Explain how a tennis coach might adapt training approaches when working with learners who have different conceptual abilities. (5 marks)
--- 15 WORK AREA LINES (style=lined) ---
Show Answers Only
*Language highlighting the cause-effect relationship is bolded in the answer below.
Answers could any of the following points:
- Learners who visualise well benefit from mental practice because they can process tactical information internally. They should imagine tactical situations before trying them. This works by using their strength in thinking about movements.
- Learners who struggle to visualise need more physical demonstrations. The reason for this is that they cannot create accurate mental images from verbal instructions alone. As a result, coaches should move their bodies to show correct technique.
- Video analysis should match learner abilities. This occurs because slow-motion replays help poor visualisers see details they miss in real-time. Consequently, strong visualisers can analyse their own performance effectively on video.
- Training should progress at different speeds. This is due to strong visualisers processing information faster than others. Therefore, they can move quickly through skill stages while others need more practice time.
- Feedback must suit the learner. This relationship results in visualisers responding well to verbal cues that create mental pictures. In contrast, others need hands-on guidance which enables them to feel correct movements.
- Practice design should match abilities. Initially, start with simple decisions for weak visualisers, then gradually increase complexity. This process ensures appropriate challenge levels for all learners.
- Coaches should help all players improve visualisation skills. This combination enables development of both mental and physical abilities together. Hence, using imagery exercises alongside physical training maximises overall improvement.
Show Worked Solution
*Language highlighting the cause-effect relationship is bolded in the answer below.
Answers could any of the following points:
- Learners who visualise well benefit from mental practice because they can process tactical information internally. They should imagine tactical situations before trying them. This works by using their strength in thinking about movements.
- Learners who struggle to visualise need more physical demonstrations. The reason for this is that they cannot create accurate mental images from verbal instructions alone. As a result, coaches should move their bodies to show correct technique.
- Video analysis should match learner abilities. This occurs because slow-motion replays help poor visualisers see details they miss in real-time. Consequently, strong visualisers can analyse their own performance effectively on video.
- Training should progress at different speeds. This is due to strong visualisers processing information faster than others. Therefore, they can move quickly through skill stages while others need more practice time.
- Feedback must suit the learner. This relationship results in visualisers responding well to verbal cues that create mental pictures. In contrast, others need hands-on guidance which enables them to feel correct movements.
- Practice design should match abilities. Initially, start with simple decisions for weak visualisers, then gradually increase complexity. This process ensures appropriate challenge levels for all learners.
- Coaches should help all players improve visualisation skills. This combination enables development of both mental and physical abilities together. Hence, using imagery exercises alongside physical training maximises overall improvement.