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plyometrics

From: "Exercise and sports performance"

Author: Edo Patregnani - Edizioni Ermes 1990

energy for the athletic movement (as explained in fitness) is produced by the contraction of muscles. Contraction - broadly - can be categorized into three broad categories:

isotonic (contraction causing movement of the affected limb);

isometric (causing no movement);

plyometric, or an isotonic contraction preceded by stretching the muscle.

This type of contraction is the most common form of muscular activity seen in running, jumping and other exercises in many sports.

in the throws in track and field, the muscle groups involved in the movement suffered a final stretch before the action of the launch itself, stretching is caused by the force of inertia of some parts of the body is from of the various tools used (weight, disc, javelin and hammer). Jumps usually a leg or both are "stretched" by the combined mass of the athlete and his speed (kinetic energy) prior to contract again. In the race, when the foot hits the ground contracted muscles of the leg and thigh are stretched forcibly, before the next forward thrust-up.

exercises in which the concentric contraction of the muscle is preceded by a strong strain of the same muscle contract, fall under the name of plyometrics. The plyometric exercises are based on the following principles:

good job - when the muscle contracts to produce kinetic energy (acceleration of the body or a tool), takes a positive work;

negative job - when the muscle in a state of tension rather than shortening is stretched by a mass that moves and the force used is acting in the opposite direction to the movement of this mass (for example, is down the stairs), there is a negative work.

We have already seen that the positive work of the energy produced by the contraction is transformed into mechanical work and heat. In negative work, however, the energy produced is transformed into heat and some part in elastic energy, which can be immediately used to make a further positive work.

Like a bouncing ball, in which the forward displacement of the same is due to high elastic energy accumulated due to its deformation at the moment that hits the ground, the energy stored in the elastic component (muscle ) and the series elastic elements (tendons) is returned during the next thrust forward and upward.

During the phase in which the muscle performs a negative work is an accumulation of potential energy of elastic deformation, which after the transition from collapse to that of tolerance can be transformed into kinetic energy.

In physiology, the distinction between positive work and negative work is very important, as the force that a muscle can develop is very different if the same is shortened by the contraction is pre-stretched or a negative work.

We report briefly the fundamental characteristics of negative work:

- If the speed of muscle relaxation is relatively low there is production of thermal energy (heat) - if the rate of relaxation is relatively high you get an accumulation of elastic energy that can be returned when the muscle after being stretched, will shrink in the next contraction - muscle tension increases in proportion to the speed with which it is stretched.

Back to propose, now, the analogy between a sphere elastic and muscular action. If a ball is dropped on the ground the height of the rebound will depend on both the elasticity of the sphere, ie the resistance that opposes the surface deformation in the collision, both the speed with which the ball hits the ground, that is, its energy kinetics.

from all this is that to obtain optimum height of bounce we need both a strong kinetic energy of an elastic body is ideal. The kinetic energy depends on the height of fall (ie the speed of vertical or horizontal). The elasticity depends on the properties of the muscles (actomyosin bridges). One question now arises of how to maintain the right balance between the need to increase strength and improve the level of elasticity of the muscle, since it is established that a repetition of exercises with maximum loads (particularly isometric) reduce the possibilities elasticity of the muscle itself. The answer can not that come from the study of the characteristics of the object of sport training. In throwers in track and field, for example, where the increase in mass in relation to the increase of the force (absolute force then) is a necessary condition for achieving high results, we will work mainly in sectors and at different times: it first increase in absolute force and later the elasticity of the muscle groups that will give the character explosive technical movements. For the jumpers, however, as for many other sports, where the elastic nature of the muscle groups involved in the gesture (the leg) plays a crucial role both as the force increase on, then a training method that provides for the improvement of the characteristics mentioned muscle (strength and elasticity) in synchronous mode. It is also advisable to work through drills specific character: the angle of the leg thrust, the magnitude and the time of loading (negative work) and the elastic phase of restitution (posi-tive work) should be as similar to what occurs in the action of specific race. Furthermore, in addition to the plyometric type exercises, he will perform with other mechanical properties similar to the action racing technique.

But how to be a proper plyometric training?

We have seen that the work is manifested in plyometric exercises, which tend to an optimal and simultaneous increase of the capacity strength and elasticity. To do this you must: - complete specific exercises that mimic the key part of the action that you want to improve - look after a muscle relaxation exercises involved, or subject to conditions of gravity (for the lower limbs, for example , should lie down or sit with arms relaxed and resting on top), - perform 5-7 reps with a subsequent recovery of 10-15 minutes between sets, with actions to eliminate any residual tension of the muscles, the number of sets will be determined by the athlete's ability to maintain high responsiveness (ie ability to work positively) when returning the previously stored in the elastic force negative work - keep your muscles decontratta before the special measure of contracting with a maximum in the moment before impact (reactivity) for the effective absorption of kinetic energy. Type exercises for the lower limbs consist of the best jumps from a height and bounce in the vertical elevation.

The condition for an elastic action of the year is given by:

- fall in relaxed muscle, on the toes, - setting of the ankle, knee and even at the climax of the elastic phase of impact on the ground - bounce and immediate search for the maximum height of jump.

For optimum height of fall is the height from which it reaches the next hop higher. This height is determined by trial and error, plus 10 cm at a time until you reach one that will determine the next largest vertical leap. Obviously, the more the athlete will need to be stronger than optimal heights of fall high, as high strength indexes require more energy to stretch the muscles involved, the top high jumpers fall from 80-100 cm qualification with a subsequent rebound vertical the same number of centimeters.

This exercise can also be done with the use of one limb, and indeed this is a method that is inserted, usually in the training plan for the development of explosive power (of ' limb detachment) of the high jumper. The conditions for the creation of elastic action are the same as previous years, is the same as the real optimal height of fall. The flexible support limb detachment must take place at 2.10 to 2.50 m from the starting point, that is the last hold on the elevated area. The jumps on the steps down depict clearly the analogy between a bouncing ball and plyometric exercises. These exercises and, by analogy, those represented by leaps obstacles to equal standing together, pitch in and out, and the next alternate on a limb, are often used by jumpers in athletics and team sports athletes, such as volleyball, which require, at least in part, of a similar work.

The most common mistakes in training plyometric

In any plyometric exercise if the height (or length) is not reached maximum, or at least growing, this is mainly due to: - poor coordination Executive - enough to stretch the elastic potential due to a drop height of not very high - in excessive strain due to a drop too much (not compared to the capabilities of force the subject), in which case the voltage decreases, probably due to the partial influence Inhibiting the corpuscles of Golgi tendon that protect the muscle strain from excessive loads.

plyometric exercises in the activation of the CNS is very high. The system intervenes progressively inhibit the ability of elastic response of the muscle when the exercise involves a commitment not proportional to the real potential response.

In the annual cycle of plyometric training exercises should be included in the second half of the period of preparation.

During the period of notice they need to maintain the condition of special training: in this period must be completed, as a rule, once every 10-15 days. Noting, however, the executive precautions: - research optimal height of fall should have a gradual and must begin with a minimum height - you should initially make leaps forward in the direction of high-and then, after adequate preparation, those vertical direction - the plyometric exercise must be preceded by a good heating, to avoid damage to the muscles, tendons and joints - should use extreme caution in athletes with developmental stage, and generally with all those who have not reached a satisfactory level of maximal strength, - with the beginners, who have not mastered the exact specifications of the specialty practice, the specific plyometric exercises are dangerous and counterproductive.

The effectiveness of each exercise for explosive strength depends mainly on the ability to maintain high possibility of fast response to impact next spring (negative work) and optimal excitation of the CNS, must be thereby preventing any visible manifestation of fatigue, failure to do so will inevitably result in a slowdown of the exercise of executive action.

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Adapted from http://atpiombinese.myblog.it

Original title: ABOUT ... EDUCATION FOR SPORT

AUTHOR: Robert Catalucci

Items fundamental in the sports administrators, teachers and parents must take into account in order to promote a sport education, we may summarize as follows: first, a sports club that is breeding ground for important values, that the principles of learning transmission vehicles sport. Secondly that you have teachers who have more than clear that the vision of the sports discipline proposed, linked to being "experts" of the same, that is, persons who "know" who "know how" and "know how to do" also, and especially the "responsibility" pedagogical, ie being able to respond empathically the ever changing demands from a universe of adolescence, characterized by an increasingly diverse complexity. Finally, a further issue, an activity that develops perseverance by following a specific educational project: perseverance also means sharing consistent as far as possible, a single figure of teaching, as indispensable presence throughout the year, both in training phase in which, above all, the course of events if it wants to be the exact reference and expertise that his students need. These are not items that are commonly perceived, but are characteristic of those areas in which they operate-minded professionals in size going beyond the mere result, analyzing also the provision related thereto. Sport, designed for children only and should not necessarily go into the logic of the "champions". The manager and the teacher, otherwise, are complicit in representing the first step in the selection of sports, a reality that is occurring throughout contemporary culture relating to sport, and that is the main cause of disaffection for the recreational and competitive practice leading to early exit the same, deterioration of the unequaled educational and social.

To achieve this purpose it is important not to demonize the defeated (emphasizing only the victory) also highlighting its value and its usefulness, because it can help to improve their game, can be an important element in the search for alternatives, "just knowing things that do not go, thinking and placing remedy can grow. " Teachers should encourage their pupils to the utmost effort in the activities undertaken, must educate them to love the game, performance, before the result, only those who prefers the pleasure of the sport well thought out, beyond the results currently not positive, continue following the sport. Most often leaves early, who has made good progress at an early age, but he has not procrastinate saputi in the years of maturity sports, when that is no longer a close correlation between the disproportionate efforts, which occurred and the lack of results, following the logic of immediate profit at the expense a perspective view of the problem related to a holistic learning, that is respectful of compliance with the emotional roots, coordinative and technical-tactical and strategic proposal on the correct teaching. If the investment focuses exclusively on the sporting achievement of the results when they are not, you will also lose the momentum to continue. However, if you love the sport for what it represents, ie the satisfaction of practicing in an increasingly conscious of itself as a leader and not follower, in the form that is proactive rather than reactive, as growth experience to share with others, the higher the likelihood of a lasting and practical successful, because it will trigger the virtuous cycle compelling emotion: learning-fun-and practice success.

Barefoot At School Toilet

SPORT CHILDREN AND EDUCATION CHILDREN AND TEACH

Adapted from http://atpiombinese.myblog.it

Original title: ABOUT INDEPENDENCE

AUTHOR: Robert Catalucci

... Parents should not think of living a second life through their children. A few children become great champions, but they must all be great men ...

There is a strong belief that autonomy appears to be an essential and indispensable for the construction of the sphere of intellectual child. This reflection comes from the absolutely undetectable, as part of our experienced sports newspaper, to provide an alternative reading to the approach of many parents and teachers of tennis, who see in their children the tools required in order to appease their hidden frustrations and realize their ambitions repressed, taking questionable behavior and by bringing an unfortunate burden of responsibility that is so onerous to bear, that most often causes a sense of alienation from our wonderful sport or even dropping out of the same. We must not forget that a child playing, it's never "just a game" a fun, or a way to distract from more serious concerns. For a kid playing a game can be, and in most cases is a very serious undertaking whose outcome depends on his self-esteem and sense of responsibility. In other words, the game is its reality, and this extends the meaning of a game far beyond the limits that can be for an adult. Losing the game does not therefore part of the game as is, or should be, for adults it is experience which calls into question, and sometimes undermines the sense of personal competence of the child. Far from being part of the game, the defeat is not only an insult, it's something that, by questioning his dignity and therefore his personal integrity, brings its own difficulties in balance, and this must be prevented at any cost. Because there is a danger of losing his dignity in front of adults, a series of defeats can really disrupt the whole self-mastery, so that suddenly the little player can no longer distinguish between reality and the reality of the game of his life. That's why the same child, which shows you know the rules of the game and take care that also respects the opponent, until he hope to win at some point, when you think you might be losing, he starts to deliberately break them. AND 'behavior, which often gives rise to the parents and teachers: if he can play so well when you win, why foul play when he loses? For the adult it is the identical situation, and always a game, the child of two very different realities. When he wins, is exalted beyond all reason, given that it is "just a game." When he loses, he feels humiliated and reacts accordingly, its maturity cracks, just as happens to many adults when they have the feeling of being humiliated. In this scenario, what role should take parents and teachers in empathic listening to her boyfriend? Their attitude must stem from love and trust in them, must make them understand that you are not great when you do not ever fall, but when it falls and we find in ourselves the strength to get up. Must make them understand that life and sports, is full of problems, proportionate to the capacity of each and that the problem, and overcoming the same will make them happier and more confident. Parents and teachers do not have to replace their children in problem solving, but must make it with their presence to create the conditions so that the boy cognitive stimuli their ability to autorisoluzione of the problem, you become a leader of himself and not a follower. If we become absolutely essential to someone, it means that we are moving away from what can be called healthy help. Means to help support, not replace. When the child faces difficulty necessary for its growth, we must not intrude trying to ease the pain of uploading them heroically its weights. We should not play God in the lives of students who help: we'll never be up to the role. Too often we decide that this or that should not happen and therefore we do everything to solve the problems of others with our own strength: the effect on children of this attitude is weakening and more greater dependence on us. There is strong belief in saying that this kind of help is selfish and tends to make us feel important for those people who look at us, confused by the difficulties of our sport. When we help in this way, if you do it? The most important life lessons are learned in suffering. Who helps "know" say no! Sa stand back when the other must prove to be wrong. Sa then be ready to help you get up and give confidence to jump back into the experience. Who looks at the potential help of others and pushes it beyond its limits, even if it becomes uncomfortable and irritating. Who knows helps give approval for the growth of others. Who helps to believe that the more we can do and why we must fight her face alone!

Sterling Silver Disc Blanks

AUTONOMY TO LOVE TENNIS

Adapted from http://atpiombinese.myblog.it

Original title: ABOUT EMPATHY

AUTHOR: Robert Catalucci

For many years, in our environment, it was erroneously thought that the sport of tennis could be taught through an exclusive discussion of technical and other aspects, emotional, tactical and strategic and coordinative were of marginal importance. Today we argue that all of the above should be addressed by the master of tennis so closely related and interdependent with each other in order to promote balanced growth of man-tennis athlete.

In the vision of teaching modern tennis teacher, in our view, the emotional absolutely must precede others as important as basic to achieve, in boys, a good level of attractiveness and acceptance of the sport in general and, for that matter, tennis in particular. Too often teachers neglect this wrong concept, thinking that people with whom they interact are not in touch with their emotional experience, unknowingly laying the groundwork for the rejection of the sport, resulting in premature abandonment of the activity. In this regard, it is interesting to note that the emotion is the central topic in contemporary intellectual debate, regardless of whether they are talking about religious figures or laymen.

The Pope John Paul 2nd in his recent encyclical has admirably summed up in this sentence above: "There is no learning if there is no love."

Pine and Gillmore two well-known economists, experts in human relations, in their book entitled "Experience Economy" define the term experience economy, the economy and the success of a company based on the quality of induced emotional perceptions among consumers in the public or potential customers. Products and services may therefore be thought of as "containers of rich experiences of emotional meaning."

Daniel Goleman, an eminent scholar in the social-relational psychology, in his book "Emotional Intelligence" argues that emotions and feelings are integrated in a very special rational intelligence is steeped in contemporary society, transforming it into emotional intelligence . How easily can be seen, the master of tennis, can not escape from the star of this new way of "listening" to the profession, he having to play a very delicate task in close contact with the players more fragile and emotionally vulnerable in his profession: children.

The emotional root, find the its deepest meaning in the concept of empathy (from the greek en-pathos, feeling inside). Empathy is the ability to take the role of individuals, regardless of whether we're being nice or not, to better understand their emotions, and find the most appropriate response to their wishes. Empathy is, ultimately, the art of going on stage in everyday life with style and interpret their personal and professional role, getting in touch with people. Thus was born from his own inner life, while making use of certain techniques, not a technique but an intention. As an actor, for which the diction, posture and breathing techniques are essential to play but can not substitute its pathos. It 's the difference between knowing how to act (possession of good techniques) and interpret (add the soul). The techniques of interpersonal communication (we call them containers of energy) and are only effective means of improvement, but does not convey the pathos. E'l'intenzione they are used that makes the difference. It 's so that we express our talent relationships. The teacher knows how many empathetic technical skills to adopt in contact with children, it is only his intimate personal and genuine intention to empathize with them and serve them in the noblest sense of the term, that will make him a person who inspires trust. The tennis teacher, practically, this approach needs to develop empathy towards children since the early teaching experience. The correct approach is to treat it carefully in the emotional warmth of his little pupils in the field, satisfying sense of self-esteem immediate gratification you feel when someone with little signs of appreciation. From these small steps your child gets the feeling of being in the right place, being at ease immediately. We like to compare the empathic to a master fisherman eager to make good fishing. If the fisherman his weapon love with the kind of food he likes, it is likely that fish will not take a single one. So he serves as bait, food they like to fish. With children is the same thing. If we try to make them a sermon on what we consider to be uplifting, not ever take them. The only way is to present them with something that really interests them and them emotion. The empathetic teacher must know the techniques to lead a group such as the fisherman needs to know that putting bait for the fish, the angler must also know how to bring the bait to the fish, so the teacher must know the art for such an activity chosen so that it will be accepted and bring the fruits that had been expected. The teacher should be bright, that stands out from the others, because the original, brilliant. It can not be an "anonymous mediocre." Must be able to catch the jokes on the fly to turn them over to its use, must have the courage to change a program, must have the temerity to throw extravagant things to do, but smart, must have an open imagination to discover and invent new activities, must have the humility to put into question the process of finalizing all the main objective for which children should be as close to a sport: the game.

The tennis teacher must manage the situation better education consists of students, atmosphere, teacher, exercises, creating a captivating atmosphere, pointing out that put the exercises involving student the center of the educational scenario, thus triggering the virtuous circle represented by positive-emotion-memory return.

Ultimately the teacher should be of interest to children to his person, emotional involvement, listening actively, and learn about our wonderful sport, it will be easier for them than you think, should make them "sick" tennis.

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THE ROOTS OF EDUCATION TRAINING WITHOUT

Adapted from http://atpiombinese.myblog.it

Title original feeds the tree ... THE TENNIS

AUTHOR: Robert Catalucci

For many years, it was erroneously thought that the sport of tennis, you could teach

through an exclusive discussion of technical and other aspects, emotional, tactical, strategic

coordinative and were of marginal importance. Today we argue that all the elements

mentioned above, should be addressed by the master of tennis so closely related and

interdependent with each other in order to promote balanced growth of man-tennis athlete. To this

about is limited to the following image:

(drawing tree)

scholar Hubert Schneider (Riva del Garda, 1997), has wisely compared the development of a

young or a young player, the growth of a tree. If so then we are well aware that

All classes are developed in the best way. The branches are: the technical, physical condition,

training, motivation, nutrition. We must not forget that a tree

becomes beautiful, it can grow, develop and survive even in turbulent times (for the young

player can mean when, at some point, does not report more successes, when he has to collect

defeats, when it is constantly improving) if the roots are well constructed in his luggage

experiential learning are an emotional, an education coordinator and a teaching

tactical and strategic.

emotional roots

This root is one that we believe should precede the other in importance, because basic

in achieving a good level of attractiveness and acceptance of the sport in general and

tennis in particular, by young people. Too often teachers neglect this incorrectly

concept thinking that people with whom they interact are not in contact with their state

emotional, unknowingly laying the groundwork for the rejection of the sport, resulting

dropping out of ' activities. Of this root we discussed in detail in

above. (No. 4 of this magazine)

Root coordinative

coordination skills are the foundations of learning necessary to learn techniques

new, new types of sport. Tennis is a sport that requires precision, high speed

movement and ability to adapt in situations subject to constant change, then by what

clear how such a framework requires a great deal of capacity coordinative. Therefore

teacher during his teaching should take this into account, proposing various exercises always

in a form and content in order to develop an athlete with a vision the game to "map

elastic motor. To give a clue about science, Galilean type, to what until now, we report the respected Swiss scholar Arturo Hotz of thought which states: "The development of coordination skills are a prerequisite for learning technical skills, which, in turn, develop coordination skills. " The past generation of "ball boy", was coordinated by playing tennis, as all the gear motor was enriched with a wealth of experience coming from the backyard games and informal, carried out in many different spaces and times vacated by the school. The specific teaching of the time, could not "excite" the children which focuses on teaching analytical gesture expressed in the form of long queues and Indian children, who struck during an hour of playing a small number of balls. He learned the "wall" or in the rare clips of hours "stolen" within the adult members. Today the landscape has changed substantially, the children have poor "autonomy" from the parents, given the problems that modern society presents everyday (drugs, child abuse, reckless), spend much time at school, have many other commitments, are attracted to computer games that feed their sense of lack of exercise, so in practice the courts need to be trained in an artificial way what it means to coordination, setting up next to the technical and tactical and strategic tennis teacher, an area "equipped" in which the athletic trainer will movement education and prepare them to face a complex discipline that is tennis. Therefore, although the roller skating rink, with respect to the teaching of the past has returned to the appeal of our sport, as it has regained the typicality of the same through interactivity, thrilling for children, the teacher must necessarily deal with the problems faced earlier finding of before the sine qua non of producing a type of education co-ordinated. Such a coordinated development that recognizes the sensitive phase of maximum growth, age ranging from 5 to 11 years, during which the child is particularly receptive to new forms of experiential movement, beyond that age, he does what it has gained so far, by a glimpse, although a specific job, a minimum increase in its baggage motor.

Root coordinators in virtually

Course coordination means simple movements in difficult conditions. Making simple movements in difficult conditions, variables, combined, bring the kids learning about capacity. We will then use the "principle of variation". Change means changing racket, ball change, change the height of the net, changing spaces, distances. In tennis we have an incredible amount of possibilities to vary. Another principle is the "combination", ie the fundamental patterns, such as the right (no matter if it's a rebound or on the fly) remain the same, but must be adapted to each other, then you should not run a shot only, but with more hits tactical and strategic objectives (operations), together movement, namely the race, along with all the variations that the game provides. The court also is a sport of reference and organization, where the ball and observation of the same would be fundamental to be able to move properly. The anticipation motor, can be included in a full capacity for coordinated response. This ability allows us to understand the semantic information sent by our opponent (posture, position of the string impact), the type of ball we will being able to move with perfect timing. Two teaching concepts that are developed in order to hone this gift are: sensitivity for the ball, that is the perfect understanding that the player, no matter whether player or tennis player, and the study should refine the ball intended to calculate the trajectory, the direction of the complexity, the energy of arrival of the same.

Root tactical and strategic

The mini-tennis, has the objective of the initial understanding of the game, to implement tactical and strategic embryonic patterns. For strategy, is the ability of the player to play the game according to their characteristics and in relation to the characteristics of the opponent. Is conducted through an analysis of the match, which may be prior, or after the sporting performance. The tactic is the art of leading sporting competition, using the best technical means, physical, psychological, and depending on the external situation in order to implement the strategy and achieve the highest scoreline. The concept of strategy is associated with the definition that gives the sport of tennis as well as interpretation or initiative, then you should aim to achieve in the race and dribble like a pro-active attitude, in contrast to that type of re-active , explains the concept: instead of re-action when we decide to act with awareness, it means that we choose, manage the operation of the game instead of enduring it. Practice your style pro-active means to develop confidence in their resources, to respond in an appropriate manner to any stimulus. Re-act in the race to identify the means to victory in the regularity and expectation of the error of the opponent (passive choice). The concept of tactics is associated with the definition that gives the local tennis as a sport, the child must understand that in relating to a given playing surface, has to perform operations that take into account the presence of an opponent and the difficulties inherent to handle the ball . Therefore, we must refine the triple-glance characteristic tennis: the ball-opponent-cost space.

The significance of the technique in the mini-tennis

Platonov The researcher defines the technical sports in general, as a set of actions and operations designed to solve specific tasks engines of a specific sport. The technique in sports, is the primary tool for achieving the objectives of tactical and strategic order from simple to complex. Let's take an example: the analysis of the match, I realized that my opponent "suffers" the high balls on the back (strategy) then mentally compile a game plan (tactics) that involves the use of services and kick shots from the bottom rimbalzogiocati rotating top-spin which has the effect of destabilizing his ideal point of impact (lower middle), causing a percentage high error rate. The tactical and strategic design is perfect, theoretically, but practically it is necessary to implement that I have a complete technical mastery in the technical implementation of the shots needed for that purpose, otherwise the project can not achieve it and falls into the category of theoretical and virtual players. Tree growth, which we mentioned, the technique is a noble branch, so it is not the ultimate goal but an instrument to pursue absolutely essential that the mini-tennis should be used to ensure achievement of the primary to be achieved, namely the game. On the other hand in order to achieve tactical and strategic objectives and to ensure the fun, it is necessary that the teacher proposes a simple technical education, but gradually adapted to enable students to achieve those skills that put them in terms of immediate success. For example, play the games in which students must only count the points without being able to run a series of exchanges on a regular basis, undermines the ability to have fun while respecting the peculiarity of the game. Therefore the technique in the tackle mini-tennis in this way:

starting phase (6-7 years) also called control or acquisition technique,

at this stage is appropriate to propose the teaching of those we can define the prerequisites of the technique are:

1) athletic position

2) study of the ball

3) handle

4) action of the legs

5) racket-arm structure

the symbiosis of these pre-requisites can reach the technical and tactical primary objective of which is the mini-tennis ball control. If the teacher manages to get his students to acquire technical ball control, will enable them to have fun pursuing tactical and strategic policy objectives.

of pre-development phase (8-10 years) or stage of technical development.

In this phase, the technical education shall be interpreted as the link with the performance model to which we have to strive for teachers, therefore must be present characteristic features of the shots, taken with this reference. In conclusion, the modern master must implement a situational teaching at two speeds. After an initial period in common in the initial stage, during the pre-processing, the children that are in good quality education which would develop a project them in terms of perspective to a court relating to the performance model expressed by the greatest current players in the world . The children that are in special difficulties in learning, develop a technique more traditional and simple, aimed at any rate to achieve the main goal that puts the practice of each sport undertaken in the juvenile stage: the game. The teacher who does not ride the wave of change and modernity, in active listening of his profession, in danger of being submerged.