Constraint based training is changing the rules of the game. New set of rules. New type of game.
Is tennis taught the wrong way?
- Thread starter zaph
- Start date
Constraint based training is changing the rules of the game. New set of rules. New type of game.
2forehands
Rookie
Sorry about the Highjack but constraints-led approach is not just game-based learning (although it is in the same family as games sense and guided discovery). A constraint-led approach could incorporate drills and video analysis however you have to be careful not to break what is is referred to as the perception-action link (think serving drills and part-whole practice) and I wouldn't use it to model a players strokes on a pros. The main differences in the approach is the softer (but more important) philosophy of how you are trying to enhance player development and not necessarily the technology used. There are also more to constraints than rules even if its the primary way for most coaches to manipulate the perceptual landscape (there's another term for you).
I went to a Expertise and Skill Acquisition Network symposium recently at the English institute of Sport and and a guy called Pete Arnott who is a golf teaching pro was lamenting that he sees too many promising young golfers who make the tour based on years of game based practice (playing the game with one or two clubs etc) who then hire swing coaches only to plummet out again. Now this is only his opinion but he seems to go against the idea that greater analysis and player awareness of minute is the producing better golfers.
Ash- isn't about time you started on a constraints-led tennis book?
I went to a Expertise and Skill Acquisition Network symposium recently at the English institute of Sport and and a guy called Pete Arnott who is a golf teaching pro was lamenting that he sees too many promising young golfers who make the tour based on years of game based practice (playing the game with one or two clubs etc) who then hire swing coaches only to plummet out again. Now this is only his opinion but he seems to go against the idea that greater analysis and player awareness of minute is the producing better golfers.
Ash- isn't about time you started on a constraints-led tennis book?
heninfan99
Talk Tennis Guru
This made me laugh but you'd have to have been around here a few years to get the joke.
2forehands
Rookie
Sadly, it is lost on me but I am always happy to instigate laughter.
Ash_Smith
Legend
Very well said.
Pete's a cool guy, i've chatted/debated with him quite a bit via twitter and stuff.
I've written quite a few articles on the subject which will eventually find their way into a book yes. Unfortunately at this point I haven't enough time to devote writing a full book, but at some point I will.
As I am not allowed to post direct links to my website i'll copy the text from one of the articles in a quote box in the post below fyi... (warning - it's quite long!)
Ash_Smith
Legend
In our previous article (which you can read here), we talked about the effects of pressure on performance and how the natural defence mechanism of our bodies can lead us into “mind blindness” and consequently to making poor decisions.
In this piece we will look at a coaching technique you can use to help build resilience/tolerance to pressure and to fast track the development of adaptable skills in the performers you work with.
Please note, we will use the word "performer" throughout this article to represent the "coachee" - although the theories presented here are in the context of elite sport, they can be applied equally effectively to the corporate world.
A CONSTRAINTS LED APPROACH TO COACHING...
The first place to start when looking to help you take performers to a position of being “comfortable with being uncomfortable” is to look at introducing a constraints led coaching model.
In short using a constraints led approach is to understand that behaviours and movements are influenced by a dynamic environment, where interacting constraints place different and changing demands on the performer or the task itself.
In a traditional model of instruction the coach will give directions to the performer, indicating where and what movements or behaviours need to change, observing during a closed practice and providing feedback/further corrections in an attempt to shift the movement/behaviour towards the desired outcome.
In a constraints led model the coach will design practice so that the task contains a specific constraint, or so that the performer themselves is constrained in some way (physically or cognitively). The constraint being such that it guides the performer towards the desired change of movement pattern or behaviour. This approach has the benefit of helping the performer develop feel for the change from their own experiences and as such internalise it more effectively – thus accelerating the speed of skill acquisition.
EXAMPLES...
Working with a junior rugby team it was observed that their basic catching skills were not at the level the coach required of them. The coach had spent some time working with the team on their catching skills – explaining optimal body position, the importance of watching the ball into the hands and other typical coaching cues – but with little change of behaviour.
To attempt to accelerate the skill acquisition we had players put on a pair of gloves which had half a squash ball glued to the palm of each hand – effectively making the task of catching much harder. The theory being that in order to improve the skill, we had to make the skill harder – to make it more difficult to feel the ball into the hands. The group were suddenly forced to focus much more closely to complete the task, to direct maximum attention to the incoming ball and to the feel of the ball in the finger tips as it arrived. With no other instruction (aside from the structure of the practice), the teams ability to catch improved exponentially in no time at all. Simply by shifting the team into a problem solving mentality we created an environment where players were effectively challenged, but still eventually able to achieve mastery and as such their intrinsic motivation improved along with their skill levels.
Another example, this time from my own sport of tennis – I have long felt that players double fault in tennis because they lack feel for the ball on the strings of the racquet at contact. This is then magnified when attempting to serve under pressure (for reasons discussed in this article). I could spend time discussing and directing them towards the optimal technique for spin serves – racquet path, grip, ball toss, arm/body positions and rotations and so forth - and we could implement a blocked practice to work on the changes. Through this we might see improvement in technique (which is of course important), but we likely wouldn't see development in feel or ability to perform under pressure. So, instead I designed a constraints led practice – by changing the task to have the server change their start position every time they made a serve, sometimes 10ft behind the baseline, sometimes wide outside the sidelines, sometimes very close to the net, we even raised the net height from 3ft to 6-8ft in some places.
We played a game of “service golf” where players had to complete a course, serving from the different start positions into targets – looking to complete the course under a par score – if they went over par they had to play another round until they came in under par.
This use of task constraint meant the athletes couldn't hit their usual, routinely practiced serves – they had to adapt their technique to overcome the new constraints (unfamiliar distances, unfamiliar targets and unusual net heights) – they had to find new ways of 'working' the ball. This brought their focus sharply to the contact point of the ball and therefore to the feeling of the impact. Working under the pressure of starting the whole task over meant they had to give it their full attention - nobody wanted to be the last one in. They had to get comfortable with being uncomfortable. For some it became a tortuous experience, but each player stuck to it, found ways to be successful in the task and improved their personal resilience as a result.
(Incidentally, in both examples after completing a variety of sessions with similar themes we have seen a vast improvement in the relevant statistics)
ADAPTABILITY
A constraints led approach has also been shown to encourage and develop adaptation skills in performers...
Newell's model of constraints tells us that performers who can adapt their technique and performance to the three main constraints (task, environment and organism (performer)) and have a high level of perception-action coupling will achieve the best performance. Those who cannot adapt their technique – no matter how theoretically perfect it may be – will not achieve the same high levels of performance consistently.
“In a contest of otherwise technical equals, adaptability and innovation will prevail... An adaptable and innovative performer can defeat a technically superior performer who is not adaptable.”
Dr Ray Brown
One issue with taking a more directive approach to coaching is that it can create dependancy on the part of the performer. Being frequently given exact instructions in training, they have limited experience of adapting skills 'on the fly', they become less able to make clear, concise, independent decisions – especially when under pressure. They rely on the coach telling them what to do and when to do it.
In some situations this is acceptable as the coach is permitted/available to have an impact on the performer from the side lines – but in many sports and in many life situations, the performer is required to act independently. A constraints led model creates a dynamic environment where the performer is given license to explore solutions (both movement and behavioural) to problems and execute them under pressure – leading to robust, repeatable, adaptable skills.
SO WHAT?
There are many areas in sport and in life where adopting a constraint led model could be the key to unlocking optimum performance, from achieving a sporting personal best to making a presentation. To implement a constraints led model as a coach, one has to look at the desired outcome (movement or behaviour) and work backwards from there, creating situations which stimulate the performer into making changes in the desired direction. It requires a little more work on the part of the coach, compared to simply telling the performer what you want them to do, but the results can be incredibly powerful - robust, adaptable skills and an ability to execute them under extreme pressure.
Ash_Smith
Legend
heninfan99
Talk Tennis Guru
You're so sensitive lately. Why?
Please let us know when you finish that secret book of yours. I would love to see it!
Even if it takes 5 more years.
Please let us know when you finish that secret book of yours. I would love to see it!
Even if it takes 5 more years.
Don't worry, it's lost on everyone except Heninfan
Last edited:
heninfan99
Talk Tennis Guru
You may want to apply some constraints to your writing routine.
Promising golfers who succumb to the pressure to hire a celebrity swing guru, only to crash and burn, is something that seems to be happening a lot. The problem seems twofold. One, the gurus often try to refine the athleticism out of the player's swing in a vain quest to make it more repeatable. See Wie, Michelle. Two, their pet theories are largely nonsense anyway, and their prize students who do win often seem to be ignoring core concepts taught by the teacher. See Foley, Sean.
CoachingMastery
Professional
So, I can't take credit for teams and players who had never played tennis before or who were either taught poorly or self taught bad habits and through my instruction, coaching, and technical training, went on to become advanced players? YES, I've produced many champions and highly skilled players, (state, nationally and world-ranked players), as many other skilled coaches have. However, I've seen where a number of "pros" or "Coaches" produced players who will never reach their potential because of ineffective teaching philosophies, procedures, and teaching ignorance. While a "positive environment" is an important component of producing skilled players and champions, I've seen dozens of so-called positive environments which produced mediocre players at best. As one of the most successful HS tennis coaches in the US, I've been able to see what other coaches "produce" through my over 30 years of teaching, directing and coaching...trust me, it often is scary to say the least.
meltphace 6
Hall of Fame
Congrats.
JohnYandell
Hall of Fame
There is a balance here. If you never play matches you can't really say you tested or incorporated what you think you learned. This is why practice and drilling need to be competitive and progressive in difficulty. At the same time with 7 basic strokes almost all players are going to need purely technical instruction and this is where learning theory comes in. Visuals and kinesthetics are what the overwhelming majority need--this means video modeling, physical modeling, and video feedback. The two sides should synthesize. Players video matches. The compile statistics. They see how they execute in the "open" environments. It's a glorious creative process.
heninfan99
Talk Tennis Guru
Rafa feeding drills from basket this week:
45 seconds in.
r2473
G.O.A.T.
Do you think he has a chance to win his 19th major at USO19?
Wise one
Hall of Fame
Yes. Where did you get the idea though?
You are replying to ancient posts
