Vary the context to stimulate play (if...then)
Exercise 1 PingThemeCards
Understand the opponent's game by playing it
Draw a set of themed cards (7 video cards). Play 1 set and 3 matches with the same play, then do an assessment (variation: 1 set and 5 matches).
Choose the play and guess the opponent's play as quickly as possible (Eureka)
+5 if the play is discovered in 2 points, +3 if discovered in 4 points, +1 if discovered in 6 points:
I'm an attacker, right from the first ball,
I'm a patient attacker,
I'm a cunning attacker,
I'm a defender who wears the attacker down,
I'm a defender who forces errors,
I'm an opportunist defender,
I don't have a fixed game plan, I change my game to unsettle my opponent.
Advice from the coach
Create the playing cards with the class, so they are really suited to the skill levels of the students. This will also interest the students who identify with the different styles.
You can use either digital or written cards.
Exercise 2 Simulping
Vary the situations so the students adapt their game plans more quickly
Compare your play style in the time spent playing with different opponent styles using a lucky dip system of numbered cards.
You can create a “Player algorithm simulator” (Simulping) by creating a table to compare the different play styles with photos or videos (currently being created).
This could be used to fill in a table:
If an attacker faces a defender, then:
Scenario 1: He smashes as early as possible
Scenario 2: He varies his strokes
Scenario 3: He waits for a favourable opportunity to
finish the point
Scenario 4: If his game is neutralised (the players balance each other out), he persits... or hechanges by...
If an attacker faces another attacker, then...
If a defender faces another defender, then...
If a versatile player faces...
With this, you can build a “play simulator”.
In the table, the players make notes for the group or the class. They also comment on how they adapted to the opposition. The results they enter, the changing scores and the written or filmed analyses of the choices they make complete the simulator system.
Simulping organisation for a row of players: only the player takes on a particular play style.
Exercise 3 Match in three parts
Adjust your play as the match progresses
Here, Romain and Simon play a 7.14.21 singles match. The
interviews taken at each pause in play are recorded.
Variations:
With a chosen or set time-out,
With advice or alone,
The same observer (development)
Alternating (debate)
How would you assess each player? For Simon on the other side? For Romain on this side?
Here are their interview analyses.
Do you fully agree with these two players? They start to play again.
Do you think that play has become more well-balanced?
Now the middle of the match.
This runs up to the second stop in play. We can now hear the boys again.
But before this, what advice would you have given? To Romain, who is in the lead? To Simon, who looks like he can get back into the match?
Do you know now who will win? And how they will win?
Do you really think that the match is over?
Let's watch.
The end is near. Can Simon really make a comeback? How will Romain react? Is this the solution? Is he lucky? Is he clear-headed?
Only a few points to go.
Well done, boys!
The match was closely fought right up to the end; who guessed the outcome correctly? What happened?
If you were Simon's coach, what would you need to say to him? Could he do it?
Congratulations, you are now able to advise players – almost like real coaches!
Advice from the coach
Practice in 7-14-21 matches, in pairs or with an advisor. Change roles and guess the winner at 14 points, if you can.
Use the interviewer's questions to help your fellow students understand their development.
