Yang Haiping, Li Fenghui's mentor.

Abstract: Tennis is a fierce antagonistic sport. Forehand stroke is the most widely used method in tennis. For amateur tennis lovers, it is very important to master forehand hitting skills. This paper makes a comparative teaching experiment on amateur tennis forehand hitting teaching. By being familiar with the teaching method of combining ball and multi-ball practice, the experimental data are analyzed, and conclusions are drawn and suggestions are put forward.

Keywords: forehand stroke; Multi-ball practice; Familiar with sphericity; Tennis teaching

order

Tennis, golf, bowling and table tennis are also called the four gentlemen's sports in the world. Its origin can be traced back to France in12-13rd century. At that time, a game of hitting the ball with the palm was popular among missionaries. The method is that two people separate a rope in the open space and beat the ball made of cloth and hair with their palms. /kloc-in the middle of the 0/4th century, this aristocratic indoor sport was introduced to Britain from France. 16- 17 th century, tennis was popular in the courts of Britain and France, and ordinary people had no chance to get involved, so tennis was called "aristocratic sport" 1873, an Englishman, M. winfield, improved the early tennis play. 1874 further determined the size of the court and the height of the net. 1875, the English cricket club made the rules of tennis match. On July 1877, the All England Cricket Club held its first lawn tennis match at Wimbledon. Later, the organization changed the tennis court into a rectangle (23.77 m *8.23 m), and each game was scored by 15, 30, 40, and the height of the net was 99 cm. 1884, the height of the net was changed to 9 1.40 cm by Mary Leben Cricket Club in London, England. Since then, tennis has rushed out of the court and entered the society. 1 91March1day, representatives of tennis associations from Australia, Britain and France 12 countries held a meeting in Paris and established the International Tennis Federation with its headquarters in London. 1980, China Tennis Association was accepted as a full member. 15 scoring system originated from 15 scoring method in the 5th century, which is based on sextant in astronomy. The sextant has 60 degrees like a 1/6 circle, and each degree is divided into 60 points. At that time, tennis scored four points per game, four 15 points and one degree, and four 15 degrees formed a circle of 1/6. Calculate the gain and loss of each ball according to 15. As for the reason why 45 is changed to 40, it is for the convenience of pronunciation. Initially, each set has 4 sets, and each set has 4 points. By the beginning of17th century, it was changed to 6 sets per set.

The history of modern tennis generally begins with 1873. winfield, an Englishman, improved the early tennis style and made it a kind of sports activity on the lawn in summer, and named it "lawn tennis". In the same year, a pamphlet named Lawn Tennis was published to publicize and popularize this activity. 1858, Harry Graham of England built the world's first lawn tennis court in Birmingham. 1872, he founded Remington Tennis Club. 1874 determined the specifications of the court and tennis, 1875 British cricket club formulated the world's first tennis competition rules. 1877 The English Cricket Club was renamed the All England Cricket and Lawn Tennis Club, and the Wimbledon men's tennis singles competition was held for the first time. The National Tennis Association was founded in 188 1. Post-tennis has spread all over the world, especially in Europe and America. At the first modern Olympic Games held in Athens from 65438 to 0896, tennis men's singles and doubles were listed as official events. 1900 Women's Network was listed as an official Olympic event. Later, due to the differences between the International Olympic Committee and the International Tennis Federation on the issue of "amateur athletes", the tennis event that has been held for seven consecutive Olympic Games was cancelled. Tennis was not listed as a performance event until 1984 Los Angeles Olympic Games. At the 1988 Seoul Olympic Games, tennis was once again listed as an official event, and professional players were allowed to participate. 19 13, 1 The International Tennis Federation (ITF), the world's highest tennis organization, composed of representatives of tennis associations from 12 countries including Australia, was established in Paris, responsible for coordinating international tennis activities, arranging annual competition schedules, and revising tennis rules and supervising their implementation.

By the end of 20th century, 265438+the beginning of 20th century, from 1998 Shanghai Heineken Tennis Open to 2004 China Tennis Open, and then back to 2005 Shanghai Masters Cup, Zheng Jie entered the top 8 from the French Open in early 2004 to Li Na Wimbledon in 2006, and won the Li Ting/Athens Olympic Games in 2004 to Zheng Jie in 2006. Taking Beijing, Shanghai and Guangzhou as the axis, it reflects the vigorous development of tennis in China.

With more and more people learning tennis, how to make amateur tennis lovers master the essentials of forehand stroke in the shortest time. For amateur tennis lovers who aim at fitness, using various ball exercises in tennis teaching can make them get started as soon as possible, so as to feel the fun of tennis. The constant change and improvement of modern tennis teaching content and function, as well as the constant innovation of teaching methods, require tennis teaching to follow the principle of step by step and innovate in practice teaching in combination with reality. Grasp the characteristics of tennis, avoid amateurs learning blindly, take fewer detours, master tennis skills and improve teaching quality.

1 research object

Taking 0/0 amateur tennis players in Zhaoqing City/Kloc as the research object, they were divided into two groups according to natural conditions, with 5 players in each group, 5 players in Group A as the experimental group and 5 players in Group B as the control group. They were educated by traditional methods and made a statistical analysis of their previous participation in sports activities. Understand the basic situation of amateur's physical fitness and sports preference.

Table 1 Survey on Students' Basic Situation

like

tennis

Tennis selection motivation based on the existing sports foundation

I have been in contact with tennis, but I have never been in contact with tennis for fitness, for pursuing fashion and socializing, and for improving my sports level.

Experimental group100% 3% 97% 31%58%11%.

Control group 100% 4% 96% 32% 59% 9%

From the table 1, the investigation situation of the experimental group and the control group is basically the same, and their similarity is that they love tennis but have no foundation. The reason for their love is mainly the superficial pursuit of fashion and social interaction. The index of pursuing physical health is higher than that of improving sports level, which shows that people's awareness of pursuing fashion and health is gradually strengthened.

2 research methods

2. 1 literature survey method

By consulting the relevant literature, we can understand the key links of tennis forehand teaching and retrieve the literature about the key points of amateur tennis forehand teaching. According to the research purpose and content, I read a lot of documents, books and periodicals. Therefore, it provides a theoretical and methodological basis for this paper.

2.2 By contrast, according to the pre-established teaching contents, methods and means, the teaching experiment was conducted for five weeks (10 class hours) in the two groups.

2.2. 1 The control group adopts the conventional teaching method, that is, from the overview of tennis to the introduction of several grip methods, posture preparation, movements, forehand strokes, horizontal strokes and swing strokes. Forehand hitting practice is mainly from shooting without the ball to hitting the ball in pairs, or occasionally hitting the ball against the wall (because the tennis wall is not enough).

Oriental grip: Oriental grip is also called "handshake" grip. The racket face is perpendicular to the ground, and holding the racket handle is like shaking hands with people. Specifically, the grip of the tiger's mouth is aimed at the upper right edge of the racket handle, the palm root is close to the upper right slope of the racket handle, and the five fingers hold the racket handle tightly, which can increase the power of forehand hitting.

European grip: also called hammer grip. Specifically, the tiger's mouth is aligned with the upper edge surface of the racket handle. The heel of the palm is pressed against the small plane on the upper part of the handle. The advantage of this grip is that the forehand and backhand can't be changed, but it is difficult for players with high wrist requirements and insufficient strength to hit the ball quickly in this way.

Western grip: the racket face is parallel to the ground, the hand holds the racket handle from above, and the palm is attached to the lower right slope of the racket handle. This grip is very powerful when playing golf.

2.2.2 The experimental group adopted a set of exercises familiar with sphericity. The first class begins, but the focus is on the students. The grip method is not particularly introduced. Students can do whatever they want, correct obvious mistakes, and advocate using semi-western grip as much as possible.

Exercise 1: Combine the ball with the racket and do necessary warm-up activities.

Let the students hold the racket in the way of natural first feeling, and then teach them the method of holding the racket. Put the ball on the line and nudge the court with the racket. During running, the ball can't land. Check the students' grip and correct the obvious mistakes.

Exercise 2 Familiarize yourself with ball practice methods.

The practice of self-investment and self-collection. Throw the ball up and catch it, throw the ball back and catch it, throw two balls in one hand and practice.

Exercise 3. The distance between them is 3~4 meters. One person raises his arms sideways, takes a ball in each hand and puts it at will. The other man ran in the direction where the ball fell and caught it when it bounced. /kloc-exchange after 0/5 rounds.

Exercise 4, racket ball. In-situ racquet, handstand racquet, racquet at different heights, in-situ slow racquet, quick racquet, high and low racquet, left and right racquet, jogging racquet, etc.

Exercise 5. One throws the ball and the other hits the ball forehand. Every 4~5 meters, one person throws the ball by hand, and the other person taps the opponent with a racket after the ball rebounds. Return the ball gently and accurately. Then gradually lengthen the distance. After 10 turn, exchange exercises.

2.3 The experimental group used multi-ball practice. In the teaching process, teachers use the method of serving multiple balls. Teachers serve continuously, including fixed points and moving positions, and students practice near the baseline or service line. Five students in the experimental group used multi-ball practice, the coach was responsible for passing the ball, and 1 student practiced the bottom line to consolidate and improve students' understanding of forehand hitting essentials and action memory. Enable students to master the hitting time and hand control, understand the hitting position, hitting height and swing mode, and play a clear forehand stroke.

2.3. 1 In the teaching process, the teachers in the control group adopted the general teaching method of not sending the ball much.

Three experimental results

3. 1 Comparison of experimental results

Five weeks later, the two groups were tested for forehand hitting. In order to reduce the probability of test results, each student tests ten balls, which are fed by the coach himself, and the average number of hits is taken.

Comparison of continuous forehand strokes

Population average

Experimental group 18 times

Control group 6 times

Average difference 12 times.

As can be seen from Table 2, after teaching in groups, the forehand hitting times of the experimental group and the control group were compared. The number of forehand strokes in the experimental group is obviously better than that in the control group. It is not difficult to see that the application of ball practice and multi-ball practice in teaching can significantly improve the number of forehand strokes of amateur tennis lovers. Avoid amateurs learning blindly, take fewer detours and master the basic technical level of tennis in the shortest time.

Analysis and discussion

4. 1 familiar with the ball should be combined with warm-up activities and relaxation activities.

Familiar with the ball should be combined with warm-up activities and relaxation activities, which can be used as homework for students to practice at home or at any time between other technical exercises. In addition, students must be required to practice consciously after class. After all, the time spent on the tennis court is very limited. In short, we should improve the utilization efficiency of the ball and practice more anytime and anywhere. Make students familiar with the weight, elasticity, rotation and characteristics of tennis, so as to find the feeling of hitting the ball.

When choosing the method of familiar ball practice, we should implement the principle of less but better, from easy to difficult, step by step. We should choose effective practice methods according to students' actual level, insist on repeated training and gradually increase the difficulty of practice. Accompanied by students' sense of touch and ball.

In order to make students feel more familiar with the ball and improve their ability to control the ball, students should be required to keep their eyes on the ball as much as possible, concentrate and let the ball land on the dessert, so as to achieve a useful degree.

4.2 Multi-ball practice is conducive to the formation of a correct dynamic stereotype.

At any stage of learning and summarizing 1 technical movements, you will feel stiff, uncoordinated and labored. At this stage, the placement of multi-ball practice is relatively fixed, the number of exercises per unit time is high, and the practitioners are focused and full of energy, which can effectively improve the coordination of the body and relieve the stiffness of the muscles; In the improvement and improvement stage of exercise, the activity characteristics of cerebral cortex are from generalization to differentiation. At this stage, using multi-ball practice to continuously send the ball to the fixed area will help students hit the ball in the fixed area, establish a correct concept of muscle movement, quickly master the correct movements, and help to form a correct dynamic stereotype. If multi-ball exercises are not used in the above two stages, it will be difficult for students to effectively improve the teaching effect, because of the lack of practice times, practice density and intensity per unit time, and the relatively small stimulation to muscles, which is not conducive to the formation of correct dynamic stereotypes or the extension of the time for the formation of correct dynamic stereotypes. In addition, due to the large number of tennis elective courses in colleges and universities and the limited facilities, it is difficult to effectively improve the teaching effect. From the comparative data of the experimental group and the control group in Table 2, it can be seen that the effect of hitting the ball with correct technical movements in the experimental group is obviously higher than that in the control group at the same time, which well illustrates the role of multi-ball practice.

4.3 Multi-ball practice is conducive to improving technical movements.

Beginners are prone to make some mistakes in the process of forming technical movements. For example, when hitting the ball at the baseline, it is easy to cause the racket to be too high, and it is difficult to correct it in time and effectively when practicing single ball; But in multi-ball practice, teachers can observe while passing the ball, and remind and correct problems in time when they find them. With the increase of practice times, students can quickly master the correct skills and eliminate the wrong actions of students without foundation and the habitual wrong actions of students with foundation. Teachers can also help students improve their technical movements by changing the strength, speed and radian of the ball. For example, in the early stage of multi-ball practice, the service power is small, the speed is slow and the arc is high, which is easy for students to accept; With the increase of class hours, students gradually change to a certain extent, such as increasing strength, speeding up speed and reducing arc, so that students can "focus" on the influence of minor changes on technical movements in multi-ball practice, which can effectively improve technical movements. The more technical movements are improved, the closer they are to the correct swimming stroke, and the higher the success rate will be. The data in Table L show that the success rate of the experimental group is higher than that of the control group, which proves that multi-ball practice is beneficial to improve technical movements.

4.4 Multi-ball practice is conducive to improving teaching quality.

The premise of improving teaching quality is to master reasonable technical movements, and the advantage of multi-ball practice is that it can help beginners to establish correct dynamic stereotypes in a short time, experience every 1 link of movements under the teacher's prompt during the practice process, and pay special attention to the correction of wrong movements. Rational technical movements are the premise of improving the success rate of hitting the ball, which in turn will increase the number of times students practice in unit time, which can effectively alleviate or solve the problem of large number of people.

Five conclusions and recommendations

5. 1 conclusion

(1) The sphericity of ball games is mainly reflected in the ability to predict the elasticity, rotation, speed, direction and distance of the ball. It directly affects the position of the batter and the accuracy of the contact between the racket and the ball. Therefore, amateur tennis teaching starts with being familiar with the ball, which conforms to the law of sports and is worth popularizing.

(2) Multi-ball practice can obviously improve and help amateur tennis players to master and improve forehand hitting skills, which is an indispensable and effective link in training means.

(3) Compared with other tennis technique teaching, the forehand hitting teaching in tennis is similar and unique. The biggest difference is that we can't learn forehand stroke as a general technique. Instead, we should instill the tennis concept, impart the basic knowledge of tennis, cultivate tennis interest, understand the structure and principle of tennis hitting, grasp the hitting time and point, experience the feeling of exertion, learn the methods of tennis footwork, be familiar with tennis rules, develop good habits, improve tennis awareness and lay a good foundation for future study.

5.2 Suggestions

Strengthen the professional ability of coaches and improve their comprehensive quality. Tennis is a sport with strong special skills. As the planner and organizer of sports training, coaches play a leading role in the training process, which is directly related to the improvement of scientific training level and athletes' level. Without high-level coaches, it is impossible to train high-level athletes. Secondly, modern training is the application of comprehensive scientific knowledge. Mastering all kinds of knowledge and applying it to training and practice is an important factor for training success, and the education of coaches is an important symbol to show their knowledge level. In order to accelerate the improvement of tennis, we should attach importance to the cultivation of coaches' professional ability and knowledge level, and promote the development of tennis by introducing high-level coaches, sending local coaches out for further study, and creating exchange and learning opportunities through multiple channels.

References. References.

[1] Zhao Zhenping. Introduction to tennis practice methods, 2002.3: p119-120.

[2] Dong Xueqi. Edited. Tennis training "three-step teaching method" [J]. Journal of PLA Institute of Physical Education 2002.4:p67-68

[3] Wang Jun. Tennis coach [M] People's Education Press 2002 (10) p173-175.

[4] Chi Xudong. Tennis Week [M] Beijing People's Sports Publishing House 2000 :p54-58

[5] Wang Weiming. Analysis of amateur tennis players' forehand hitting. Journal of Wuhan Sports 2004,11(2)165-168.

Yan Tao Bo. Biomechanical analysis of tennis serve technique [J]. Sports Science, 2000,5 (7) 77-81

[7] Zhang Xuejun. Practical handbook of modern tennis [M]. Beijing: People's Sports Publishing House, 2003,6.p45-46.

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[9] Liu Hui. Sports Biomechanical Analysis of Tennis Strong Serve Technique [J] Journal of Beijing Sport University, 2000,23 (2)173-180

Research on Forehand Hitting Teaching of Amateur Tennis

Li Fenghui's tutor Yang Haiping

Abstract: Tennis is a fierce antagonistic sport, and every event is the same as the basic technology. Forehand hitting is the most used hitting method in tennis. For amateur tennis lovers, it is very important to master forehand hitting skills. This paper makes a comparative teaching experiment for amateur tennis forehand stroke teaching, combines the teaching methods familiar with the ball with various ball practice methods, analyzes the experimental data, draws conclusions and puts forward suggestions.

Keywords: forehand stroke; Multi-ball games; Know the nature of the ball very well; Tennis teaching