РАЗЛИЧНИ ТРЕНЬОРСКИ СТИЛОВЕ И МЕТОДИ ЗА ОБУЧЕНИЕ ПО ТЕНИС ПРИ ГОЛЕМИ ГРУПИ ОТ НАЧИНАЕЩИ СТУДЕНТИ В МЕДИЦИНСКИ УНИВЕРСИТЕТ — ПЛОВДИВ
DIFFERENT COACHING STYLES AND METHODS FOR TEACHING TENNIS TO LARGE GROUPS OF BEGINNER STUDENTS AT MEDICAL UNIVERSITY PLOVDIV

Summary/Abstract: This paper examines coaching styles and instructional methods for teaching tennis to large groups of beginner university students at Medical University Plovdiv, where limited training hours and diverse motor experiences pose significant challenges. By synthesizing perspectives from skill acquisition, ecological dynamics, and constraints-led approaches, it proposes a hybrid model that integrates a concise, structured orientation with game-based, variability-rich tasks to encourage adaptive problem-solving and engagement. Station-based organization with short rotational modules maximizes practice efficiency, while externally focused cues minimize cognitive overload for beginners. Peer-feedback protocols and bandwidth feedback principles promote learner autonomy and scalability, reducing the need for individual corrections. A practical 90-minute session plan for 12–16 students on two courts incorporates safety measures, equipment scaling, and progressive task difficulty tailored for those with limited motor literacy. Representative task designs ensure early skill transfer to game-like contexts, fostering functional movement solutions. The model balances directive organization during initial setup with autonomy-supportive practices during task execution, protecting novices from cognitive overwhelm while nurturing intrinsic motivation and exploratory behavior. Coach behaviors are distilled into clear scripts using external-goal language to avoid rigid technical prescriptions. Monitoring includes technical performance indices, rally duration, and motivational measures, making the approach resource-efficient for university settings with limited staffing. The synthesis is conceptually driven and requires local empirical validation, for which a pilot evaluation protocol is proposed for Medical University Plovdiv, including metrics like performance indices, sustained rallies, and course retention. This framework supports medical students physical health and stress management through inclusive, engaging tennis programs tailored to their limited sports backgrounds. Coaches are encouraged to adopt efficient cueing and facilitate peer observation to enhance scalability and maintain engagement across diverse groups. The model aligns contemporary theory with practical constraints, offering a pathway to efficient, motivating, and transferable tennis instruction for large beginner groups.

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