The Real Issues in Building Technique

[johnyandell]

Let's discuss Chris Lewit's latest article, "The Real Issues in Building Technique"

[seano]

Very good article by Chris about building technique, when and if it should be done. A players confidence is critically important and if you start messing with making changes, it could lead to disaster. That's why it's vitally important to build a strong biomechanical base from a young age so major changes don't have to be made later in the players development. I was not aware of the six stages of change in the transtheoretical model, I always talked about the 4 stages of learning 1) "unconscious incompetence" - players not aware of the problem and doesn't think about it. 2) "conscious incompetence" - the player is now aware that there's a problem but still not able to do it. 3) "conscious competence" - the player has made the necessary changes but still has to think about it. 4) "unconscious competence" - the player has mastered the skill and doesn't think about it, they own it and it's natural.

[clewit]

Very good article by Chris about building technique, when and if it should be done. A players confidence is critically important and if you start messing with making changes, it could lead to disaster. That's why it's vitally important to build a strong biomechanical base from a young age so major changes don't have to be made later in the players development. I was not aware of the six stages of change in the transtheoretical model, I always talked about the 4 stages of learning 1) "unconscious incompetence" - players not aware of the problem and doesn't think about it. 2) "conscious incompetence" - the player is now aware that there's a problem but still not able to do it. 3) "conscious competence" - the player has made the necessary changes but still has to think about it. 4) "unconscious competence" - the player has mastered the skill and doesn't think about it, they own it and it's natural.

Thank you amigo!

[clewit]

Very good article by Chris about building technique, when and if it should be done. A players confidence is critically important and if you start messing with making changes, it could lead to disaster. That's why it's vitally important to build a strong biomechanical base from a young age so major changes don't have to be made later in the players development. I was not aware of the six stages of change in the transtheoretical model, I always talked about the 4 stages of learning 1) "unconscious incompetence" - players not aware of the problem and doesn't think about it. 2) "conscious incompetence" - the player is now aware that there's a problem but still not able to do it. 3) "conscious competence" - the player has made the necessary changes but still has to think about it. 4) "unconscious competence" - the player has mastered the skill and doesn't think about it, they own it and it's natural.

Those 4 stages are still valid and useful too!

[hybridfh]

The article was interesting to read, and I am a fan of the author's other work (for example, I have two of his books), but I found it hard to find any actionable take-aways from this article. Maybe it was written as a sort of overview/narrative rather than as instructional material, or maybe there will be follow ups with actionable advice in particular about the most difficult stages being 4 and 5 (action and maintenance)? I would certainly welcome those.

[stotty]

I tend to agree with Seano. If you can get the basics correct at the development stage it's really going to make things a lot easier later down the line. Last year I changed a talented 12-year-olds forehand from an extreme full western to semi western. It's a seismic change as the swing path is vastly different. It took 3 months, seeing him every other day for 30 minutes. Half way through I was still wondering whether I'd done the right thing as he had always managed well enough with his full western and it was his best shot. Balls were still flying everywhere a month into the project and I was beginning to wonder if I had made the right call.

Three months down the line, though, he was the owner of a type 3 and his forehand was greatly improved.

Two things made it doable. A huge commitment from myself and the student. He believed in me and the process. We mapped the whole thing out and gave ourselves a realistic span of time to achieve the goal, which included the cessation of tournaments for 3 months. Plus, he's talented and receptive to coaching and the process. He has a good temperament and a good IQ. All these things add up and help. I would never have embarked on the project without a committed student who was technically malleable.

I like Nick's comment: “It's not what you know as a coach that matters, it's how you deliver it baby!" I would adapt it slightly, “It's not what you know as a coach that matters, it's whether you can effectively 'apply' what you know''.

[clewit]

The article was interesting to read, and I am a fan of the author's other work (for example, I have two of his books), but I found it hard to find any actionable take-aways from this article. Maybe it was written as a sort of overview/narrative rather than as instructional material, or maybe there will be follow ups with actionable advice in particular about the most difficult stages being 4 and 5 (action and maintenance)? I would certainly welcome those.

Thanks for this and your support. You raise an interesting point. I think you are right that I wrote this as an overview and introduction to the model rather than a full action plan.

This article is an excerpted chapter from my new book Winning Pretty, which is 17 chapters about how to transform technique. This article fits into the larger narrative of the book. If you have a specific questions about how to move player through the stages like 4 and 5, I’m happy to answer here. Maybe we can put in a follow-up article in another issue. I’ll talk to John about this.

I definitely have some actionable strategies that I have developed over the years that help me breakthrough with players. That would make a good follow up indeed.

[clewit]

I tend to agree with Seano. If you can get the basics correct at the development stage it's really going to make things a lot easier later down the line. Last year I changed a talented 12-year-olds forehand from an extreme full western to semi western. It's a seismic change as the swing path is vastly different. It took 3 months, seeing him every other day for 30 minutes. Half way through I was still wondering whether I'd done the right thing as he had always managed well enough with his full western and it was his best shot. Balls were still flying everywhere a month into the project and I was beginning to wonder if I had made the right call.

Three months down the line, though, he was the owner of a type 3 and his forehand was greatly improved.

Two things made it doable. A huge commitment from myself and the student. He believed in me and the process. We mapped the whole thing out and gave ourselves a realistic span of time to achieve the goal, which included the cessation of tournaments for 3 months. Plus, he's talented and receptive to coaching and the process. He has a good temperament and a good IQ. All these things add up and help. I would never have embarked on the project without a committed student who was technically malleable.

I like Nick's comment: “It's not what you know as a coach that matters, it's how you deliver it baby!" I would adapt it slightly, “It's not what you know as a coach that matters, it's whether you can effectively 'apply' what you know''.

Grip changes are such a tough call at all levels and ages. Coaches ask me that question all the time: when should I change a grip? What grip to start with? I have a good podcast Grip Changes on my Prodigy Maker Show pod. I also have a good grip discussion on my podcast titled Djokovic, Swiatek, and the Western Grip.

https://m.soundcloud.com/user-174049345/swiatek-djokovic-nadal-and-the-western-grip-prodigy-maker-show-74

[clewit]

I tend to agree with Seano. If you can get the basics correct at the development stage it's really going to make things a lot easier later down the line. Last year I changed a talented 12-year-olds forehand from an extreme full western to semi western. It's a seismic change as the swing path is vastly different. It took 3 months, seeing him every other day for 30 minutes. Half way through I was still wondering whether I'd done the right thing as he had always managed well enough with his full western and it was his best shot. Balls were still flying everywhere a month into the project and I was beginning to wonder if I had made the right call.

Three months down the line, though, he was the owner of a type 3 and his forehand was greatly improved.

Two things made it doable. A huge commitment from myself and the student. He believed in me and the process. We mapped the whole thing out and gave ourselves a realistic span of time to achieve the goal, which included the cessation of tournaments for 3 months. Plus, he's talented and receptive to coaching and the process. He has a good temperament and a good IQ. All these things add up and help. I would never have embarked on the project without a committed student who was technically malleable.

I like Nick's comment: “It's not what you know as a coach that matters, it's how you deliver it baby!" I would adapt it slightly, “It's not what you know as a coach that matters, it's whether you can effectively 'apply' what you know''.

Yes—it’s not what you know but are you able to transmit it to the student!

[clewit]

I like Nick's comment: “It's not what you know as a coach that matters, it's how you deliver it baby!" I would adapt it slightly, “It's not what you know as a coach that matters, it's whether you can effectively 'apply' what you know''.

Yes—it’s not what you know but are you able to transmit it to the student?

[clewit]

The article was interesting to read, and I am a fan of the author's other work (for example, I have two of his books), but I found it hard to find any actionable take-aways from this article. Maybe it was written as a sort of overview/narrative rather than as instructional material, or maybe there will be follow ups with actionable advice in particular about the most difficult stages being 4 and 5 (action and maintenance)? I would certainly welcome those.

If you check out the earlier chapters in previous issues I lay out a model for building technique that would help during the action stage, including an emphasis on hand feeding early on, careful introduction to live ball hitting, and video analysis.

Thank you

[hybridfh]

If you check out the earlier chapters in previous issues I lay out a model for building technique that would help during the action stage, including an emphasis on hand feeding early on, careful introduction to live ball hitting, and video analysis.

Thank you

Thanks Chris. Personally, and maybe for everyone, the hardest transition is within stage 4 and specifically moving from predictable feeds (whether ball machine or hitting with a coach who's trying to provide a reasonable ball) to live ball. As for video analysis, I use it constantly...I record almost everything except full matches (I'll record practice sets though) but the limitation there is that the video doesn't correct you in real time and it takes a lot of discipline to actually check the video frequently enough to not be practicing the wrong form given how easy it is to revert after a few reps. I appreciate there are likely no easy answers here, but any tips would be appreciated!

When I returned to tennis (which I was never good at or took seriously) as a busy adult, I spent three years changing from a deeply-ingrained nearly full western to what is now a mild semi western on the forehand (not to mention from a fake continental to a pretty strong continental on the serve, and from a semi-western to a strong eastern on the backhand) so I know technique changes can happen. Grip changes have their own challenges (mainly, losing all control and confidence haha) but in some ways they're easier to chip away at because you can check them in nearly real time; a lot harder to 'feel' whether my target one-handed backhand prep and fixing my slightly too-early release of the left hand are being implemented during a rally, you know?

[johnyandell]

hybrid, well said.

[doctorhl]

Chris: Any words of wisdom in transforming the highly ingrained motor memory of senior players with old school strokes? I used this website to unlearn 40 years of motor memory to transition to ATP technque. But although successful, the process was very difficult to apply with self transition. I then tried transitioning several tournament level seniors but encountered extreme resistance to " buy -in"( for obvious reasons). It took me about 3 years to reach maintenance level of a semi western grip transitioned from continental in my forehand groundstrokes. Backhand took even longer.

[clewit]

Chris: Any words of wisdom in transforming the highly ingrained motor memory of senior players with old school strokes? I used this website to unlearn 40 years of motor memory to transition to ATP technque. But although successful, the process was very difficult to apply with self transition. I then tried transitioning several tournament level seniors but encountered extreme resistance to " buy -in"( for obvious reasons). It took me about 3 years to reach maintenance level of a semi western grip transitioned from continental in my forehand groundstrokes. Backhand took even longer.

Thank you amigo. I always ask senior players if they have the time or desire to change their strokes. They will tell you. Personally, if a senior player does not have the desire I would rather work with the skills they have. Does that make sense?

If the senior has an interest, then you can tap into that desire and get the buy in.

In terms of actually changing the technique, I would say the key is hand tossing and physical manipulation to get the new muscle memory going. Then very soft rallying to ingrain the form. It’s the method in my book!