APPLICATIONS OF APPLICATIONS OF DEVELOPMENTAL PSYCHOLOGY IN TEACHING TENNIS TO IN TEACHING TENNIS TO
CHILDREN 5-12 YEARS OLDCHILDREN 5-12 YEARS OLD
THE INVISIBLE PART OF COACHINGTHE INVISIBLE PART OF COACHING
What is developmental psychology?What is developmental psychology?
Is it a prerequisite that the tennis coach is familiar with Is it a prerequisite that the tennis coach is familiar with
the subject?the subject?
What makes a developmental coach really What makes a developmental coach really
“developmental”?“developmental”?
SOCIAL DEVELOPMENTSOCIAL DEVELOPMENT
SOCIAL DEVELOPMENTSOCIAL DEVELOPMENT
Conflicts between childrenConflicts between children: : problem or opportunity?problem or opportunity?
COGNITIVE DEVELOPMENTCOGNITIVE DEVELOPMENT
PANAYIOTIS, 7 YEARS OLDPANAYIOTIS, 7 YEARS OLD
It is imperative that we GUIDE the child to the right It is imperative that we GUIDE the child to the right
technique/feelings/tactics instead of correcting her mistakestechnique/feelings/tactics instead of correcting her mistakes
PraisingPraising a good try is a proven more efficient motivator than a good try is a proven more efficient motivator than
pointing out errors. It is proven that through praising we can pointing out errors. It is proven that through praising we can
teach preschool children to prefer vegetablesteach preschool children to prefer vegetables!!! (!!! (Cooke et. al., Cooke et. al.,
20112011))
A good scaffolder monitors the child’s progress and, as A good scaffolder monitors the child’s progress and, as
successful efforts emerge, reduces praising and finally successful efforts emerge, reduces praising and finally
withdraws it. Then he points out the result to the childwithdraws it. Then he points out the result to the child
COGNITIVE DEVELOPMENTCOGNITIVE DEVELOPMENT ((a 10-minute teaching of the forehand racquet head loop precededa 10-minute teaching of the forehand racquet head loop preceded))
PANAYIOTIS, 7 YEARS OLDPANAYIOTIS, 7 YEARS OLD
GAMES, DEVELOPMENT & LEARNINGGAMES, DEVELOPMENT & LEARNING
Children perceive an activity as 100% play when:Children perceive an activity as 100% play when:
They have choicesThey have choices
Other children participate and have funOther children participate and have fun
They are on the groundThey are on the ground
Adults are not includedAdults are not included
Books are not includedBooks are not included
APPLICATIONSAPPLICATIONS
How can I convince a 5-year old beginner child to join the class when How can I convince a 5-year old beginner child to join the class when
she refuses to jump in?she refuses to jump in?
Feeding orFeeding or rallyingrallying;;
Should my child take lessons in private?Should my child take lessons in private?
GAMES, DEVELOPMENT & LEARNINGGAMES, DEVELOPMENT & LEARNING
Teaching is important but not as much as we may believeTeaching is important but not as much as we may believe
APPLICATIONSAPPLICATIONS
In under-10 competition, is the presence of the coach at EVERY match of In under-10 competition, is the presence of the coach at EVERY match of
benefit for the child?benefit for the child?
Is the presence of the parent at EVERY match of benefit for the child?Is the presence of the parent at EVERY match of benefit for the child?
EMOTIONAL DEVELOPMENTEMOTIONAL DEVELOPMENT
Children become attached in different ways with adultsChildren become attached in different ways with adults
When compared to the role of the child’s character, theWhen compared to the role of the child’s character, the adult’s adult’s
attitude is by far a better predictor of the quality of the attitude is by far a better predictor of the quality of the
attachmentattachment!!!!!!
How strict should the coach be for the benefit of kids he is How strict should the coach be for the benefit of kids he is
coaching?coaching?
EMOTIONAL DEVELOPMENTEMOTIONAL DEVELOPMENT
What is the role of the coach in the emotional development What is the role of the coach in the emotional development
of the child?of the child? ( (joy, motivation, stability, rulesjoy, motivation, stability, rules))
Our role in MOLDING the child’s emotionsOur role in MOLDING the child’s emotions
SPIROS, 8 YEARS OLDSPIROS, 8 YEARS OLD
““that drill you love so much” that drill you love so much” ((emotional reminding)emotional reminding)
A good fall – and he goes onA good fall – and he goes on
Can you do more than 10 balls in?Can you do more than 10 balls in?
APPLICATIONSAPPLICATIONS
Obviously, if we can TEACH to the child that running like a Obviously, if we can TEACH to the child that running like a rabbit or even falling down is fun.rabbit or even falling down is fun.....
I know by experience that we can also teach them thatI know by experience that we can also teach them that::
it is great fun being at the net and facing the unpredictableit is great fun being at the net and facing the unpredictable
an opportunity for a an opportunity for a smash is smash is excitingexciting
referring to errors, she should have a short memoryreferring to errors, she should have a short memory
and ANYTHING else we wantand ANYTHING else we want!!!!!!!!
In short, taking into consideration the abilities, character and In short, taking into consideration the abilities, character and prospect of physical development, WE CAN BUILD THE TYPE prospect of physical development, WE CAN BUILD THE TYPE OF A FUTURE PLAYER FROM THE VERY EARLY STAGESOF A FUTURE PLAYER FROM THE VERY EARLY STAGES
EMOTIONAL DEVELOPMENTEMOTIONAL DEVELOPMENT
YANNIS, 11 YEARS OLDYANNIS, 11 YEARS OLD
LEARNING BY IMITATIONLEARNING BY IMITATION
Imitating is pleasureImitating is pleasure
(notice the boy’s reaction to the demonstration)(notice the boy’s reaction to the demonstration)
Mirror neurons are activated not only when we Mirror neurons are activated not only when we
observe somebody’s actions,observe somebody’s actions,
but when we perform the action as wellbut when we perform the action as well
APPLICATIONAPPLICATION: : At least with respect to At least with respect to
technique, coach’s verbal instructions can technique, coach’s verbal instructions can
only be complementary to DEMONSTRATIONonly be complementary to DEMONSTRATION
APPLICATIONAPPLICATION: 3-5-6 : 3-5-6 SOS… SMILESOS… SMILE!!!!!!
ΜΜEMORY MECHANISM & LEARNINGEMORY MECHANISM & LEARNING
Memory in sensory storesMemory in sensory stores / / working memoryworking memory / / long-term-memorylong-term-memory
Primacy effectPrimacy effect ( (most important task is presented firstmost important task is presented first))
TheThe % % of children who use repetition as a tool for learning increases with of children who use repetition as a tool for learning increases with
ageage (5 (5-years old-years old: 10% / 7: 10% / 7-years old-years old: 60% / 10: 60% / 10-years old-years old: 85%): 85%)
APPLICATIONAPPLICATION
When feeding, how many balls is the “limit”?When feeding, how many balls is the “limit”?
ΜΜEMORY MECHANISM & LEARNINGEMORY MECHANISM & LEARNING
Procedural memoryProcedural memory ( (coach talks little, demonstrates a lot, GUIDES coach talks little, demonstrates a lot, GUIDES
the child’s body through the motionthe child’s body through the motion))
Episodic memoryEpisodic memory ( (repetition as well as ANALYSIS-ASSESSMENT repetition as well as ANALYSIS-ASSESSMENT
by the childby the child))
Semantic memorySemantic memory ( (mainly discussion, but application as wellmainly discussion, but application as well))
SPYROS, 8 YEARS OLDSPYROS, 8 YEARS OLD
Initially un-successful, later on successful assessment Initially un-successful, later on successful assessment
of episodic memory by the child himselfof episodic memory by the child himself
Is it actually possible for a coach to apply all this?Is it actually possible for a coach to apply all this?
Even if he can, should the coach expect any Even if he can, should the coach expect any recognition/acknowledgement of the effort?recognition/acknowledgement of the effort?
If a student does not come to love the If a student does not come to love the
subject, the teacher did not have subject, the teacher did not have
enough passionenough passion
(J. Krishnamurti)(J. Krishnamurti)
SUGGESTIVE LITERATURESUGGESTIVE LITERATURE
David Whitebread:David Whitebread: Developmental Psychology & Early Developmental Psychology & Early
Childhood EducationChildhood Education
Nicholas A. Christakis, MD, PhD, and James H. Fowler, PhD: Nicholas A. Christakis, MD, PhD, and James H. Fowler, PhD:
Connected – The Surprising Power of our Social Networks and Connected – The Surprising Power of our Social Networks and
How They Shape our LivesHow They Shape our Lives
Daniel Goleman: Daniel Goleman: Emotional IntelligenceEmotional Intelligence
Eric R. Kandel: Eric R. Kandel: Essentials of Neural Science and BehaviourEssentials of Neural Science and Behaviour
