The career of a non-sports specialist in society Goals for this

Goals for this presentation :
Developing juniors
to top level
KNLTB
The Netherlands
• To clarify the difference between 'general
development training' and 'gametype
specific training';
• To emphasise the importance of quality
training under 14;
• To explain about gametype-specific
training.
Frank van Fraayenhoven
Some figures:
• Denrnark:
•
•
•
•
•
Size
Population (5,5 m)
Population density (127)
Tennisplayers
Members in federation
The career af a non-sports
specialist in society
• The etherlands:
• Almost the same; smaller
• Population (16,5 m)
• Pop.dens (397 m)
• Approx. 1,3 m players
• Approx. 680.000 memb.
The career of a non-sports
specialist in society
Primary
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High
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Non-sports versus Tennis
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Non-sports versus Tennis
Non-sports versus Tennis
General Specific
Under
18 Under
Under
14
KNLTB
LTAD
-
14
Work
25 Above
18
- LTAO
Non-sports versus Tennis
LTAO - internationale
data
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Above
18
30+
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Planning
training
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Richtlijnen toemooien
RICHTUJNE'f VOOR TOERNOOIEN.
- trainingsuren
Gametype
specific
development
TRAINIHCSUREN ·ONDER 14JAAR
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General development:
technical, tactical •
mental and physical
100·100
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Performance
Gametype-specific:
Technlcal
TactJcal
Physlcal
Mental
Strategy
Gametype
Development
The two most common mistakes:
Proper technical basis:
• Focus on results and
ranking al age <II,
instead of heallhy
balance between D&P.
• Teach all strokes at an early stage;
• Focus on developmenl
at age> 16 instead of
75% P and max 25% D.
• Enough repetitions,
variation!
• Teach all 'functions'
within all strokes;
• Problem-solvirig as a tool to teach/leam
techniques;
but ab ove alllots
of
3
General Development under 14:
• Lots of new skilIs ( co-ordination! l);
• Many situations;
• Gradually going to (inter)national matches;
• 'Problem solving' on-court.
Attention
• This Book is also available for clubcoaches;
• Technique, tactics, mental and physical.
Document structure:
Explanation
• The KN LTB has developed a Handbook for
all coaches working for the federation;
• It provides coaches with specific goals, an
explanation of those goals and with
suggestions for drilis;
• Performance rather than results;
• Se alert for little mental problems;
Goal
Handbook High Performance Tennis
Philosophy:
Points
• Dur philosophy is covered through 120
clear statements;
• Group-Iessons, but individual attention
and programming or differentiation;
• Group-Iessons tend to aim at the
average level of players, slowing down
the development of fast-Iearners
(talented players).
Technique
(= a way to accomplish
the "Ievel-determining factors").
•
•
•
•
•
Consistency;
Precision;
Sall-speed;
Spin of the ball;
Variation;
•
•
•
•
Tempo;
Court-coverage;
Anticipation;
Playingunder
pressure;
• Camouflage.
Tactics (= making choices; to use
shot-intentions; on basis of "leveldetermining factors").
• Positioning;
• Bali-trajectory;
• Movement;
• Behaviour.
4
Physical (= injury prevention; being
able to continue to play without decline)
Mental (coping with difficult situations)
•
•
•
•
Commitment;
Fighting spirit;
Self-confidence;
Emotional
stability;
• Leadership;
• Attention control.
• Co-ordination;
• Speed;
• Power;
• Stamina;
• Flexibility.
How to work with the Handbook:
Chapter on Gametype Specific training
• Less number of goals;
• Reach your highest level with those goals;
• It is betler to be very good at a few skilis, than
'reasonably good' at a lot of skilIs;
• All goals are complexIintegrated;
• We use: 'dominant baseliner', 'patient baseliner',
'allround player' and 'forward player'.
•
•
•
•
•
•
•
Use it as a guide;
It directs the contents of the training;
It is not a recipe;
Experienced coaches will only use the left box;
To register the development (players I coaches);
Three categories: OK; Still busy; Not Yet;
Compare I feedback I effectiveness I colleagues.
Conclusions:
• Not just quantity, but quality of training
under 14;
Thank you for your attention!
• Game-type specific training above 14 (or
after growth);
• A proper tournamenUmatch-programme.
5