Corrective Tennis Methodology
First published on 9-09-2009. Bookmark & share
by Randy Lynn Rutledge - a previously certified USPTA Tennis Teaching Professional
( Note: retired in good standing, but stopped making USPTA dues payments )
( Note: retired in good standing, but stopped making USPTA dues payments )
This article is about using corrective methodology to fix tennis errors.
Learn how to fix your tennis errors.
Tennis is more mental than physical. I enjoy teaching tennis students who are serious about learning. I do not reward each attempt to execute a new skill by saying "good job." A plan is made to execute a certain kind of stroke. If a mistake is made, then we discuss the possibilities for what went wrong and continue by risking an opposite mistake (a correction), or purposely making an opposite mistake (an over-correction).
Develop a healthy attitude about making tennis errors.
As long as each error is a new error and not a repeat of the last error, say:
"Oh Boy! There's a new mistake; the more mistakes I fix, the sooner I'm a better tennis player."
As long as each error is a new error and not a repeat of the last error, say:
"Oh Boy! There's a new mistake; the more mistakes I fix, the sooner I'm a better tennis player."
The three steps of tennis correction or over-correction can be used after any kind of error, failure or vulnerability is witnessed.
THE TENNIS ERROR
Step 1. An obvious tennis error, failure, weakness or vulnerability is witnessed.
Step 1. An obvious tennis error, failure, weakness or vulnerability is witnessed.
ANALYZE FEEDBACK
Step 2. Feedback is analyzed to find the most significant contributing factor, variable, or progression responsible for the making of an error, failure or vulnerability.
Step 2. Feedback is analyzed to find the most significant contributing factor, variable, or progression responsible for the making of an error, failure or vulnerability.
PLANNING
Step 3. Make a plan to correct (risk the opposite mistake) or over-correction (purposely make an opposite mistake) for the tennis error, failure, weakness or vulnerability.
Step 3. Make a plan to correct (risk the opposite mistake) or over-correction (purposely make an opposite mistake) for the tennis error, failure, weakness or vulnerability.
Correction using target ranges:
MISTAKE MADE
Ball goes into the net (short) . . . . . . . Ball goes beyond a target (long) . . . . . . Ball goes wide (early contact) of a target . . . Ball goes wide (late contact) of a target . . . . Not using enough of any tennis variable . . . Using too much of any tennis variable . . . . |
RISK MAKING the OPPOSITE MISTAKE
Risk using too much racket-face bevel or speed on the next attempt. Risk using too little speed or less net clearance on the next attempt. Risk using too much shoulder turn (later contact) on the next attempt. Risk using too little shoulder turn (earlier contact) on the next attempt. Risk using too much of the same variable on the next attempt. Risk using too little of the same variable on the next attempt. |
Over-correction using target ranges:
MISTAKE MADE
Ball goes into the net (short) . . . . . . Ball goes beyond a target (long) . . . . . Ball goes wide (early contact) of a target . . Ball goes wide (late contact) of a target . . . Not using enough of any tennis variable . . Using too much of any tennis variable . . . |
RISK MAKING the OPPOSITE MISTAKE
Purposely use too much racket-face bevel or speed on the next attempt. Purposely use too little speed or net clearance on the next attempt. Purposely use too much shoulder turn (late contact) on the next attempt. Purposely use too little shoulder turn (early contact) on the next attempt. Purposely use too much of the same variable on the next attempt. Purposely use too little of the same variable on the next attempt. |
RESULT
Purposely making equal numbers of errors on opposite sides of a target tricks muscle memory into accepting the resulting input as that of successful tennis.
Purposely making equal numbers of errors on opposite sides of a target tricks muscle memory into accepting the resulting input as that of successful tennis.
NOTE:
Target ranges are decreased as skill levels increase. The shrinking target range allows corrective methodology to continue to increase the skill level of the student. The success-to-failure rate is high because each error (ideally) is followed by a purposely made opposite error. The key is to get the student involved in the process of their own improvement.
Target ranges are decreased as skill levels increase. The shrinking target range allows corrective methodology to continue to increase the skill level of the student. The success-to-failure rate is high because each error (ideally) is followed by a purposely made opposite error. The key is to get the student involved in the process of their own improvement.
Simply knowing about corrective methodology will not fix your tennis errors any more than simply owning a jump-rope will get you into better shape. Just like a jump-rope, corrective methodology only works to the degree that it is used in practice.