General to specific
  5. Start to finish

Coaches Top 10 Principles of Effective Planning

  1. Assign assistant coaches their roles and responsibilities in accordance to your training plan.
  2. When possible, have all equipment and courts prepared before the athletes arrive. Walk the court area and remove unsafe objects.
  3. Provide positive reinforcement and make it fun.
  4. Safety: Each athlete should (1) find their own personal space, (2) hug rackets against chest when listening to instructions from the coach, and (3) hit only on a cue from the coach.
  5. Alter the plan according to weather and the facility in order to accommodate the needs of the athletes.
  6. Change activities before the athlete becomes bored or loses interest, keeping all players involved.
  7. Devote the end of the practice to a fun, group activity that can incorporate challenge and fun and provide athletes with something to look forward to at the end of each practice. This will also assist with assessing the players progress.
  8. Coaches should maintain a command of the court through voice, direction or delegation.
  9. Summarize the session and announce arrangements for the next session.
  10. Players need to learn and develop the skills needed in the skin before learning the technique. For example, to serve the athlete, the athlete’s throwing and over-the- shoulder throwing skills should be developed, especially in 6 to 10 years old females, these studies should be included. This and many studies should be done by preparing the competition environment. Because there is competition in the structure of man. If we give an example to the study, athletes are divided into two equal groups, and 10 pieces are placed at the bottom line of one side and 10 others to the bottom line. Athletes throw one ball over the shoulder, provided they get one ball at a time with the mark and try to throw a wire behind the bottom line of the other field. The goal here is to give you the ability to throw over the shoulder and the ability to serve. To prepare the competition environment, athletes are given the right to throw one ball at a time, which side the ball is not left on, the group becomes the champion. Of course, the balls will never end because the ball will come across. Athletes both enjoy and develop throwing skills, running skills. Athletes should know the rules of the game at 6 to 10 years old, respecting players and winning in the competition, but they adopt that losing is a natural result, their skill unwittingly develops according to the model.

The player’s creativity in the game does not show much improvement (TTF, 2014). Players need to learn and develop the skills needed in the skin before learning the technique (TTF, 2013).

  1. In classical tennis teaching, it is to apply the movement shown continuously by repetition, as much as possible, by reinforcing without variability or deviation.