Titololo original: The parent of child beginner: a resource "almost perfect"
Author: Luciani Mauro (Pedagogy - University of Perugia)
From: www.tennislab.it
Among various topics in sports pedagogy that are typically addressed, that of the role and influence of the parents of the students has never taken sufficient account. Yet the parent interacts deeply with the sports attended by his son and, ultimately, can significantly help or hinder their learning or performance.
Imagining the typical situation of a parent accompanying the child for the first time in a course of tennis, we can make some observations. The first concerns the reasons why that child begins to play sports? Why tennis? because in that circle? And again, what do you expect? Above all, do you expect the parent?
The parent, whether he likes it or not, always makes an investment in the child in terms of emotions and expectations. The possibility that the goodwill of the child to court is primarily an initiative of the parent than the child, is very strong. Not that this is regrettable: far from it. But we must be careful not to make an initiative and is part of the lawful functions of the parent, an attitude that does not involve compulsory at all the interest of the child. In other words, for a variety of circumstances, it is possible that your child has no experience or tennis player, or looked, so the parent is keen to discover that this world, but it is essential that the discovery take place gradually, which monitors constant the real interest of the child, who, seeing in him the potential future in these terms. The "old" reasons, such as "has brought to this sport," or "I did so I expect to do it even my son," or "I circle the house," today no longer hold. Whether the courts will ultimately be a bit ' "Hidden" and is less visible than other sports to the general public, this is another matter.
Once the child during the parent's role becomes less obvious but equally important. In tennis is not always possible to follow the lesson of children, especially in winter and under the balls. Nor would it be desirable to have a constant presence and smothering adult. The child should grow up in the new reality and to do so, must be able to freely interact with their classmates and the teacher. E 'deleterious but also the opposite approach, that of the complete inaction of the parent. Therefore, a balance that makes the present but with discretion, interested but not suffocating, informed but not urgent the application process. Above all, he must let it do its work to the teacher. As in football, even tennis is easy to deal with parents, do-it-yourself experts who believe themselves absolutely tennis technique and methodology.
It must be said that the possible interference of the parent who does not invest almost never the master in person, but turn to the child, often taken aside and advised on this and that. Sometimes this "brainwashing" is far from the tennis courts, perhaps at home or on the road to the club.
The role of the parent of the child beginner should instead be another. In addition to those already mentioned, he can be a valuable resource in times of decline of interest the child, which must be managed, especially outside of class and respect to which the teacher can not always do something. Again, parents must remember not to ever slip into attitudes of coercion or, worse, blackmail. Like all growth, this is the case for tearing later and never consistently. The declines are the physiological and, in some ways, healthy. In some cases, lead to abandon sunk, but in many others seem to give new vitality to be spent later. It 's a risk you have to run.
If, as often happens, the parent is itself a player, his ability to positively influence the child increases. Providing his attitude remains balanced. For example, spend a few hours to play together, whatever the technical difference between the two, appears to be very important occasion. As long as you do not want the child in an extra lesson, for a workout to boot! On the contrary, the practice match between parent and child must provide an opportunity both to communicate with each other, to create and nurture a complicity, to enlarge that tank of common interests for things that will matter too much bigger than tennis . In technical terms, the parent must actually play on this occasion with his son, but do not give any technical advice or tactical, without stifling in any way and if anything, stressing any improvements. A final observation
pedagogical technique can cover the top tournaments, even those students with the child. E 'likely on this occasion the parent is present assiduously. They may not show it, but it is strongly interested in the outcome of the child. Well, remember to always act in a balanced and positive. Not to emphasize the positive, not even condemn the negative. It is often said that the important thing is to play well, to the best of opportunities and that the result at this level does not count. It 's true, but not quite. It is important to have expressed their chances in the tournament, but this does not always succeed! If the player who is more a child are a beginner, play worse than they could, it is useless to him a thousand speeches, both positive and negative. Regardless of how the child himself has taken, the parent should try to quickly divert his attention from the fact.
E 'in this sense that the parent is a resource "almost perfect" for the child: as in all other educational opportunities, it is easy to miss but you can improve attitude. The variables involved are many and such that the "almost" is a must. Basically this is the tournament that the parent has to play: he is called to give his best.
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