Bill, can you consider this viewpoint? (I know I'm about to get a screenful, lol) What if tennis was best played by instinct and the follow through represented the finish line of that instinct which encourages maximum torso rotation? I don't ever mention a double bend or tell my student to point the butt at the ball consciously because I want my student to peform those things without thinking.
I think you are taking a lot of risk here. Establishing parameters through instruction is not suppose to hinder a players ability to naturally grow within those parameters. Further, one of the main reasons you instruct a player is to not tell them what to do, but to give them information or parameters so they can become problem solvers themselves. When they hit the ball wrong, after giving them the knowledge, you ask the question! "Why did your ball do that?" They answer! They fix! They become owners of their own game. We don't become feeders and enablers of players dependant on coaches to play the game of tennis. Are matches like that? Are players allowed to get feedback from the coaches (not counting team tennis)? No!
Teach them how to be tennis players, not lesson takers.
You need to understand Bloom's Taxonomony of learning because much of what I am saying above is sprinkled through here. Further, you really are at a disadvantage if you don't know this when you are teaching anything:
BLOOM'S TAXONOMY AND THE STAGES OF LEARNING
1. Knowledge: This is where people gain information in various ways. Through teaching, through trial and error, etc...
The domain is Remembering [Knowledge], which is defined as the knowing of previously learned material or retrieving, recognizing, and recalling relevant knowledge from long-term memory. This may involve the recall of a wide range of material, from knowing common terms, specific facts, methods, procedures, basic concepts, and principles which can be used on a multiple choice examination.
2. Comprehension: This is where instruction speeds up things. By providing the player a short cut in their ability to comprehend what they are learning quicker. You intervene with instruction to help them comprehend faster.
This domain involves being aware of the literal message contained in communication and being able to show a grasp of the relationships between each of these elements in your subject. The components of understanding include self-regulation, interpretation and extrapolation.
3. Application: By definition and can happen while the other two stages are being performed. This domain applying or application refers to the ability to use learned material in a new or unprompted use of an abstraction.
4. Analysis: This is where I jumped to above. As an instructor you are using instruction to mix these four things together. If you have no clue you are doing this, you are clueless about where you are taking your instruction. You have to know the brain because that is what you are training and not necessarily the player themselves. This domain can be described as the ability to examine a problem area in your subject and identify the various components [breaking the problem down] in order to better be able to focus attention on each. Analyzing distinguishes between facts and inferences and determines how the parts relate to one another and to an overall structure.
5. Synthesis: This is the ultimate goal of learning and the ultimate goal of learning through instruction. This domain and refers to the ability to make judgments based on criteria or standards or to combine parts to form a new concept or idea. This domain may involve the ability to judge the value of material which can include statements, reports etc., for a specific purpose. The evaluation is based on definite criteria or relevance to the stated purpose.
6. Creating [Evaluation]: This is the highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria. In this domain, there is an expectation that the person can correlate elements in order to form unique or functional whole. It may also include terminology that includes: judgements being made, the values, purpose, or ideas; solutions, as perhaps even methods.
Where do you think the pros are? They are everywhere depending on the circumstances. Let's say they have a match strategy and it isn't working out. What do you think happens from a cognitive perspective?
Or how about the beginner. Where do you think he is at? Probably more in the lower numbers but somethings may jump up to Some players that can recall and apply quickly depending on aptitude will zoom up in the higher areas of Bloom's Taxonomy. A tennis coach is ebbing and flowing throughout these areas when it comes to the cognitive side of the mind.
Instruction is about transferring knowledge so that knowledge can be transferred to action and results.
That is why so many pros claim things that they do occur naturally, without thinking. The finish is roadmap. Federer likes to swing at a 45 degree angle. Braden teaches a 30 degree angle.
Braden emphasizes the 30 degree angle as the NATURAL rise in the stroke from your arm without enhancing anything else. It is instruction or wisdom so that recreational players can realize they can naturally produce topspin from a low to high swing. Which is true. It is also for those that try to turn over the ball to add topspin without considering a low to high motion. It is also for those that swing too steeply and hit short in the court thinking they need to go up more to get topspin.
It is not to prevent players from hitting more steeply but can hit the ball deep.
Braden's instruction is also not geared towards the Professional Tennis player. It is geared towards those that are learning or need to refresh their knowledge of topspin. Why do you keep taking things out of context? The pros have spent years and years modifying and fine-tuning their strokes and the game is very different from club play. Even Wegners players have evolved from his basic teachings. Why aren't you treating things the same?
You keep trying to link Braden to "new" tennis to make him look foolish. This is exactly what 5263 and Dave Smith tried to do. Oh but "he is a nice guy."
Are you a liar? A thief? A false informant? Do you like to lie and cheat and steal? No you don't. So why spread things around about a person you really haven't researched or understand? Because that is what you are doing when you spread a bunch of half-truths arounds.
Does Guga hit exactly the same way from Oscars basic instruction from your so-called claim that you had something to do with him in his "early" years?
Even Nadal sometimes uses 45 degrees. Monfils looks like he plays up against a window, but the finish should not be underrated in its' importance.
Again, you are out of context. You are comparing a stroke performed that has evolved and linking to yesteryears instruction to say it is bad instruction. If you continue to do so, I will continue to show how stupid it is to think that pros DONT prepare early and how Oscar changed his tune of late.
Further, I am pretty sure the 30 degree angle was more linked to the onehanded backhand than anything else or more of the classic stroke types. Have to look into that.
I have seen many testimonies (I can post one from a player who just made the finals of the Singapore Open) who write about how they learned from Oscar Wegner that the finish is the destination that best propels the ball over the net naturally and without having to think too much. Many players claim the finish shapes the shot and I have found their claim to be true. Tennis is best played by instincts, by feel, and not by mechanics. Simplicity is the key. That is my belief. I find in interesting not one pro does not invariable finish entirely with a body wrap on all 1H FH and 2HBH groundstrokes. It must mean something. And with my one handed backhand, if I don't finish with arm extended up in the air while lifting and keeping my body closed with closed stance, my shot is not at its best.
I don't give a hoot about your testimonies!!! Anyone can pull testimonies out of their butts!!! You are building an argument on misinterpreted and made up conclusions. Your analysis is invalid because you are taking instruction based on a certain style of play and applying it to a different style.
I already showed you that you are wrong about the so-called modern stroke. Do you really want to continue with me?