Coaching the Entire Squash Shot Cycle USSRA Coaching Conference September 2000 Tim Bacon,Smith College Gail Ramsay, Princeton University

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)

Overview Shot-cycle Open skill process Global Approach to Error Correction 3 Coaching Principles Example Coaching Topics

The Shot Cycle Watching-Ready-Position (Perception = anticipation + ball judgement) Movement to the ball Stroke Recovery

The Open Skill Process Perception Decision Action Feedback

Global Approach to Error Correction Appropriatediagnosis is critical for accurate training « prescription » Technical Error? 4 possibilities…

Examples of « Technical » Errors

Global Approach to Error Correction

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

The Psychological is Important too! Attention=concentration Nideffer ’s model of concentration attentional errors « choking »

Four Types of Attentional Focus WIDTH DIRECTION Broad Narrow ExternalInternal

Attentional Problems Attending to past events (e.g., what was?) Internal distractions Attending to future events (e.g., what if?) Choking under pressure Overanalysis of body mechanics Fatigue

Choking An Attentional Problem

Three Teaching Principles Progression not correction Respect learning styles - especially kinesthetic Integration - bridge the gap between practice and match play

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

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

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

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

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

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

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

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.

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

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.

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?

Summary Shot-cycle Open skill process Global Approach to Error Correction 3 Coaching Principles Questions? Discussion? home.html