A Progressive Approach to Teaching Racquet Sports – Part 3

In parts one and two of our three part series on Teaching Racquet Sports (such as squash) to Large Groups we covered the rationale for using adapted or modified (“mini”) racquets, balls and court size to enhance the learning of the very young or non-athletic adults or youths.  We also covered the importance of using a “Rallying” versus “instructor feed” program so that the learning is relatively “open” and realistic so that players can fruitfully practice with each other outside of clinics and lessons (not possible if their only experience is a perfect coach-fed ball).

We suggested that early learning could be split into three units based on the distance from the wall or partner: 6′, 12′ and 18′ – the objective being for the student to be able to consistently rally 10 in a row with a partner at each distance before moving on to the next.  In our last post we covered Unit 1 from 6′ – and here are Unit 2 (12′) and Unit 3 (18′ ) explained in video.

Unit 2 – Rallying From 12 feet

Unit 3 – Rallying from 18 Feet

Summary for Coaches

1. The learning of a correct grip is a fundamental that cannot be overlooked – a progressive program starting with minimal rallying distance is the only approach that quickly stabilizes a correct grip with large groups of unathletic learners.  If the grip is not correct then it is impossible for the learner to develop other  fundamentals (such as balance, correct swing paths, etc.).
2. Optimal learning occurs when tasks are challenging (success ratio between 50-90% – made more difficult once 10 in a row is attained) and students learn by progression not correction (starting full court with a regular ball and racquet having to make frequent corrections to an “ideal’ swing).
3. All of the most advanced tennis countries have now made the progressive approach their official pedagogy – it is time for squash (and other racquet sport) coaches to do the same.

A Progressive Approach to Teaching Racquet Sports – Part 2

Part one of this three part series covered the rationale behind using a Progressive Approach when introducing players, young or old, to squash and the other racquet sports.  In this second video, we  make a recommendation  to use a racquetball racquet as the starting “implement” no matter what racquet sport you coach.  It has the largest hitting surface, closest to the hand, making it the easiest weapon of choice.  The only easier implement would be Ken Watson’s Big Hand – a sport “glove” to really make contact with a ball easier – a great product.

A Progressive Approach to Teaching Racquet Sports to Large Groups: Part I

Most physical educators and squash coaches are not lucky enough to be able to solely coach talented, young athletes in a private lesson setting.  Most of are usually involved in teaching larger groups of untalented (and often unmotivated) youth or adults.  Traditional racquet sport pedagogy methods usually involved teaching using lines of students trying to hit full swings off an unrealistically perfect feed from a coach – with little time for individual correction in group teaching.  My first tennis teaching assignment (1975) was to teach 75 kids on three courts with two assistant instructors.

Ask the Squash Sport Scientist a Question #1

With almost 30,000 hits in little over a year, our Science of Coaching Squash blog does get the occasional question. Since in general, we squash coaches are an isolated bunch, I will post any questions with my short initial response. Others are more than welcome to chime in as obviously there is no one correct answer!

Question #1 received from Dr. Shawkat Gaber (shawkat435@hotmail.com) yesterday, August 13, 2009:

“What is the correct order to teach the skills of squash?”

Thank goodness the first question was such a simple one!

Coaching Squash Deception Using the Games Approach – Drive or Angle from Front

In our first and second examples of coaching deception from the front using the Games Approach we looked at two of the most common situations: pairing a drop option with a cross-court drive and pairing a drop option with a lob – both force the opponent to cover the largest territory – the diagonal.  In our third example, we look at a less common option from the front, the pairing of an angle (roll corner in Americanese) with a straight drive.  This option could be classified perhaps as a “surprise” option or “an unexpected shot from an unexpected place” since without surprise both shots expose the striker to counter attack:  the angle rebounds towards the middle and the straight drive if loose could result in a stroke against the striker.  However we do see these shots played at the higher levels so players should be trained in their use and how to anticipate and respond to them.

As in the other two examples, we will focus more on the coaching method and framework or the Games Approach, and less on the actual technique of deception (e.g., use of wrist).  Here are the key teaching points from this video which may differ from more technically-oriented coaching sessions on the same topic:

• Flexible approach to the session’s’ content.  We see the coach accept the player’s suggestion to modify the game according to the player’s preference.  The coach can always return to the original options, but should be willing to experiment with the player’s suggestion in order to reinforce self-direction on the part of the player.  Build choices for your players into your squash coaching – they may not notice it but will develop more confidence in themselves.
• The Games Approach encourages competition so that training takes place in a similar psychological environment to actual match play. In fact here we see that Chris is somewhat down and not that competitive after losing the first conditioned game 5-0, but the coach encourages competition.
• In the previous example of Games Approach session we saw the addition of options or conditions to make the games more challenging.  Here we see the player presented with a simple skill drill to encourage appropriate technique – in this case the use of the wrist versus the stroking to control the ball. Lower standard players might in fact spend a majority of the session working on basic technique (grip or swing)  following the initial game if this is what might improve them the most.  What is important is that the student understands that improving technique is what will help them solve the tactical problem they are presented with (in this case how best to attack the opponent in the front of the court after forcing a boast).
• Playing a game instead of doing repetitive drills may encourage a player to more closely observe their opponent, if their opponent is clearly better at the game.  In this case it is clear that Shona Kerr is demonstrating superior deception with the wrist in the front.
• Videotaping and replaying the the Games Approach training session will help the student understand the effect of their initial shot on gaining (or losing) an advantage in the rally with the payoff occurring several shots after the first – something not possible with traditional drilling.

Coaching Squash Deception using Games Approach – Lob or Drop?

In this second video example of a Games Approach coaching session, the objective of the session is to work on the game situation where the player in the front is working on her deception by lobbing or dropping straight off a boast from the back of the court.

In this example, Shona Kerr, the player in front is winning most of the points (trained as a young girl in the use of the “Pakistani wrist” by Hiddy Jahan) so the emphasis of the session has switched to helping Chris who is responding to Shona’s lob or drop in the front.

By starting with a game instead of a drill, Chris’ weakness in this game situation becomes apparent.  Through the use of questioning by the squash coach (a key characteristic of the Games Approach) is becomes evident that he is not really aware of how his “T” position can influence the success of his opponent’s tactics, or his best options in response to her drop attack – although he becomes aware by the questioning process.

The initial game can be modified easily (as it was in this example with the added “redrop” condition) to make the initial game easier or more difficult, or to emphasize a different aspect or tactic.  Both players spend the entire time practicing in game-like conditions so appear to be motivated (without coach reminders) to recover, hustle and try their hardest.

The second step of the Games Approach, to drill the different options in more traditional drilling practice (in this case the straight drop and lob), was skipped because Shona demonstrated solid deception and quality lobs and drops.  We could have assessed her performance under more pressure by having the coach start with either a straight drive feed or a boast, which would have forced a later start from further back by presenting her from early anticipation of the boast.

Coaching Squash Deception with Games Approach – Drop or Drive

Here is a video example of a coaching session using the Games Approach method to teach deception in the front court. Notice the following in comparison to a “usual” technique-based coaching session:

• Start with a game to assess the squash player before any coaching takes place.  This assures a minimum of talking (boring) and an active start to the lesson with competition (everyone loves competition!).
• Use questioning to help the student figure out for themselves what they need to work on – if the squash coach tells them outright, the student will never develop the ability to think for themselves.  Notice in the video that Chris’ (the student) awareness of what is actually happening in terms of the results of his shots is not that great despite his relatively high standard (sorry Chris!)
• After identifying an area to work on, squash coaches can use more conventional drilling to improve the weakness.  If possible, make the drilling game-like by including movement to the ball and also including the recovery and follow-up shot (in this case the straight volley into the open court created by the drop to the front).  Also if possible, set a standard of quality (seen in the drop practice scenario in this: if the opponent can lob over the player after the drop has been played) that provides the player with automatic feedback (no coach feedback required).
• Missing from the video is finishing with another 5-point game to see if the student has actually improved.  Also for the sake of keeping things simple, we have not delved into a micro-analysis of Chris swing, use of wrist and hold, etc.

In this example, three players (including the coach) were involved.  Obviously the game could also be played with two players to make it even more game-like.  Thanks to Shona Kerr for helping out fresh off her knee surgery!

Squash Coaches: Train “Situations” not “Strokes”

We have published quite a few posts on the current Tactics First approach to developing thinking, smart squash players.  The key concept is that teaching technique alone (e.g., backhand lesson, forehand lesson) and leaving the match play and tactics to the student (laissez-faire approach) in their formative years does not encourage squash intelligence.  Squash is much more than striking the ball well. It is one of the most tactical individual sports and involves considerable perception, anticipation (reading the opponent) and decision-making (attacking weaknesses not strengths) on every point.  I would wager that squash is the most tactical of the individual sports - with more individual player decisions per minute of play than any other sport (in team sports like football it is the coach making most of the tactical decisions).  Our coaching needs to reflect this priority and we need to start training situations not strokes right from the very beginning of a player’s career.

How does a squash coach go about actually planning a Tactics First lesson or training session?  Here is a template that  coaches can use to plan a lesson around a particular tactical situation:

Tactics First Squash Lesson Template

Look for some video examples of Tactics First training in the coming weeks (maybe even days:).  In the meantime, here is some brief background reading from the ACE Coaching site - the leading proponent of a tactics first approach for tennis:

Game Based Approach for Tennis

Designing the Ultimate Summer Squash Camp

Princeton Squash Campers June 2009

Obviously, for squash campers whether young or old, the squash coach’s priority is to ensure they 1) have fun; and 2) learn something – and we all know “there is more than one way to skin a cat” (apologies to cat lovers).

Having said that, due to the usual compressed time frame of a one-week squash camp it is easy to throw established sport science principles out the window – in a desire to teach the campers “everything possible”.  In this post we will discuss  a few guidelines based on the latest sport science research to ensure that your camper benefit optimally from your coaching program.

Volume, Intensity and Organization of  the Week’s Training. Since one of the primary purposes of a summer camp (versus national camp prior to World’s for example) is to teach new squash skills, care must be taken to not overfatigue the campers as this will hurt learning. A L-M-H-L-H (L=low, M=medium, H=high) distribution of  the daily training load over the week will help accomplish this.  This will produce more and better quality work that a L-H-L-H-L periodization for example.  Obviously, most of us will be violating the rule of thumb not to increase training volume more than 10% from week to week – as most summer campers will not be playing much sqaush or training very hard.

Planning the Daily Training Sessions. There is actually a theoretically optimal order in which to train the different components needed to play better squash (which I have adapted for squash from  Tudor Bompa – the North America Father of Periodization):

1. Train new technical skills first while the athlete is fresh.
2. Train speed and agility second, as improving these qualities require a fresh and unfatigued CNS.  If you save your sprinting to the end of the day you will be training your athlete to move at sub-maximal speeds in a fatigued state (actually not that unimportant in squash – but not speed work).
3. Practice well-learned technical drills or do match play or conditioned games third as they can be accomplished well with some fatigue (may even be desirable).
4. Train strength-endurance fourth, after most of the on-court work has been done as this does not require a fresh CNS to benefit the athlete. A camp is a great time to focus on functional or core training (e.g., CorePerformance.com to avoid making the prime squash movers (e.g. quads) overly sore.  Another focus would be to avoid heavy loads and focus on the athlete executing good technique – i.e., the actual training is symbolic, and secondary to learning about training.  There probably is no place for plyometrics or maximum strength training at a summer camp – although demonstrations are fine.
5. Lactic work (intense court sprints with efforts of 15+ seconds) should be training second last, since quality work is very difficult to do after a workout of this type, due to the long recovery period required to eliminate lactic acid from the muscles (at least an hour for partial clearance of LA).
6. Aerobic endurance training should be performed last, since little coordination is required, and if the intensity is around 60-70% it will in fact aid regeneration for the next day.
7. Mental and flexibility training and video analysis/tactical discussions can be interspersed with other training factors to help aid recovery and help provide adequate rest.
8. If you really want to help your squash campers learn how to train properly you can model your physical training sessions after an actual periodized training year:  Day 1 do General Prep training, Day 2 to Specific Prep training, etc.). With handouts, this will provide them with a template to help them plan their own year.

Princeton Squash Camp Coaches - June 2009

Pedagogical Approach to Coaching Technical-Tactical Skills. Doing our basic length and boast and drive drills, followed by match play will definitely improve our players, although to a much lesser extent that than a Tactics First Approach using Games Approach and Decision Training methodology and tools. This involves choosing a tactical model (e.g., Zone or Egg) to organize the week’s sessions, and then starting each session with a conditioned game related to the sessions theme (e.g., 2 pts. for a winning volley if the session topic is volleying) game  (not lecture and drills) in order to evaluate the players and motivate them to change in a fun way – everyone loves to play games!  Players trained with the traditional methods will definitely perform better in practice – but those training with a Tactics First approach will perform better later (weeks or months) in match situations – basically because their training has been more game-like – which is just common sense.

A Practical Example of a Sport Science Designed Squash Camp. I usually perform a support role at squash camps (strength & mental training, nutrition lectures, video analysis, etc.) in addition to squash coaching.  Along with the Anwar brothers at Squash Design, we have designed a squash camp based on the above sport science principles, and will give it a try at the Premier Performance Squash Training Camps in a about a week (July 10 – 18, 2009).  We will also be designing the camp around the presence of Karim Darwish to take advantage of the current dominance of Egyptian squash at the world level (a good amount of emphasis on attacking squash and deception). There are still a couple of places for those who have left booking their summer training camp a bit late (mention “Squash Science” to get a 20% discount of the usual rate).

Application for Squash Coaches:

1. Take advantage of recent advances in sport science to enhance the learning at your squash camps.
2. Where possible use a Tactics First Approach (versus traditional drilling) to introduce and coach new squash skills.
3. Be careful not to overfatigue your squash campers if you really want to improve learning.

Squash Scientist Takes Vacation!

What does a squash sport scientist do for a vacation?

Well, first he (or she) looks for a conference, course or workshop related to one of the racquet sports or sport science disciplines near a tropical beach, so that his (or her:) employer can pay for the vacation with professional development money. Last year I went to London to attend the British LTA Sport Science Conference.