Original title: THEORY OF THE APPLICATION AND SCHMIDT TENNIS YOUTH
From: www.tennislab.it
Dall 'interview with Claudio Robazza emerge important methodological-didactic principles of reference for a correct and functional structure of the juvenile court.
experiences from high-level athlete (rugby), from a physical education teacher, a psychologist responsible for the mental preparation of top athletes of various disciplines (athletics, karate, rugby, shooting, archery, golf, modern pentathlon), in which capacity he took part in the last two Olympics, probably helped to give Claudio Robazza the ability to report effectively naturally and acquisitions gained from theoretical and methodological research on the practical and operational.
Starting from a progressive, modern motor learning model, the theory of the scheme of Richard Schmidt, of the methodological principles we try to identify the correct functional structure of youth and development of young players.
Tennislab: So you feel that the teaching of a sports complex and highly technical as the courts must necessarily pass literacy through the motor and leave, initially, almost in the background the purely technical aspects of the discipline ?
Robazza: Yes With young people must take into account the sensitive stage of development, because there are periods during which the development of certain motor skills can have the greatest chance of success.
The sensitive area of \u200b\u200bdevelopment of coordination skills ranging from 6 years to 10-11 years or so. This is not to say that after they can not be more improvements, but if we work well in this period of age, by making motor experiences varied, urging all coordination skills, increases the chances of achieving optimal results.
work on coordination skills in young players must be made wide-ranging work, in particular, those required by the particular discipline such as complex motor response, transformation and adaptation of the movements, the space-time orientation, kinesthetic differentiation, the 'static and dynamic balance, the combination motor. It should also be given the rapidity, which, though classified by some authors as the ability conditional has a phase of development that is sensitive to the coordination skills. Technical work in coordinating and, therefore, should be carried out with high speed movement execution. Besides the ability
coordinative cognitive aspects should be considered, given their importance in tennis. Furthermore, cognitive abilities have a sensitive phase of development that tends to coincide with the coordination skills. This reveals the close connection between cognitive and coordination skills. For
cognition is the process of information processing comprising the outlet of information, orientation of attention on relevant information also broaden or narrow the attentional focus, the effective flow of information storage and retrieval of stored information from decision-making anticipatory action and choice and parameterization of the program correct engine.
All of these cognitive processes must be trained with the varied activities, and the criteria we said before. The exercises may include changes in the executive space, request mobility, speed and timing. For example, after an initial phase of acquisition technique can be effective movements at different speeds or under time constraints.
Dall 'interview with Claudio Robazza emerge important methodological-didactic principles of reference for a correct and functional structure of the juvenile court.
experiences from high-level athlete (rugby), from a physical education teacher, a psychologist responsible for the mental preparation of top athletes of various disciplines (athletics, karate, rugby, shooting, archery, golf, modern pentathlon), in which capacity he took part in the last two Olympics, probably helped to give Claudio Robazza the ability to report effectively naturally and acquisitions gained from theoretical and methodological research on the practical and operational.
Starting from a progressive, modern motor learning model, the theory of the scheme of Richard Schmidt, of the methodological principles we try to identify the correct functional structure of youth and development of young players.
Tennislab: you explain the theory of the scheme of Schmidt and what guidance can we draw about the 'motor learning and the methodology of teaching tennis?
Robazza: The schema theory of Schmidt is a theoretical approach to the control and motor learning. Basically is based on the concept of the generalized motor program that solves some problems of information storage.
Prior to this theory it was thought that the movements were all controlled by separate motor programs. But in this case, any act would be too difficult and uneconomical from the standpoint of the functioning of central nervous mechanisms and processes of memory, why should we store and retrieve a wealth of information to perform even the simplest movements.
To solve the problem of the amount of information to be stored has been proposed by Richard Schmidt, the concept of generalized motor program for the development of a class of similar actions.
For example, to walk at different speeds retrieved from our memory systems on the locomotion motor program which then can be "parameterized" to be adapted to different speeds executive: The motor program for locomotion is amended to respond to a variety of situations. This is conceptually very important.
A motor program has features that distinguish it, and then the march will differ by race or by jumping to the body segments involved, the sequence of muscle contractions and misalignment, to the time executive for the time of scanning movements. Any movement or gesture automated technical complex is a class of shares used in various circumstances.
The parameters of speed, strength, direction, amplitude applied to the program that is adapted to the requirements, are defined by the "reference scheme", this one held in memory. Therefore, if I move a certain distance to take an object, select from memory the long-term program of locomotion and then adapted to the situation, through the scheme, to move faster or slower. Applying these concepts to learning sports
assumes enormous importance to the principle of variability as having to adapt the program to a class of actions I try to test the athlete parameters of action different speed, direction, strength, etc..
The variability in the parameters of the executive motor program is especially important in sports situation where any action is different.
In tennis, can in part except the service, where the movement tends to correspond to a predetermined ideal model, but at the time of the exchange is no longer exactly the same as action, as changing speed and rhythm of execution. The program that controls the execution technique during the exchange must be constantly adapted to the situation. In practice, therefore, be found a wide variability of implementation of enforcement techniques.
addition, the more the subjects are young and need more change, in addition to working parameters, including the motor programs (sports techniques) through a wide range of experiences to provide a broad base on which to base learning techniques.
From academic point of view, therefore, with young people to be found a large amount of varied experience (modifications of programs and parameters), while the progress of training and experience you should insist mainly on the variation of specific programs.
Robazza: The schema theory of Schmidt is a theoretical approach to the control and motor learning. Basically is based on the concept of the generalized motor program that solves some problems of information storage.
Prior to this theory it was thought that the movements were all controlled by separate motor programs. But in this case, any act would be too difficult and uneconomical from the standpoint of the functioning of central nervous mechanisms and processes of memory, why should we store and retrieve a wealth of information to perform even the simplest movements.
To solve the problem of the amount of information to be stored has been proposed by Richard Schmidt, the concept of generalized motor program for the development of a class of similar actions.
For example, to walk at different speeds retrieved from our memory systems on the locomotion motor program which then can be "parameterized" to be adapted to different speeds executive: The motor program for locomotion is amended to respond to a variety of situations. This is conceptually very important.
A motor program has features that distinguish it, and then the march will differ by race or by jumping to the body segments involved, the sequence of muscle contractions and misalignment, to the time executive for the time of scanning movements. Any movement or gesture automated technical complex is a class of shares used in various circumstances.
The parameters of speed, strength, direction, amplitude applied to the program that is adapted to the requirements, are defined by the "reference scheme", this one held in memory. Therefore, if I move a certain distance to take an object, select from memory the long-term program of locomotion and then adapted to the situation, through the scheme, to move faster or slower. Applying these concepts to learning sports
assumes enormous importance to the principle of variability as having to adapt the program to a class of actions I try to test the athlete parameters of action different speed, direction, strength, etc..
The variability in the parameters of the executive motor program is especially important in sports situation where any action is different.
In tennis, can in part except the service, where the movement tends to correspond to a predetermined ideal model, but at the time of the exchange is no longer exactly the same as action, as changing speed and rhythm of execution. The program that controls the execution technique during the exchange must be constantly adapted to the situation. In practice, therefore, be found a wide variability of implementation of enforcement techniques.
addition, the more the subjects are young and need more change, in addition to working parameters, including the motor programs (sports techniques) through a wide range of experiences to provide a broad base on which to base learning techniques.
From academic point of view, therefore, with young people to be found a large amount of varied experience (modifications of programs and parameters), while the progress of training and experience you should insist mainly on the variation of specific programs.
Tennislab: So you feel that the teaching of a sports complex and highly technical as the courts must necessarily pass literacy through the motor and leave, initially, almost in the background the purely technical aspects of the discipline ?
Robazza: Yes With young people must take into account the sensitive stage of development, because there are periods during which the development of certain motor skills can have the greatest chance of success.
The sensitive area of \u200b\u200bdevelopment of coordination skills ranging from 6 years to 10-11 years or so. This is not to say that after they can not be more improvements, but if we work well in this period of age, by making motor experiences varied, urging all coordination skills, increases the chances of achieving optimal results.
work on coordination skills in young players must be made wide-ranging work, in particular, those required by the particular discipline such as complex motor response, transformation and adaptation of the movements, the space-time orientation, kinesthetic differentiation, the 'static and dynamic balance, the combination motor. It should also be given the rapidity, which, though classified by some authors as the ability conditional has a phase of development that is sensitive to the coordination skills. Technical work in coordinating and, therefore, should be carried out with high speed movement execution. Besides the ability
coordinative cognitive aspects should be considered, given their importance in tennis. Furthermore, cognitive abilities have a sensitive phase of development that tends to coincide with the coordination skills. This reveals the close connection between cognitive and coordination skills. For
cognition is the process of information processing comprising the outlet of information, orientation of attention on relevant information also broaden or narrow the attentional focus, the effective flow of information storage and retrieval of stored information from decision-making anticipatory action and choice and parameterization of the program correct engine.
All of these cognitive processes must be trained with the varied activities, and the criteria we said before. The exercises may include changes in the executive space, request mobility, speed and timing. For example, after an initial phase of acquisition technique can be effective movements at different speeds or under time constraints.
Tennislab: So the technique assumes an important prerequisite for the development of alternative engines . I share this view that may seem contrary to what values \u200b\u200bthe learning of the specific technique, making it the end of the tennis practice and not just the medium.
I think that often damaged the potential of individuals with early technical specialization. What do you think could be done about the youth competitions?
Robazza: The early specialization is a problem that involves coaches, engineers, parents, managers and all the sports.
E 'need to understand these people who play important roles, a technical work-rate and specializing, while allowing you to get early results, it is dangerous and tends to undermine the development of boys.
Working on coordinated motor skills, cognitive or mental harm is not the technique, you actually create the conditions to be able to work better, but the results do not necessarily have to come at once, because we have the motor effects and long-term viability. It should also be considered to be the harmful influence that the monotony of a specialized early results in terms of motivation. The psychological damage may be irreparable dall'ipertecnicismo and lead to abandonment.
Therefore, it is certainly preferable to an approach that neglects the specialization at the moment, to recover all that is linked to the coordinated motor and cognitive aspects, postponing their specialized work, aware that they can later obtain better results.
Tennislab: But sometimes it is difficult to envisage long-term results, because teachers, parents, managers, would like them short, despite the results statistics confirm what you're saying in Italy, in fact the winners of Lambertenghi usually did not get the results of prestige in adulthood. Even in Sweden, where players are formed even earlier than that strong, do not fight over national under-12 tournaments.
I am convinced that your speech should be deepened, to bring some major innovations in setting up youth competitions.
Robazza: Yes, but this has to go through a review of its mobility or competitive demands that are made for children.
requires a long- term to grow over time and changing your philosophy of youth championships.
In the meantime, however, the technicians should not resign and download its responsibilities, but follow the criteria and scientific principles in the activity with the kids, make their demands consistent with the purposes and long-term storage expectations commensurate with age.
This mentality is also transmitted to parents and leaders who often want the results immediately.
engineers have the task of disseminating these principles very clearly.
Tennislab: to what age you think the courts of children can begin to approach that of adults?
Robazza: Solo After intensive work on coordination skills may begin specialization sports.
This does not mean that kids should not do tennis, it is clear that they must do if they are to play tennis.
It 's the way the sport is proposed to be revised. In any sport, including tennis, ranging proposals of the motor varied experiences through play and other fun activities. Towards the 12-13 years there will be an increasing percentage of specific exercises, up to, in light of the boy and his ability, to an increasing specialization. Introducing the specialization in due course, results improve and there increased longevity in the sport career.
Robazza: The early specialization is a problem that involves coaches, engineers, parents, managers and all the sports.
E 'need to understand these people who play important roles, a technical work-rate and specializing, while allowing you to get early results, it is dangerous and tends to undermine the development of boys.
Working on coordinated motor skills, cognitive or mental harm is not the technique, you actually create the conditions to be able to work better, but the results do not necessarily have to come at once, because we have the motor effects and long-term viability. It should also be considered to be the harmful influence that the monotony of a specialized early results in terms of motivation. The psychological damage may be irreparable dall'ipertecnicismo and lead to abandonment.
Therefore, it is certainly preferable to an approach that neglects the specialization at the moment, to recover all that is linked to the coordinated motor and cognitive aspects, postponing their specialized work, aware that they can later obtain better results.
Tennislab: But sometimes it is difficult to envisage long-term results, because teachers, parents, managers, would like them short, despite the results statistics confirm what you're saying in Italy, in fact the winners of Lambertenghi usually did not get the results of prestige in adulthood. Even in Sweden, where players are formed even earlier than that strong, do not fight over national under-12 tournaments.
I am convinced that your speech should be deepened, to bring some major innovations in setting up youth competitions.
Robazza: Yes, but this has to go through a review of its mobility or competitive demands that are made for children.
requires a long- term to grow over time and changing your philosophy of youth championships.
In the meantime, however, the technicians should not resign and download its responsibilities, but follow the criteria and scientific principles in the activity with the kids, make their demands consistent with the purposes and long-term storage expectations commensurate with age.
This mentality is also transmitted to parents and leaders who often want the results immediately.
engineers have the task of disseminating these principles very clearly.
Tennislab: to what age you think the courts of children can begin to approach that of adults?
Robazza: Solo After intensive work on coordination skills may begin specialization sports.
This does not mean that kids should not do tennis, it is clear that they must do if they are to play tennis.
It 's the way the sport is proposed to be revised. In any sport, including tennis, ranging proposals of the motor varied experiences through play and other fun activities. Towards the 12-13 years there will be an increasing percentage of specific exercises, up to, in light of the boy and his ability, to an increasing specialization. Introducing the specialization in due course, results improve and there increased longevity in the sport career.
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