“Can you show Luca how you did that split-step?”
The part of development covering motivation, attention, emotions, confidence and how the child relates to teammates and coach.
“We're training her focus as much as her forehand.”
The drive to take part and keep trying. Task motivation (wanting to improve) lasts longer than result motivation (wanting to win).
“Let's praise the effort and the improvement, not just the score.”
Task goals are about what you do (split-step every ball). Result goals are about the outcome (win the match). Young players should compete mostly with task goals.
“Your goal today: three first serves in each game. Not the score.”
A child's belief that they can succeed at a task. It grows from real success, good examples, encouragement and managing nerves.
“You've done this in practice. You can do it here.”
Motivation, focus and emotions on court.
The part of development covering motivation, attention, emotions, confidence and how the child relates to teammates and coach.
“We're training her focus as much as her forehand.”
The drive to take part and keep trying. Task motivation (wanting to improve) lasts longer than result motivation (wanting to win).
“Let's praise the effort and the improvement, not just the score.”
Task goals are about what you do (split-step every ball). Result goals are about the outcome (win the match). Young players should compete mostly with task goals.
“Your goal today: three first serves in each game. Not the score.”
A child's belief that they can succeed at a task. It grows from real success, good examples, encouragement and managing nerves.
“You've done this in practice. You can do it here.”
Focusing on what matters, such as the ball and the opponent, and ignoring what doesn't. Young children have short attention spans, so tasks should be short and clear.
“Eyes on the ball, not the other court.”
Children feel many emotions in lessons and matches: joy, interest, pride, surprise, frustration, sadness and fear. Coaches and parents should name them and help the child handle them, not ignore them.
“You look frustrated. That's OK. What's one thing to try next point?”