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Coaching the Entire Squash Shot Cycle
USSRA Coaching Conference September 2000
Tim Bacon,Smith College
Gail Ramsay, Princeton University
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Ice-Breaker!
• Turn to the person next to you and briefly tell each other (less than 15 sec.): based on your past
coaching experience what is the MOST important thing to teach to that C/B player (or young
junior/or no. 7 player on your team ladder)
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Overview
• Shot-cycle
• Open skill process
• Global Approach to Error Correction
• 3 Coaching Principles
• Example Coaching Topics
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The Shot Cycle
• Watching-Ready-Position (Perception =
anticipation + ball judgement)
• Movement to the ball
• Stroke
• Recovery
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The Open Skill Process
• Perception
• Decision
• Action
• Feedback
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Global Approach to Error Correction
• Appropriatediagnosis is critical for accurate training « prescription »
• Technical Error? 4 possibilities…
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Examples of « Technical » Errors
Technical-Technical bad grip wrong swing path
Technical-Perceptual/Decision-making
doesn’t watch –arrives late
late startTechnical-Physical insufficient speed
poor enduranceTechnical-Mental choking
focus too narrow
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Global Approach to Error Correction
Type of Error Type of Practice
Technical-Technical Stroke lesson
Technical-Perceptual/Decision-Making
Perception-Decision-making drills
Technical-Physical Physical training
Technical-Mental Mental Skills Training
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Examples of Perceptual/Decision Errors
• Pays attention to wrong cues
• Focused on too small an area
• Focused on too broad an area
• misjudges path, speed, direction of ball
• miscalculates time/place of arrival of ball
• selects wrong movement to ball
• selects wrong instance of correct movement
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The Psychological is Important too!
• Attention=concentration
• Nideffer ’s model of concentration
• attentional errors
• « choking »
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Four Types of Attentional Focus
WIDTH
DIRECTION
Broad
Narrow
External Internal
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Attentional Problems
Attending to past events (e.g., what was?)
Internaldistractions
Attending to future events (e.g., what if?)
Choking under pressureOveranalysis of body mechanics
Fatigue
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Choking An Attentional Problem
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Three Teaching Principles
• Progression not correction
• Respect learning styles - especially kinesthetic
• Integration - bridge the gap between practice and match play
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Example « Shot-Cycle » Topics
• Watching - Anticipation
• Watching - ball judgement
• Movement - split-step
• Hitting: Decision-Making - drop or boast?
• Hitting - kinesthetic approach to teaching the grip
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Anticipation in Racquet Sports
• Abernethy: « A » players initiate movement before the ball is struck - « D » players do not!
• Expert players rely on shoulder and racquet head cues - novices don ’t
• Differences between world-class and national-level players
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Progression for Anticipation• Identify pre-impact cues
• train the perception
• train the decision
• train skill 1
• train skill 2
• alternate skills
• randomize skills
• competitive-conditioned game
• evaluate in match play
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Brainstorm Other Anticipation Examples
• Groups of 3-4 coaches
• 2 minutes to find other examples (hint: most common situations, easiest to teach, beginner-intermediate-advanced topics)
• take up 1 example from several groups
• turn in examples - we will distribute
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Teaching Ball Judgement
• Train the perception: straight or cross• Train the decision: « fore » or « back »• Train skill 1: forehand• Train skill 2• Alternate execution of skills• Randomize execution of skills• Competitive game• Evaluate in match play
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Brainstorm Other Ball Judgment Examples
• Groups of 3-4 coaches
• 2 minutes to find other examples (hint: most common situations, easiest to teach, beginner-intermediate-advanced topics)
• take up 1 example from several groups
• turn in examples - we will distribute
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Teaching the Basic Split-Step by Progression
• Verify split-step
• split to shadow stimulus
• split to coach self-rally
• split on coach feed - return to coach
• split during rotating rails
• split in game situation
• evaluate in match play
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Decision-Making (Tactics) Progression
• Choose a topic: select two skills where player must differentiate
• “Sell” the decision
• Train the perception
• Train the decision
• Train skill 1
• Train skill 2
• etc.
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Brainstorm Other Decision-Making Examples
• Groups of 3-4 coaches
• 2 minutes to find other examples (hint: most common situations, easiest to teach, beginner-intermediate-advanced topics)
• take up 1 example from several groups
• turn in examples - we will distribute
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Kinesthetic Grip Progression
• Rally program from 6 ’: forehand, backhand, alternate, with and without a bounce, finish with short (easy) game
• « top » & « side » cues to « feel » the grip
• « méthodes de contraintes » - catch and send, contact behind, COLFing, etc.
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3-min. Group Discussion
• How have you successfully changed/taught « poor » learners grips?
• What cues do you use?
• What progressions do you use?
• How can we get every U.S. junior to start with the correct grip?
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Summary
• Shot-cycle
• Open skill process
• Global Approach to Error Correction
• 3 Coaching Principles
• Questions? Discussion?
• www.science.smith.edu/exersci/tbacon/home.html