Conclusion

This is what we have noticed from our analysis.

Conclusion

This what we noticed from our analysis

Each program lacks reference to the literature to support and provides no framework for the learning process. In addition, committee membership is not identified, which prevents the ongoing development of the ideas presented. Ease of implementation seems to shape the decisions about what is included. Teaching/coaching process is not valued, rather a recipe provided to be implemented “as is”. Focus is also on the social aspects.

ITF does not have a way for students with diversity of experience play together, which is a key idea we have explored at the PTM program at BSU. The explanation of activities were limited to text. No images that supported the text. Play and Stay curriculum is not as useful to a coach as we might have hoped.

Net Generation Physical Education. Games focus on motor skills to be done in physical education. Foundation is on motor skills, rather than technical skills of tennis. Diversity is addressed by having a modification by the teacher that is an internal force. No game structure modification. Students become accepting of exaggeration once they have experienced adaptation (TH’s experience).

Technical aspects of tennis not address (mentions ready position but doesn’t tell where ready position is in relationship to the ball). Simplified, however, more detail needed. Each lesson has a clear objective, but it is not closely related to a tennis tactic. For example, students will be able to tap ball up...There is a lesson progression. When it is so simple it is boring, the progression is so slow. There is no connection to the literature. Some lesson closure questions are provided.

Sara - Net Generation Orange Ball- No sources are provided in this curriculum or who reference to who designed the curriculum or the members of the committee. This practice doesn’t attribute the ideas and thinking to anyone. Good diagrams and visuals of the lessons with coaching tips and cues; fun is stressed and for players to be “good sports” and to support their opponent. Coaching process provides diagram with a template. Have some leveling that creates top and bottom players.

TH- Great to be able to bridge school and community tennis opportunities for children. Less academic time and more physical activity increases learning. Build a pathway to something that is pleasurable, once we get done with X we can play tennis.

Community Red Ball- get free resources to YMCA’s; clubs. Puts tennis on people’s minds. Lesson plans are provided, although not

Three levels of community based on age. It is a U 10 program. Visually described in the curriculum for lesson. Can be done in a gymnasium or in a tennis court. Play tennis any place any time. If apply, the USTA will send it to you. Lesson are labeled; coaching cue and character cue are provided. Community 1- extend up and out to the target on the follow through; how did working together help you and your partner? Each page has a cue. The practices and games need to have an explanation about what needs to be focused on. Need to explain the why to support the curriculum. Need to allow students to co-create games. It is free, it is not perfect.

Net Generation Redball- Team Challenge- Makes children comfortable with match play. The focus is not on technical or tactical skills, rather creating an environment for game play. Learn to score. Coaching cues and character cues provided. Information about how to organize events; with pledge; promotes students being a member of a team. Red ball achieves its goals. Need core language that unites. Could be achieved in a community of practice to share what they are doing and learning through Redball Team Challenges. Kids need to learn the core elements throughout the program.

Analysis of tennis programs This page is part of the collection 'Tennis Programs'.

Confirm copying