ENHANCING TENNIS COACHING WITH YOUTHS USING A METAPHOR METHOD

Children and adolescents in a summer tennis instruction program were t aught a ''metaphor method'' for eliminating distractions and detriment al ideation. They visualized themselves enclosed in a bubble, cocoon, or chrysalis that separated them from nontask stimuli. Although subjec ts in the experimental and control groups were positive in their evalu ations of their tennis experience, ratings from instructors demonstrat ed multiple advantages of the metaphor method. When compared to contro l group subjects receiving regular instruction, students taught to use boundary metaphors improved significantly in terms of performance cri teria and ability to concentrate. Their instructors also rated them si gnificantly higher in enjoyment of the experience, motivation, and a d isplay of mature and appropriate behavior. The method was easy to impl ement and appears adaptable to a variety of sports and other performan ce settings.