A tennis racket may look simple to the eye, but the technology surrounding this simple piece of equipment is in fact extremely elaborate. Over the course of the last century and a half the tennis racket has undergone a drastic period of evolution to become rackets like the 2019 Babolat Pure Aero. The modern tennis racket first entered the light in 1874, this racket was hard heavy and made entirely from solid wood. Advancements in laminated technologies allowed for the first laminated wooden racket, this was a game changer as it was lighter, offered more stability and allowed for higher accuracy. Wooden rackets held the spotlight for nearly a whole century, up until the year 1970. In the year 1970 steel rackets finally took the spotlight. A player known as Jimmy Connors entered Wimbledon and completely demolished his opponents who were using the outdated laminated wooden rackets. This thrashing brought upon a change in popularity and slowly everyone changed to metal rackets. In 1973 the first aluminium racket was die cast. Aluminum rackets gained popularity but only for a brief period of time. Many players found that hard hitting shots would cause flexibility in the frame, thereby changing the way in which the string plane was facing, causing the ball to rikochet into some unintended direction. For this reason many manufacturers switched to graphite rackets. Graphite rackets gave players a significant advantage as they were less flexible than the aluminum rackets, they were just as light and provided the player with a power advantage. Since this evolution to graphite, racket materials haven’t changed much. Nearly all rackets today have some form of graphite composition in them for stiffness and stability.
Today’s tennis racket is not all that simple, every racket has a purpose. All tennis racket companies have started to or already have engineered tennis rackets to suit a person’s playing style. For instance today’s tennis racket now comes in three different types. The first is known as the power racket. Power rackets are generally very versatile, they come in a wide range of materials such as titanium and carbon fibre. These rackets are generally light overall, but feature a larger heavier head to supply extra power in each swing. The next racket is known as the ultimate control racket. This type of racket is more commonly used by intermediate to very high skilled players. Characteristics of this racket include a small light head, heavy weight, thin beam, improved balance, and a frame that is not too stiff. Although there are various types of this racket, their main purpose is to provide ultimate control. The final type of tennis racket is the tweener racket. This racket incorporates both elements of the other two types to create a racket that has medium power and control to suit all types of play styles. Furthermore, Engineers are constantly working till this day, experimenting and testing new materials to create innovative new ideas and developments for the tennis racket. Although there hasn’t been any stand out changes to the tennis racket since graphite materials were introduced, engineers for tennis companies such as Babolat are embracing new technologies such as robotics, digital mapping and material science to create high tech rackets such as the 2019 Babolat Pure Aero, which has a higher swing rate, and upgraded aerodynamic beam from the previous year model.
Tennis rackets also have strings, and just like the rest of the racket this element has also evolved overtime. Although not as much of a significant change to the game and its players as developments in the framework, strings still are a part of the evolution of today’s racket. When the modern tennis racket was first made in 1874, its strings were made from the outer skin of the sheep intestine called serosa. After World War II and some experimenting, many started switching to strings made from cow gut as it was more effective and required half the amount of cows to sheep. Strings made from animal guts are still used to this day by serious players looking to have a certain quality of tension in their rackets. Although some people still use natural gut, it is an expensive material and is not that durable. Hence the reason why, a new and cheaper string appeared on the market. In the 1970’s synthetic strings began to be explored as a way to cut costs and increase durability. The main materials utilized to make synthetic strings are polyester, kevlar, zyex, ventran, polyurethane, or nylon. Tennis popularity boomed in the 1980’s and it was from here that racket producers started experimenting with the physics behind the game, and which racket string tensions were able to enhance a player’s performance. For this reason hybrid strings were introduced. Hybrid strings serve one main purpose, apart from being cost effective, they allow a player to alter the strings they use to a certain playing style, for example some hybrid string combinations allow for more spin than the usual synthetic strings. For this reason most professional tennis players and competitive players use hybrid strings.
Tennis brain science is simply understanding the functions of your adversary’s psyche, and checking the impact of your own game on his psychological perspective, and understanding the psychological impacts coming about because of the different outer causes without anyone else mind. You can’t be a fruitful analyst of others without first understanding your very own psychological procedures, you should think about the impact on yourself of a similar occurring under various conditions. You respond distinctively in various states of mind and under various conditions. You should understand the impact on your round of the subsequent bothering, delight, perplexity, or whatever structure your response takes. Does it increment your productivity? Provided that this is true, make progress toward it, however never offer it to your adversary.
Does it deny you of focus? Assuming this is the case, either expel the reason, or if that is preposterous endeavor to disregard it. When you have judged precisely your own response to conditions, study your rivals, to choose their dispositions. Like personalities respond also, and you may pass judgment on men of your own kind independent from anyone else. Inverse dispositions you should look to contrast and individuals whose responses you know.
An individual who can control his very own psychological procedures stands a superb possibility of perusing those of another, for the human personality works along unequivocal lines of thought, and can be contemplated. One can just control one’s, mental procedures after cautiously contemplating them.
An unfaltering indifferent standard player is only from time to time a sharp mastermind. In the event that he was he would not stick to the pattern. The physical appearance of a man is typically a truly clear record to his kind of psyche. The stolid, nice man, who for the most part advocates the standard game, does so on the grounds that he would rather not work up his lethargic personality to thoroughly consider a sheltered strategy for arriving at the net. There is the other sort of benchmark player, who wants to stay on the back of the court while coordinating an assault expected to separate your game. He is a perilous player, and a profound, sharp reasoning opponent. He accomplishes his outcomes by stirring up his length and bearing, and stressing you with the assortment of his game. He is a decent therapist. The main kind of player referenced simply hits the ball with little thought of what he is doing, while the last consistently has a distinct arrangement and sticks to it. The hard-hitting, inconsistent, net-hurrying player is an animal of motivation. There is no genuine framework to his assault, no comprehension of your game. He will make splendid overthrows spontaneously, generally by intuition; yet there is no, psychological intensity of reliable reasoning. It is an intriguing, interesting sort.
The perilous man is the player who blends his style from back to fore court at the course of an ever-ready personality. This is the man to ponder and gain from. He is a player with an unequivocal reason. A player who has a response to each question you propound him in your game. He is the most inconspicuous opponent on the planet. He is of the school of Brookes. Second just to him is the man of hounded assurance that sets his brain on one arrangement and holds fast to it, harshly, wildly battling as far as possible, with never an idea of progress. He is the man whose brain science is straightforward, however whose psychological perspective is difficult to agitate, for he never enables himself to consider anything with the exception of the current business. This man is your Johnston or your Wilding. I regard the psychological limit of Brookes more, however I appreciate the constancy of direction of Johnston.
Select your sort from your own psychological procedures, and afterward work out your game along the lines most appropriate to you. At the point when two men are, in a similar class, as respects stroke gear, the deciding element in some random match is the psychological perspective. Karma, purported, is regularly getting a handle on the mental estimation of a break in the game, and going it to your own record.
We hear a lot about the ‘shots we have made.’ Few understand the significance of the ‘shots we have missed.’ The study of missing shots is as significant as that of making them, and on occasion a miss by an inch is of more incentive than an, arrival that is executed by your adversary.
Allow me to clarify. A player drives you out of sight court with an edge shot. You run hard to it, and coming to, drive it immovable down the side-line, missing it by an inch. Your adversary is shocked and shaken, understanding that your shot should have gone in as out. He will anticipate that you should attempt it once more, and won’t take the hazard next time. He will attempt to play the ball, and may fall into blunder. You have in this manner taken a portion of your adversary’s certainty, and expanded his opportunity of blunder, all by a miss.
In the event that you had just flown back that arrival, and it had been murdered, your rival would have felt progressively certain of your failure to get the show on the road out of his span, while you would simply have been winded without result. Give us a chance to assume you made the shot down the sideline. It was an apparently outlandish get. First it adds up to TWO points in that it removed one from your rival that ought to have been his and gave you one you should never to have had. It likewise stresses your rival, as he believes he has discarded an opportunity of a lifetime.
The brain science of a tennis match is fascinating, however effectively justifiable. The two men start with equivalent possibilities. When one man builds up a genuine lead, his certainty goes up, while his rival stresses, and his psychological perspective ends up poor. The sole object of the main man is to hold his lead, in this way holding his certainty. On the off chance that the subsequent player pulls even or draws ahead, the inescapable response happens with even a more prominent differentiation in brain science. There is the normal certainty of the pioneer now with the subsequent man just as that incredible upgrade of having transformed appearing rout into plausible triumph. The switch on account of the main player is adept to miserably obliterate his game, and breakdown pursues.
My project is about tennis. I am going to tell you all about the sport and how it is played. You are all geared up with your racquet but still struggling with the crazy rules of the game. This project will help people with understanding the game of tennis.
Tennis is a sport that requires a lot of focus and some teamwork. There is one person on one side of the court and one person on the other side. When you serve the ball normally you would toss it up and then give it a gentle but hard hit. Then when hitting it back you would get the racquet behind the ball and hit it with power. Now you have a volley, but make sure not to hit the ball out of the green section with white lines around it because that’s a fault, a fault is a point for the other team.
Some of the rules are for tennis are…..
The server switches serving from the two halves of the court
The server is the one who puts the ball into the play for the first point
Players change sides of the court at the end of the first, third and then every other game of each round
Some techniques used in the sport are a backswing, stances, grips, and special footwork. They all use a lot of hand eye coordination and focus.
There is not much equipment needed for the sport. You will need a racquet, comfortable clothes, and some athletic shoes. Professionals wear special clothes, shoes and have an expensive racquet.
Some safety precautions are to clean the court, make sure there are no tears in your racquet and to keep random people clear of the court. This a safe sport, if played correctly.
This sport can help you greatly improve your health and here is why. Tennis is good for burning calories and toning your body. To prevent injuries and maximize your health you should play tennis safely. If you’re new to the sport, taking classes is a good way to learn tennis and tennis safety. Even experienced players need to follow the safety guidelines to stay safe on the court. This is a special sport because it has connections to all the fitness components.
There are many fitness components, but I am going to start with muscular strength. Tennis relates to muscle strength which is the amount of strength a muscle can exert because of the serving motion and how much power it requires to hit the ball. It relates to agility/speed which is the ability to move your body in a certain direction as fast as possible and the ability to accelerate, decelerate, and change movements as fast as possible because the sport requires full coverage of one whole side of the court. Tennis is related to flexibility which is being able to bend far without braking because of the huge range of motion required when reaching for a ball to hit. It is related to coordination which is the ability to use different parts of the body together smoothly because when hitting the ball you must have the racquet lined up behind the ball and be focused on where you want to hit the ball . Tennis is related to cardiovascular which has to do with the circulatory system because there are 10-20 seconds of bursts of high intensity then 10-20 seconds of rest. Tennis is related to muscle endurance which is using your muscles repeatedly against resistance because tennis is the same thing over and over again using the same muscles hitting the ball with high amounts of power.
Tennis makes you get your body moving and your blood pumping. It helps you get you in great shape. Here are some things it helps with…
Improves hand eye coordination
Great for cardio
Improves strength
Burns calories
Encourage mental state
This sport is a time consuming sport. It requires a lot of attention and deep focus. A lot of studies say that teens that play sports are a lot less likely to do bad drugs. This is because tennis takes a lot of your free time up. Tennis also gets people in good shape and in good health condition.
There are many important benefits of playing one of the best sports in the world, tennis. I hope this tells you some things you didn’t know before about tennis and makes you want to try it out. Now you should know how the sport is played. Also, now that you know the rules you should be able to play your own game of tennis after reading this. Now go try a game of tennis out with your pal!
The most basic a part of the sport of court game is that the rally, wherever opponents in turn hit the ball back and forth across Infobahn, victimization their court game racquets, till one player makes a mistake. Throughout assembly there’s a tremendous selection of basic mechanical principles current that administer the mechanical phenomenon or the ball. The subtleties of wave of a ball area unit ruled by an equivalent basic mechanical principles that we’ve studied generally Physics. However the sheer range of force interactions that occur on a ball create it not possible to simply derive an easy systematic equation for the flight path of a ball once it’s been hit by a sports implement. Therefore instead we are going to in short bit on a number of the physical principles that administer the measure of a ball. Then we are going to examine the results of rotation on the flight and bounce of a ball.
Newton’s 1st Law or conjointly called the law of inertia, states that “if World Wide Web force of the article is zero then the article can stay stationary or in an exceedingly perpetual state of motion”. Once you hit ball applying the supremacy by the racket, the ball goes flying. Although, while not and any external forces performing on the ball, it might continue its state of motion within the air forever. The external unbalanced forces of air resistance, slowing down the ball, and gravity, that pulls it down, is that the reason the ball to come back off to the bottom.
Newton’s 3 laws of motion are the fundamental physical principles that manage the crusade of body’s, together with lawn tennis court game balls. The quantity of how that Newton’s laws of motion smear to the undertaking of tennis balls are wide ranging to angle here, however many affectionate example are given. When a racquet smashes a ball, Newton Second Law “tells that outward force on body to the body’s ensuing hurrying, controls the resultant acceleration of the ball thanks to force of the sports implement on the ball”. Additionally, Newton 3rd Law notifies “the force applied by the ball on the sports implement is equivalent in amount and differing in route to the strength employed on the sports implement by the ball”. The ball has mechanical energy throughout most of the sport. It’s continuously being served and hit back and forth. Once the ball collides with the racket, its mechanical energy is became potential energy. Then the racket bends outward, storing mechanical energy within the strings. Once the strings bend back, the mechanical energy is potential energy then it becomes mechanical energy. When you press your feet into the court to hit an attempt, you employ ground reaction forces to make up elastic mechanical energy. Then you employ that elastic mechanical energy to hit an additional supremacyful shot. In a serve, most lawn tennis players hit the ball at the height of the ball toss to form a robust serve. This maximizes the employment of gravitate mechanical energy. Energy hold on within the type of height you’ll be able to calculate the incline mechanical energy of the ball by victimization the equation, PE (grave) =mass*g*height, wherever g=gravitational field intensity. Ability is that the amount won’t to thorough a precise quantity of labor. The method for supremacy is effort is split by time. To come up with additional command in lawn tennis, players smash the ball in an exceedingly short to high mode. Supremacy is want on oblige and through a return. To extend the curve in portion, a player should apply spin to the ball, as a result of the upper the curve, the additional supremacy there’ll stay once the ball is hooked. So as urge the best supremacy a player should help with most strength to make the longest arc doable. Constant will be held regarding crushed strokes. Head quickness produces loads of influence. If a player ensues to be too on the point of the ball whereas hit it, he or she is going to jerk that arm in nearer to his or her body and this may cut back the curve of the smack leading to loss of rule. Players have to be bound to have management of the ball smooth once hit with lavish supremacy, as a result of if the ball is hit with disproportionate amount of supremacy and not plentiful spin, the ball is probably going to travel out. Now that was simply a number of samples of however Supremacy narrates to lawn tennis.
Friction marks court game in several ways. Friction is that conflict that seeming or body comes across once touching over another. The quantity of Friction might take issue with each variety of scenario. If there’s loads of friction on a court the ball reduces down and creates a better bounce. If there’s less friction, then the ball can move faster and build a gentler bounce. There are 3 differing types of friction Fluid, Rolling, and slippery Friction. Fluid friction touches court game once the ball is within the air. Rolling Friction affects court game, once the ball rolls on the bottom. And slippery Friction affects court game, once the ball smashes the tennis racquet and slide throughout a spin. Once a ball bounces and travels toward the challenger when being hit, it’s a natural spin produced by the resistance of the court. The friction between the tennis racquet’s series and therefore the ball bases the ball to spin advancing towards the player once the court game racket is softened underneath the ball. There square measure presently no limits on the constant of friction of court game courts or ropes. The goal of this rag was to effort out the result of friction on ball sways. Determinate part of models were accustomed verify the result of friction for tilted turning powers each between a ball and a rigid external and amongst a ball and therefore the thread divan of easily delayed racket. The results revealed that in Secondary in nursing slanted impact a ball will act several of the subsequent habits initial, it will slide, second, it will slide and so ‘overspun’, or, third, it will slide, overspun, and so meet towards rolling. The ball can shot during the bulk of effects on the court throughout piece. Consequently, the reflection spin of the ball can increase with increasing court resistance and therefore the straight recover speed can decrease. The ball can reel off the rope cot for the bulk of ground effort is that the transmission of vitality by force interim through a reserve. The SI unit of labor is joules. The formula for locating Effort is by multiplying force times displacement. (W=F*d). Energy placed into associate degree body. Once a player smashes the ball, he or she is doing effort on the racket, and so, energy from the player handovers into the racket. In turn, effort or energy from the racket relocations in to the ball, once the racket derives in reality with the ball. So once associate degree body remains or at repose you’ve got to place energy or add to it body to induce it affecting. So as to start out the sport of court game, a player needs to attend the ball to the rival and this takes effort or energy to try and do thus. Once energy from a player is transferred to the racket, this will cause a shaking of the racket. Energy is additionally being transferred once the 2 players come a volley and groundstroke. These square measure many ways that the Physics construct effort, applies to court game.rokes, and therefore the recover belongings can successfully be freelance of thread bed friction.
CONCLUSION
Physics of lawn tennis is extremely Scheming for a sport maintained moderately calm abstract principles, like touching and bouncy a ball. As we tend to enhance all told the essential mechanical principles that have a result, the physics of lawn tennis rapidly gets fairly difficult. Additionally ball spin plays an outsized role within the sport and intensely changes the flight and bounce physics of lawn tennis balls. The basic tennis lawn and tennis court game physics given here solely begin to abrasion the surface of the large physics of tennis. alternative fascinating areas of tennis lawn and tennis court game physics embrace modeling the mechanical phenomenon of a ball and determinative the sweet spots of tennis racquets, likewise because the physics of precise lawn tennis strokes like the work.
The cutting-edge racquets within Tennis nowadays are developed from the wooden ones. Whether it be, Babolat or the Wilson Pro Staff, they have immensely contributed towards an upgraded performance of the players. The recent Wilson Clash racquet has revolutionised the sport of tennis to the following level. These racquets have definitely bolstered the sport of the highest ATP and WTA players, but however, the opposite budding players on the circuit, cannot really spare the value of those cutting-edge racquets, which eventually ends up in their poor performance against the aces of tennis. In these times the innovative coaching facilities are a viable option for players, even within the absence of an instructor they’ll receive coaching.
Technology has connected the players with experienced and good coaching instructions. This has led to the amendments within the tennis rules by the International Tennis Federation, which suggests only approved devices is utilised by the players during the course of the match. Staying within the foundations, during a match the players cannot access any equipment which generates coaching information. The electronic line-calling system in tennis, which is popularly referred to as the Hawk-Eye, has reduced the pressure on the officials who are officiating the match. The technology precisely records the position of the ball on the court. Moreover, it vanishes the quarrel of ‘in or out’ between the player and therefore the umpire and averts the incorrect calls during the match.
The science behind the movement of a player’s body, which is termed because the biomechanics has aided the coaches to grasp the mechanical aspects of the shot. Examination of the mechanics are often determined by the performance of the player and may also keep the player aloof from injuries. Its mechanism can even help the player to develop power and precision. it’s led to discoveries like the stretch-shortening cycle, which is a complicated forehand drill and the kinetic chain, which could be a key to provide great tennis strokes. Also, it’s helped the players to vary their strokes from time to time. All this has provoked the coaches to grasp their player and develop the mandatory techniques in them. Within the future, the study of biomechanics helps the players to become better professionals.
When kids are introduced to play tennis, they are exposed to low-compression tennis balls that are light in weight. It aids the beginners to be acquainted with the basic strokes of tennis. Later they are made to use, low-pressure tennis balls, which have a lower bounce and slower flight, it assists the budding players to play long rallies. Moreover, they clear their technical proficiency of the game in a player at a very young age. The methodology for recording injuries and illnesses during tennis activities is an enormous field of study and it is leading to greater stability in the future research of tennis. A 25-year analysis of injury data from the US Open was published in 2012, which was used to standardise the definitions and methodology of injuries in tennis. The exploration in the player track systems is been investigated. The risk of injuries and the injury prevention measures in tennis are useful topics to study and research upon, inevitably, it will bestow solutions to avoid injuries in a professional player’s career.
For an athlete, nutrition is one of the most important things. During and post their training sessions or matches the players confirm that they need an intake of a considerable amount of fluids. Athletes get used to a disciplined habit of eating the right amount of carbohydrates, proteins and fibre. They include several different fruits and vegetables into their diet. For muscle recovery, they take a substantial amount of lean protein like chicken or fish. They value more highly to have whole-wheat pasta and rice for the complex carbohydrate nutrition.
Before I talk about girls tennis team at McKinley let me give you little background about tennis. Tennis is a game in which 2 or 4 players strike a ball with rackets over a net stretched across a court. The usual form is played with a felt-covered, hollow ball on a grass, clay, or artificial surface. The opponent looks at you with fear as you swing your ball, the thrill of the hunt is with you as you stare down your opponent ,after you swing the ball your opponent strikes back with the same speed. You miss, but that’s okay because all you’re doing is playing a game called tennis. Tennis has some unique rules to it, is great for the body, and is a very social sport. A large amount of people play tennis casually.
Often you will have a thrill when rallying with someone. Many times if you are caught in a long rally both players try their best to win. Both players will feel thrill as they eye the ball and swiftly counter it to the opponent’s side when they can. This thrill removes all outside thought and you focus on the game. The player controls the speed, the placement, and the spin of the ball. But playing tennis at a school is different putting away competition. I generally feel like when I played tennis it more like a friend game than playing as competitive. But Tennis at McKinley isn’t good as the boys team but they aren’t that bad too. So what if the boys won trophies the girls got more time to win. I also feel, doing girls season it’s cool, when fall starts to hit.
At McKinley, Mr. Smith coaches the both boys and girls tennis team along with coaching he teaches American History, World History, and Personal Finance. My past experience with Mr. Smith and his coaching, I had Mr. Smith class for 2 years for American and World History and also as a tennis coach. He is two different person in class and in the court. Whenever I had Mr. Smith as a teacher, he always made history fun with fun activities, him singing/rapping to us about history and also he would play the character that we would be reading about. But at the court he is no more fun smith, he has his straight face and focusing on tennis nothing more then tennis. Tennis is Mr. Smith favorite game an nobody can messed with him teaching tennis but I think I learn a lot about tennis through Mr. Smith because I didn’t know anything about tennis when I started playing tennis. But by the end of the season I was kind of swigging the racket good, I got much better in playing.
Tennis has been a popular sport for many years. It was created many centuries ago, but has since developed greatly, and gained popularity worldwide. The origin of the sport dates back to the twelfth century. It is thought that the game was developed from a French handball game known as “Paume”. In this game, the ball was struck with your hand, later, as the game evolved, it was called “Jeu de Paume” and racquets began to be used. Along with the racquet, tennis balls also evolved from being made of wood, to being filled with cellulose creating a much bouncier ball.
“Jeu de Paume” was first created by European monks for entertainment during ceremonial occasions. The game took root and gained popularity in France, where it was adopted by the royal family. This medieval sport led directly to modern tennis, including its name, which came from the French word “tenez!”, which was spoken to your opponent before you served.
Some early accounts of the game claim that by the thirteenth century there were as many as 1,800 indoor courts, deeming the game so popular that the Pope and King Louis IV attempted to ban the game, but were unsuccessful. Sometime during the sixteenth century, tennis had become quite popular in England and was played exclusively on indoor courts. However, this arose a problem where teams were purposely hitting the wall in order to have the ball return to their side. Because of this, tennis was brought outside and played on outside courts. This new way of tennis became extremely popular with royalty, especially King Henry VIII of England.
In 1877, the first Wimbledon tournament was held in England. This was also the year the standardization for rules was initiated, however, the rules were not set for the sport until the formation of the United States National Lawn Tennis Association on May 21, 1881. This set of rules was used in the first US Open, then called “The U.S. National Men’s Championship”, in Newport, Rhode Island 1881. However, the first U.S. National Women’s Championship was not held until 1887.
The French and Australians also enjoyed modern tennis, which led to the creation of the French Open in 1891, and the Australian Open in 1905. Since then, the four most prominent tennis tournaments have been the US Open, Wimbledon, French Open, and Australian Open.
The title “Greatest of All Time” is greatly fought for, and most agree that it should go to Roger Federer. Although, some other legendary players include Rod Laver, Rafael Nadal, Pete Sampras, and Björn Borg. Federer holds the Open Era record for grand slam singles won, with nineteen to his name and has spent a record 302 weeks at the top of the ATP (Association of Tennis Professionals) rankings. Federer first stepped into the tennis world as a teenager, winning his first grand slam at Wimbledon in 2003 at age twenty-two.
Tennis has been around for many centuries but has only gained popularity and developed into the sport we know it as today. It has many benefits to it and will continue to improve the lives of people all over the world for many years to come. This is one of the greatest sports created and is loved by all people of all ages.
The field of skills’ acquisition has undergone significant growth, which elaborates the mechanisms involved in the development of new skills. This article highlights the changing and vibrant nature of the field of sports. This goal will be achieved by examining the cultivation of the anticipation skills in table tennis, which entails the ability of a trainee to foresee events fast and effectively. As identified by Bennis and Pachur (2006), table tennis is one of the fastest ball sports, which entail the acquisition of the anticipation skills that are needed to construct and interpret information fast and precisely. The purpose of this article is to evaluate the main theme of table tennis learning. The focus is to generate conclusions that show how motor skills such as hitting a tennis ball can be enhanced by practicing the anticipation skills. Table tennis is one of the challenging sport fields that do not only require energy, but also accuracy especially during serving where the time required to synthesise and respond surpasses the ball flight duration. Bearing this in mind, this study begins by considering the framework of mechanisms that underpin the nature of training and the corresponding outcomes for table tennis learning.
Literature review
Diedrichsen, Flanagan, and Wolpert (2011) posit that learning to play table tennis effectively entails several interacting elements. The main challenge for most reviews is the apparent lack of a consistent definition and clarity leaving research evidence on the anticipation skills vulnerable and imprecise. Learning is hugely determined by the motor activities that affect how learners assign concentration and react to different situations during the skill acquisition process. In late childhood, a child attains high coordination of muscles and skill in anticipation. Diedrichsen, Flanagan, and Wolpert (2011) classify psychomotor abilities as speed of response, level of control, aiming, and arm-hand control. The development of neuromuscular technique and attention are needed for effective acquisition of table tennis skills (Maslovat 2010). Visual control plays a key role while an individual is training on a new perceptual motor skill like anticipation in table tennis. Diedrichsen, Flanagan, and Wolpert (2011) argue that learning table tennis anticipation skills entails making fast and precise decisions, which improves with practice. Renshaw, Davids, and Savelsbergh (2010) record that knowledge linked to the anticipation skills is easily acquired through practice rather than clinical-based training that aims at raising visual sharpness. In addition, table tennis skills and effective motor abilities can be established appropriately at a tender age of about seven years (Renshaw, Davids & Savelsbergh 2010). The table tennis ball and bat are light and the distance coverage is short enough for the young and energetic individuals to practice with ease, hence it is essential to initiate this skill early during the child development process.
The nature of training
The nature of training has increasingly assumed different directions and mechanisms depending on the structures and aspirations of the learner. This aspect has developed from the widespread realisation that table tennis is a tactical game involving a combination of complex interlinking variables. These variables involve mechanisms that control the coordination of physical movement and the development of the visual abilities of the learner (Zhang 2008). This aspect incorporates the stage of motor development of learners as the nervous system matures. Motor skills involve the development of fine and gross skills. Fine motor skills entail moments engaging smaller muscles such as those in wrists and fingers. On the other hand, Miller (2011, p. 1914) posits that gross motor skills ‘define movements incorporating larger muscles such as those in legs, arms, or the entire body, which are needed in the coordination of events such as jumping’. The combination of these motor skills enables the coordination, which is needed to accomplish a task like hitting a tennis ball. This aspect implies that learning the anticipating skill in table tennis can be well affected during the early stages of development when the rate of coordination improves from motor movements at a high rate. In addition, learning effectiveness is not only underpinned upon the necessary application of the required sequential techniques, but also the quality of interpersonal skills between instructor and the learner. Sport is a social activity, which should be evaluated and explained amicably with regard to the social environments and relations of the involved parties. This requirement forms the primary tenet of developing and enhancing the anticipating table tennis skills (Williams et al. 2004).
Elements of motor learning
Information extraction and interpretation are the critical elements of motor learning. Learning occurs through a number of ways, for instance, through observing, experience, reflection, practice, or training. The emphasis is placed on the individual under training in a bid to develop a certain skill. The behaviourists approach to knowledge acquisition embraces learning that develops from one point to another based on previously acquired understanding. The role of the instructor should be to help the trainee to adopt skills through simple procedures. For instance, table tennis involves repeated learning at initial stages until the trainee presents positive results that evoke the spirit to move on. Table tennis practice is a motor task, which entails the interpretation of information as it is received during the ongoing task. Acquiring efficient skills as a tennis player is highly influenced by the speed with which the player can make the right decisions on when to make the next movement and in which manner (Purdy, Potrac & Jones 2008).
During training of a new skill, the sensorimotor system can detect the movement’s outcome and match it with the expected result. In case the desired target is missed, the sensorimotor not only tells the system that the target was missed, but it also specifies the manner in which the aim was missed. These sensorimotor activities assist trainees to learn slowly through errors to a point that they master the essential skills of the game. For instance, when a serve is made and it lands to the opposite of its desired target, the sensorimotor system quickly adjusts the command for the next serve by altering the orientation of the body, changing the movement of the arm, or exerting more energy. Learning through error-based systems can provide gradual acquisition for effective table tennis skills. Continued learning from one’s mistakes, according to Wolpert et.al (2011), has the potential of reducing the average error to zero. However, this assertion this does not mean that one becomes a perfect player, since humans are subject to fatigue, interruptions, and emerging challenges. However, the available studies have not shown congruent and consistent information to understand the significance of sensorimotor mode of learning new skills as opposed to other methods. Therefore, further research is needed for more consistent results and evidence on this topic.
Observational learning
Observation is a very fundamental source of information in the development of the anticipation skills in table tennis. At the initial stages of learning, individuals are encouraged to make keen observations from their experienced counterparts in a bid to grasp the basics that guide the game. Studies have generated evidence that watching other individuals play initiates sensorimotor images of the observed act (Burchett 2012). However, the essence of coaches is magnified in this argument. Learners can learn about what orientations to assume, movements to make, and in what formula by observing trainers. The ability to interpret and learn successfully from actions of others depends on continued or repeated observation of that skill. The combination of the basic skills and continued learning leads to gradual acquisition of the anticipation skills. One gains the ability to make the necessary predictions like reading the movements of the opponent and generating prior knowledge of all possible movements that the ball is ought to make. Such capabilities of anticipation are referred to as situational abilities, which provide a competitive edge against one’s opponent. Miller (2011) suggests that cognitive approaches influence the internal mental structures, which are needed in a bid to recognise the interconnection between observing and learning. Learning through observation can be progressive based on visual information processing. For instance, using video simulations can help the learner to create customary view of the act such as a serve in table tennis. These simulations are initially presented in slow motions in a bid to give the learner the opportunity to grasp the most informative cues of the game. After the learner acquires the informative cues, simulations can be presented in real time in a bid to give the trainee the challenge to master the anticipation skills from the point of view of the video after which such is applied during practice.
Experiential learning
Experiential learning is defined as the process through which trainees acquire new skills during on-court instruction and training. This approach is the key mechanism for learning the anticipation skills in table tennis sport. This stage is critical as knowledge acquired through observation and sensorimotor activities is utilised practically through reflective learning. Learners have to map and capture perceptual variables and combine them into action (Rwin, Hanton & Kerwin 2004). The huge part of the practice time should be dedicated to the physical practice on the tennis court with the learner focusing on making movements in response to different actions. Learning by doing gives the trainee a good understanding of the procedures, drills, and rules, which facilitate the mastering of the anticipation skills (Petitpas 2007). Specialists recommend the learning of the anticipating skills after one has mastered the basic steps such as body orientations, ball control, and making successive return serves. In the process, the anticipation skills grow with practice. Learning and improving the anticipation technique needs time and concentration (Tresilian 2005).
Conclusion
Learning the anticipation skills in table tennis entails a variety of informal and formal strategies. This study has identified informal learning as the dominant mechanism of acquiring new skills with continued practice playing the major role. Meanwhile, experiential and observational learning underscore the underlying factors in developing the anticipation skills in table tennis. As indicated before, the participants’ ability to anticipate and interpret the opponents’ serve precisely depends on the quality of practice and the ability of the sensorimotor to relay commands.
Reference List
Bennis, W & Pachur, T 2006, ‘Fast and frugal heuristics in sports’, Psychology of Sport and Exercise, vol. 7, no. 6, pp. 611-629.
Burchett, A 2012, Playing Tennis – A Learning Manual, World Technologies, Delhi.
Diedrichsen, J, Flanagan, R & Wolpert, D 2011, ‘Principles of sensorimotor Learning’, Nature Reviews Neuroscience, vo. 12, no. 3, pp. 739-749.
Maslovat, D 2010, Motor preparation changes with practice, University of British Columbia, Vancouver.
Miller, P 2011, ‘Psychology Gets in the Game: Sport, Mind, and Behaviour, 1880–1960’, International Journal of the History of Sport, vol. 28, no. 13, pp. 1913-1915.
Petitpas, A 2007, ‘Modelling the complexity of the coaching process: a commentary’, International Journal of Sports Science and Coaching, vol. 2, no. 4, pp. 423-424.
Purdy, L, Potrac, P & Jones, R 2008, ‘Power, consent and resistance: an auto ethnography of competitive rowing, Sport, Education & Society’, Sports Behaviour, vol. 13, no. 3, pp. 319-336.
Renshaw, I, Davids, K & Savelsbergh, G 2010, Motor learning in practice: A constraints-led approach, Routledge, London.
Rwin, G, Hanton, S & Kerwin, D 2004, ‘Reflective practice and the origins of elite coaching knowledge’, Reflective Practice, vol. 5, no. 3, pp. 425-442.
Tresilian, J 2005, ‘Hitting a moving target: Perception and action in the timing of rapid interceptions’, Attention Perception & Psychophysics, vol. 67, no.1, pp.129-149.
Williams, M, Ward, P, Smeeton, N & Allen, D 2004, ‘Developing Anticipation Skills in Tennis Using On-Court Instruction: Perception versus Perception and Action’, Journal of Applied Sport Psychology, vol.16, no. 4, pp. 350-360.
Zhang, P 2008, The effects of play practice on teaching table tennis forehand skills, Ohio State University, Columbus.
Many people, at some point in their life, encounter certain experiences which make them reconsider their mindset and embrace a new way of thinking. In my case, the notable event which enabled me to start viewing myself and others differently was watching a documentary about Esther Vergeer, a paralympic athlete. Esther Vergeer is a tennis player who suffered a major hemorrhage and stroke during her childhood, which led to her legs being paralyzed. Nevertheless, Esther did not give up on her life and instead committed to achieving her goals in the sphere of tennis and eventually won 48 Grand Slam tournaments.
The life of Esther and her stories made me understand that every single person had the capacity to overcome the most difficult conditions if they were committed to it. As a result, I realized that I could succeed in any sphere of my choice, given that I made serious efforts to do it. Moreover, I also understood that it was important to set clear goals which would guide my work. Thus, the documentary about Esther Vergeer sparked a period of personal growth in my life during which I extensively studied and began to treat my hobbies more seriously. Essentially, the experience of seeing another person succeeding despite all of the challenges, inspired me to follow the same path and be always committed to the activities at hand. Additionally, the documentary made me less judgmental about other people because I understood that every individual has their own struggles of which others are not aware.
The example of Esther Vergeer forever changed my perception of the abilities of people and me personally and provided me with an understanding that it was unnecessary to judge others. Specifically, I realized that any individual was capable of achieving success if they worked hard, set goals, and had a purpose. The discovery of Esther Vergeer’s story forever changed my way of thinking and made me more dedicated.
This report is based on a study conducted in Germany. The study involved selecting players in table tennis before training them. The players were divided into two groups, with each group having ten members. One of the groups received both technical and tactical decision training simultaneously, while the other one only received training on the “what” decision (Raab, Masters, and Maxwell 326).
The main objective of this study was to determine the effect of training the “how” and the “what” decisions simultaneously. The study was also aimed at investigating the effects of other variables, for example, the speed of the ball and uncertainty on the performance of players. The study also investigated the effect of long-term training on the transition of forehand and backhand movements. It would also investigate the effectiveness of video feedback in offering training to players.
Introduction
Two or four players play the game of table tennis by hitting a light ball back and forth on a unique table. The game that requires serious concentration whilst playing, since it involves fast movements; in addition, each player must allow the ball to bounce only once in his/her side of the playing table. Allowing the ball to bounce twice earns the opponent points. In any game, training is essential since winning a game depends on how well a player is conversant with the rules and techniques of the game.
In table tennis, players must be trained on how and what decisions to make. Due to the strict rules and the swiftness involved in the game, training is essential for players. In table tennis, training involves educating a player on “what to do” and “how to do it.” The aim of this study thus is to determine the applicability of training of the two aspects, viz. “what” and “how” when playing ping-pong.
“What” in this context implies the decision that a player has to make depending on the stage of the game, while “how” on the other hand describes the way in which the decision taken by a player will be executed. Training of the two aspects is different though most people tend to use the two terms interchangeably to refer to the same thing.
Decision training
Training in table tennis involves two kinds of exercise, viz. the decision training herein referred to as “what decisions” and the behavioral training herein referred to as the “how decisions.” Decision training involves training a player on what to do in a different situation as the game continues. Behavioral training, on the other hand, involves training a player on the general skills necessary to play the game in the right manner (Raab, Masters, and Maxwell 326).
In most cases, behavioral skills do not vary with the situation, they remain similar in different sessions of the game, and all players apply them equally. Most sports experts argue that behavioral training should precede decision training since the former is regarded as complex, and thus, it is more demanding than the latter.
The study was based on the assumption that behavioral training only helps players acquire the basic skills to play the game while decision training improves the behavioral skills previously acquired, and a player is in a position to perform optimally with these two skills.
Decision skills are fruitful at advanced stages of learning, while behavioral training is essential at the initial stages of learning. In a bid to determine the effectiveness of combining the two types of skills in the training and then teaching them simultaneously, this study used a group of table tennis players.
The importance of ‘What’ and ‘how’ decisions in table tennis
Table tennis involves quick movements, and players must have the necessary skills to be in a position to make the movements. The game is characterized by uncertainty and speed, and thus, players must possess the requisite skills to decide when and how to deal with different situations.
Group differences in learning
This study was based on the belief that decision training produces better results as compared to behavior training. The researchers were of the view that the decision training would produce effective results both in the short run and in the long run, thus differing greatly with previous research, which asserted that decision training was only effective in the long run (Raab, Masters, and Maxwell 326).
Previous researchers argued that behavioral training was the most suitable training for beginners while the decision training was suitable for the experienced table tennis players. The study also incorporated video feedbacks to illustrate movements to learners.
This approach probably was the reason why the researchers presumed that the decision training would produce effective results even in the short run. Earlier findings on the same topic revealed that video training would offer decision training in more or less the same way as practical training.
Effect of decision training on “how” decisions
Video recording was used to offer the “how” decision training to the decision group. The video clips recorded would then be played to players during the laboratory session. Individual movements recorded allowed the researchers to gather the information that was later used in analyzing the results.
Video feedbacks also allowed the researchers to analyze the effects of uncertainty in the game, coupled with the effects of other variables such as speed on the skills imparted to the players. Therefore, the aim of this study also included determining the effects of video feedback on decision training.
Effects of decision training on ‘what’ decisions
Decision training on the “what” decisions were meant to reduce the number of transition between the forehand and the backhand. Reduction in this transition would then result in improved performance due to reduced uncertainty. Data obtained in this study enabled the analysis of movements in a sequential manner as opposed to one trial in previous studies, thus leading to reliable results. The training enabled the players to identify and study the opponents’ movements, thus reducing uncertainty.
Methodology
Participants
The research team used twenty table tennis players drawn from a cross-section of tennis players in Germany. The players had an average of 4.5 years experience in the game, and thus they were conversant with the rules of the game. The research team was made up of six athletic experts of whom two were national coaches while the other four were local coaches. The two national coaches were tasked with the responsibility of assessing the individuals’ movements during the training and organizing training sessions for the players.
On the other hand, the local coaches offered actual training to players on a daily basis and received continuous feedback from the national coaches on the developments and acquisition of skills by players. The 20 players were divided into two groups, viz. the behavior group and the decision group with each group being assigned, ten members. The players in each group were chosen at random. The players were further divided into pairs with each member in a pair playing a game against the other pair member.
The national coaches assessed the strengths and weaknesses of each player individually. The evaluation led to further classification of the players to two new groups based on the abilities of each individual. The new groups seemed to have equal strengths so that the individual strength would easily be identified. All participants were required to submit a written consent before admission into the study.
Design
The training and evaluation of the players were carried out in a period of six months. The evaluation was done in two ways, viz. subjective ratings, which involved observation evaluation, and objective assessment, which involved the collection of practical data.
In the subjective rating, data were collected at three different stages; that is, before the training, during the training, and after the training. The objective data was collected before the training and after the training. The national coaches then analyzed and harmonized the data to come up with meaningful information regarding the study.
Procedure
The treatment offered to the two groups was different. The decision group was tested before and after the training and had access to the video feedback, which the behavior group never had access to (Raab, Masters, and Maxwell 328). All participants were required to fill in their personal information in an open-ended questionnaire prepared in advance by the research team.
The individual evaluation took place before the training, during the training, and after the training. The players were classified as behavior or decision group, and each group competed against the other. Each player was assessed individually after the training and data on movements collected.
Training Intervention
Behavior Group
The behavior group was trained on the “how” decision only. In addition to this training, the group received verbal feedbacks about the forehand and backhand movements as opposed to the video feedbacks offered to the decision group. The training took a period of nine months with the procedure outlined in the rules set by the national coaches being observed during the period.
In a bid to ensure compliance with the rules set by the national coaches, each player was required to fill in his/her personal information in a form provided by the trainer at the end of each training session. Each session kicked off with some kind of warm-up, which involved practicing the forehand and backhand to improve the players’ ability to hit the target and reduce uncertainty.
The warm-up was in two stages, whereby in the first stage, players were asked to swing at the horizontal level of the table while the second step involved stretching the elbow so as it forms a vertical line to the shoulder (Raab, Masters, and Maxwell 344).
Decision Group: ‘How’ and ‘what’ decisions
Training similar to the one offered to the behavior group was equally offered to the decision group for the same period. However, the decision group received both the “how” and the ‘what’ training simultaneously. Training offered to this group was in two steps with the first one involving twisting the forehand and the backhand to train players on accuracy and reduce uncertainty in players during the game while the second step involved training on the transition of the forehand and the backhand.
The group also received video feedback at regular intervals. A pair of video clips for each individual was recorded and played to the players during laboratory sessions. One of the clips contained the procedures of performing the forehand and backhand correctly, while the other one demonstrated the transition part. The video clips also showed professional tennis players performing the backward and forehand movements in a professional and accurate manner.
The video clips were played during the start of each session and were 10 minutes long. The videos were posted at certain intervals to compare the players’ movements with the movements of national table tennis stars. The videos were accompanied by a short narration of the style running at the time. The two videos illustrated the “what” and “how” techniques and were used as training materials to the decision group.
Materials and Measurement
Subjective measures
A pair of national coaches using the Likert scale carried out an evaluation of the individual player. Among the things evaluated were motivation and forehand and backhand movements. The two aspects received the rating of 1-6 with one representing poor while 6 representing excellent. Transition techniques were also measured using the same scale rating between 1 and 6.
Objective Measures
Two coaches did an evaluation of the objective measures simultaneously and then the results by the two coaches summed up and the mean calculated. The players were required to aim at a target placed at the other end of the playing table. The test was meant to measure the accuracy of the players in targeting a given point. The target set was in the form of a square box divided into small squares, and each squire earned a player a given number of points (Raab, Masters, and Maxwell 326).
The innermost square was 20 centimeters squared, and a player who managed to hit it earned a total of 4 points. The second square was 40 centimeters squared, and a player garnered a total of 3 points for hitting the square. The third square was 60 centimeter squared, and players would earn 2 points for hitting correctly. A player would earn 1 point for each ball that reaches the other side of the playing table without touching the net.
In addition, a player would earn no point for any situation not specified above. On one side of the table was a professional server who was selected from the coaches. The coach served the ball in a professional way for a player to receive it in the correct way. Players were provided with unique clad that were marked at the shoulder joint, elbow, and at the wrist for easy observation of the players’ movements.
Each game was covered using three cameras that were set in a manner that they recorded the players’ accuracy and movements. The movements were assessed against the set standards, and each individual’s forehand and backhand movements were evaluated.
Results
The results of the study revealed that there was a notable improvement in both groups. However, the decision group showed more remarkable improvements compared to the behavior group. In the results’ analysis, the “what” and “how” decisions training were taken as the dependent variables and a “significant main effect for test ‘what’ decisions F (3, 18) = 43.71, p <. 01, η2 =.73; ‘how’ decisions F (3, 18) = 28.28, p <. 01, η2 =.58” (Raab, Masters, and Maxwell 326).
Significant effects of group were found for “both ‘how’, F (1, 18) = 58.37, p <.01, η2 =.91, and ‘what’ decisions, F(1, 18) = 31.49, p <.01, η2 =.75” (Raab, Masters, and Maxwell 326-344). Analysis of how the decision was made using the same rating ranking the decision group at 89 against the behavior group, which stood at 72. This realization was a clear indicator that the decision group was doing better than the behavior group in “what” decisions as well.
Throughout the study, the decision group outsmarted the behavior group in both the “how” and “what” decisions with the analysis of the result awarding the decision group with 68 points for forehand movement and 70 points for backhand movements. The overall results showed that the decision group performed better than the behavior group in subjective measures.
Accuracy was the other factor that the study tested. Shot accuracy was the dependent variable, and the results of the findings showed that the decision group was better placed in this aspect than the behavior group. The group maintained a score of “65 throughout the training as illustrated by the function F (1, 27) = 1362, p < 01, η2 = 65” (Raab, Masters, and Maxwell 326). The score varied with speed, and at the normal speed the scores were represented by the function (1, 9) = 104.71, p <.01, η2 = 92.
The sequence also influenced the results greatly as illustrated by the following function, F (3, 27) = 7.95, p <.01, η2 =.47, which was an indicator that better performance was recorded when sequences involved less number of transition (Raab, Masters, and Maxwell 347).
The correlation coefficient was qualitatively calculated and value of -59 was arrived at indicating that there was a great relationship between the number of components and accuracy so as when the number of components reduced, the degree of accuracy went up. In other words, when there was reduced uncertainty, the level of accuracy was high.
Movement analysis
In addition to accuracy measurement, the players were tested on movements. The analyses of the “how” decisions comprised of the movements of the elbow while the “what” decisions were an assessment of the transitions between the forehand and the backhand.
A reduction in the backswing movements was recorded between the initial test results and the results after the training as illustrated by the following function F (1, 985) = 118.73, p <.01, η2 =.89 (Raab, Masters, and Maxwell 326). The reduction recorded was up to 20 centimeters.
Discussion of the results
Offering the “what” and “how” decisions training to players who have the basic knowledge of the game simultaneously yield better results than offering behavioral training alone. The data obtained by the coaches regarding subjective ratings indicate that the participants demonstrated great improvements in the first three months.
Additionally, accuracy and improved movements were noted in the decision group. The video feedback, according to this study, is essential, and it should not be ignored as earlier proposed by various researchers. The feedback should be integrated with decision training in a bid to offer learners with the necessary skills for the game. This way, the performance of the players will improve, thus achieving desirable results.
Players recorded good performance when the sequence was well known to them and when few transitions were involved. In higher speed and uncertainty, the performance was poorer than under conditions of certainty and low speed. The national coaches designed training programs while the local coaches did the actual training on the ground. The coaches designed the training subjects based on their professionalism in the game.
Movements of the elbow and the backswing were reported to have improved greatly due to the professional training offered by the coaches. The use of video recording was an effective tool in the study since the coaches could not monitor every movement as they were also placed at one side of the playing table to serve the ball. Thus they did not have time to follow the movements.
Video-feedback
This kind of feedback contributed greatly to the superiority of the decision group. It painted a clear picture to the learners on how decisions should be executed. In addition to visual learning, the videos were accompanied with a brief verbal narration elaborating the styles of movements being executed at the time.
The video clips played to the decision group are attributed to the superiority of the group in the “what” decisions. This aspect of the acquisition of decision skills through video clips supports studies by other scholars who had also asserted that the method produces equally effective results.
Conclusion
The study was conducted on players who already had some basic knowledge of the game. The point was to investigate how behavioral and decision training can improve the performance of a player. The training offered is important for players since it improves their performance both in the short run and in the long term. The results of the study revealed that decision training was more effective than behavior training.
Players who learn both “how” and “what” decisions through the video capture the first-hand techniques, which makes them perfect in terms of applying them in the actual game. It provides learners with early skills that form the platform of training. Video feedbacks are essential to the trainers as they are in a position to identify the weaknesses of the players and thus determine which areas require more inputs.
In light of the results obtained in the study, it is evident that integrating the two types of training and offering them to players simultaneously produces better results than teaching them separately. Continuous training on the two aspects should be embraced to ensure that players are well equipped both in the short run and in the long run.
Own opinion
The results of this study revealed that for a player to perform well in table tennis, he/she should possess both “what” and “how” skills. A player must be in a position to know what to do in a certain situation as well as how to do it. Training players on the two skills simultaneously could thus help boost the players’ performance.
Both behavioral and decision skills should be trained at the same time since the two are inseparable, and they must be applied simultaneously during the game. Therefore, I would recommend that players be trained on the two skills simultaneously in order to make table tennis more attractive.
Works Cited
Raab, M., Rich M., and Jonathan M. “Improving the ‘how’ and ‘what’ decisions of elite table tennis players.” Human movement science 24.3 (2005): 326-344. Print.