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Constraint-Led Communication in Tennis Coaching

Constraint-Led Communication in Tennis Coaching

Intro to Communication in Constraint-Led Tennis Coaching

Effective communication stands as a pivotal skill for every adept coach, influencing the calibre of players they cultivate. This article navigates through the multifaceted modes of communication employed by coaches and spotlights its significant impact on enhancing the potency of their coaching—primarily focusing on developing the essential ‘how to be’ skills of a constraint-led tennis coach.

Nurturing Beginner Players through Communication

In the journey of beginners or less experienced players, a coach, emphasizing a constraint-led tennis coaching approach, must don the role of a dexterous communicator. This involves elucidating exercises with clarity, administering and organizing players, fostering an upbeat and affirmative environment, and inspiring players to exert themselves and seek progression.

Constraint-led coaching advocates for facilitating an environment where players discover solutions through guided exploration, thus the communication revolves more around posing challenges and encouraging players to uncover various solutions, rather than directly instructing them on ‘how to move’ or ‘where to hit’ the ball.

Advanced Communication for Seasoned Players

In dealing with older or more advanced players, the communication paradigm shifts subtly to sustain positivity amidst challenges, deliver sincere feedback without sparking conflict, assist in self-motivation, instil enthusiasm when it wanes, and prompt players to diligently push their developmental boundaries.

Adopting a constraint-led approach means enabling players to understand and appreciate their own learning journey. Instead of dictating the path, the coach’s role becomes one of support and guidance, encouraging advanced players to take ownership of their development and become adept at self-regulation and problem-solving.

Fundamental Communication Skills in Early Training

Novice coaches are initially introduced to fundamental communication skills, which include:

  • Employing varied tones and emphasis to motivate and commend

  • Exhibiting positive body language

  • Providing basic reinforcing feedback

Diving Deeper: Advanced Communication Skills

This article will delve deeper into the nuanced and advanced communication skills and dilemmas relevant to constraint-led tennis coaching, such as:

Coaching Styles

In the player-centred and constraint-led approach, the coaching style is adapted to be more facilitative and less directive, creating situations for players to explore and understand their movement and decision-making capabilities.


Adopting a supportive and non-prescriptive feedback style, where insights are shared in a way that encourages players to reflect and comprehend, rather than merely prescribing corrections.

Questioning Skills

Harnessing questioning not just instructs, but stimulates thought processes, incites problem-solving, and fosters player autonomy in a constraint-led environment.


Ensuring demonstrations are utilized not as a one-size-fits-all solution but are tailored to individual players, considering their unique physicalities and perceptual abilities in the context of the learning environment.

Player Learning Styles

Respecting and navigating through the varied learning styles of players to ensure the environment and challenges posed are conducive to their personal developmental journey.

Through this lens, we will explore how the principles of constraint-led tennis coaching can influence and shape the communicative strategies employed by coaches, thereby facilitating an environment that is not only conducive to learning and development but also ensures that the journey is player-centred and autonomously driven.

Constraint-Led Communication in Tennis Coaching: Adapting Coaching Styles

Coaching Styles Through a Constraint-Led Lens

While the traditional coaching narrative often oscillates between explicit instruction and continuous questioning, a constraint-led approach (CLA) introduces a more adaptable, player-centric methodology. Coaches, especially when cultivating the skills of younger, less seasoned players, might find that the effectiveness of their communication is not strictly in the content, but rather in the delivery and adaptive style thereof.

Nurturing an Adaptive Coaching Style for Player Development

Seasoned coaches utilizing a constraint-led approach appreciate that the diversity of coaching styles at their disposal is not merely for variety. It's a toolkit, that enables them to selectively employ a style that resonates most effectively with a player's current developmental state, emotional disposition, and learning style. Understanding that younger players may necessitate a divergent approach compared to their more advanced counterparts is crucial.

A Constraint-Led Perspective: Empowering Through Exploration
  • Autonomy and Discovery: Encourage players to navigate through their learning journey autonomously, discovering strategies and solutions through explorative practice.

  • Implicit Learning Environments: Create scenarios where players deduce, infer, and formulate strategies through engagement rather than direct instruction.

  • Player-Centric Feedback: Develop a feedback mechanism that is not directive but rather serves as a guide, enabling players to reflect and analyze their performance and strategies.

Advanced Communication: Facilitating Holistic Player Development

In refining coaching communication within the constraint-led paradigm, it’s pivotal to revisit and recalibrate those foundational and advanced communication elements:

  • Voice Projection & Tone: Utilizing these not as a mere tool for clarity but as a mechanism to subtly guide and influence the player’s explorative journey.

  • Positive Body Language: This becomes a non-verbal guide, assisting players in navigating through the constraints and exploring solutions.

  • Reinforcing Feedback: Shift from a corrective tool to a medium for facilitating reflection and self-discovery among players.

Digging deeper, advanced communication in a constraint-led coaching environment intertwines closely with the following:

  • Expansive Coaching Styles: Understand and fluidly transition between coaching styles, each serving as a different constraint or guide on the player's path.

  • Adaptive Feedback: Ensure feedback becomes a mirror, reflecting insightful, and player-derived learning and discoveries.

  • Curated Questioning: Employ questions that don’t just seek answers but stimulate deeper thinking, problem-solving, and strategy formulation among players.

  • Demonstrative Guidance: Utilize demonstrations that inspire exploration rather than dictate technique.

  • Catering to Player Learning Styles: Integrate a profound understanding of individual learning styles, providing a scaffold that supports, rather than dictates, their learning journey.

By intertwining the constraint-led approach within the communicative and coaching style fabric, we pave the way for a player’s journey that is not just about mastering the game of tennis but becomes a holistic, self-directed exploration of their own capabilities, strategies, and developmental path.

Constraint-Led Coaching: Navigating Through Diverse Coaching Styles

Embracing a Player-Centric Approach Across Various Coaching Styles

A constraint-led approach places the player at the centre of their own development, enabling them to explore, understand, and mould their own strategies within the game. Let's revisit and reshape these coaching styles under this lens:

Directed Coaching: Guiding Through Freedom Rather Than Dictation

In an environment where players are navigating through constraints, directed coaching is less about instructing explicitly and more about strategically placing players in scenarios where they naturally encounter necessary learning experiences. It's about crafting an environment that subtly guides players toward pre-agreed goals while maintaining an element of autonomy and exploration. The effectiveness of this style hinges on prior mutual agreement of objectives, ensuring a balanced and beneficial relationship between the coach and player.

Reciprocal Coaching: Peer Learning Within Constructive Constraints

In a constraint-led, reciprocal coaching style, players aren't just feeding back on performance but also exploring collective solutions to problems within their shared playing environment. This style amplifies socialization and teamwork while concurrently serving as a mechanism through which constraints can be jointly navigated and understood, enriching the learning process and affirming shared objectives and strategies within the team.

Guided Discovery Coaching: Cultivating an Inquisitive Mindset

Where guided discovery traditionally involves a series of structured questions from the coach, in a constraint-led environment, it is adapted to nudge players toward self-inquiry within the play. The coach's role transforms into one of a facilitator, ensuring that the discovery process remains player-centric and authentically explorative, nurturing an environment where players autonomously create their own learning path, driven by intrinsic motivation and genuine curiosity.

Problem-Solving: Enhancing Tactical Autonomy Through Experiential Learning

Incorporating problem-solving within a constraint-led approach means creating situations where players autonomously explore and formulate strategies to navigate through challenges. Mini tennis, with its adaptable framework, becomes a vessel for players to experiment with diverse tactics and discover novel, personally tailored approaches to the game, thereby nurturing a holistic development that transcends merely technical proficiency.

Self-Teaching: Fostering Ownership and Tactical Ingenuity

Self-teaching within a constraint-led framework extends beyond simply practising in isolation. It entails players organically exploring, understanding, and implementing strategies in both practice and match scenarios, encouraging complete ownership of their learning and development. This transcends into a scenario where players are not just players but also become architects of their own developmental journey.

Fluidity in Coaching: The Essence of a Constraint-Led Approach

In summary, there isn’t a singular, optimal coaching style. A truly effective constraint-led coach is dexterous, moving fluidly across various styles to meet their players at their current developmental, emotional, and motivational state. The emphasis is always on facilitating an environment that propels players toward self-discovery, autonomous strategy development, and intrinsic motivation within their tennis journey.

Nurturing Skill Development via the Constraint-Led Approach

Embracing the constraint-led approach (CLA) to coaching signals a commitment to creating environments that organically guide players toward optimal behavioural adaptations and skills development. Through meticulous modification of tasks, environment, and individual constraints, players find themselves on a self-organized path to improving their tennis capabilities.

Diving into the Constraint-Led Approach: A Guided Pathway

  • Task Constraints: By subtly altering the task at hand, such as changing the size of the court or employing varied scoring systems, coaches coax players into adapting their strategies and movements, unconsciously honing specific skills.

  • Environmental Constraints: Modifying the physical and social environment, like adjusting the net height or introducing supportive peer interactions, gently nudges players towards desirable adaptive behaviours.

  • Individual Constraints: Recognizing and accommodating individual differences in players, from their physical abilities to cognitive and emotional states, ensures a tailor-fit learning journey for each.

The Dynamic Interaction of Constraints: Skill Evolution

When players interact with varied constraints, they naturally explore and discover optimal movement solutions. For example, adjusting the ball size (task constraint) and encouraging peer cheering (environmental constraint) might ignite new serving strategies within players, encompassing both physical and emotional adaptations.

Feedback within the CLA: A Delicate Balance

  • Self-Organizing Feedback: The CLA inherently allows players to receive intrinsic feedback through their interactions with different constraints. Coaches should encourage players to be mindful of this self-feedback and guide them towards recognizing beneficial patterns.

  • Mindful Coach Interjections: While players self-organize, coaches should offer intermittent, mindful feedback that supports, rather than dictates, the player’s learning journey. E.g., “Notice how changing your foot positioning affected that last serve?”

  • Encouraging Exploration: Positively reinforce players’ exploration of varied movement solutions, bolstering their confidence in navigating through different constraints.

Implementing Technology within the CLA

Utilizing technology to visualize and comprehend the subtle adaptive behaviours emerging through constraint manipulations can be invaluable. Video analysis, for instance, can illustrate how players have adapted their strategies and techniques when different constraints are introduced, providing a rich basis for discussion and learning.

Harmonizing Collective and Individual Learning Paths

Given the myriad of influences surrounding a player – such as peers, parents, and multiple coaches – maintaining a consistent approach towards the CLA is crucial.

  • Engaging the Team: Involve all stakeholders – parents, other coaches, and even the players – in understanding and supporting the CLA, ensuring a unified, constructive learning environment.

  • Respecting Individuality: Recognize and honour each player’s unique adaptive journey, ensuring that feedback and support are tailored to their individual experiences and challenges.

  • Balancing Collective and Personal Goals: Facilitate an environment where personal achievements and collective team goals are mutually supportive and celebrated.

In summary, by embedding the principles of the constraint-led approach in coaching practices, coaches can craft a rich, adaptive learning environment that naturally guides players towards enhancing their skills and strategies in tennis. This dynamic, player-centred approach not only fosters skill development but also nurtures a deep-seated understanding and love for the game, paving the way for continued growth and mastery of the sport.

Catalyzing Learning through Thoughtful Questioning in the Constraint-Led Approach

Promoting effective skill development in tennis under the constraint-led approach (CLA) extends beyond the physical aspects of the game, reaching into the cognitive and reflective dimensions through strategic questioning. Engaging players in thoughtful dialogue not only propels their understanding forward but also sews seeds for a self-sustaining learning environment.

Harnessing the Power of Questions within the CLA Framework

Within the CLA, questions aren’t merely tools for directing attention; they are pivotal in steering the player's adaptive discovery. Here, questioning fosters the exploration of varied movement solutions and helps players unearth valuable insights from their experiences amid different constraints.

  • Guiding Exploration: Questions can subtly guide players towards self-discovery of effective movement patterns and strategies amidst varied constraints. For instance: “How did altering the net height impact your serving strategy?”

  • Fueling Reflective Learning: Encouraging players to reflect on their interactions with constraints accelerates intrinsic learning and self-organization. Example: “In what ways did the smaller court size influence your shot selections today?”

Crafting Questions to Ignite Discovery and Responsibility

The essence of CLA leans into enabling players to carve their path of discovery. Thus, questions within this approach should edge players towards perceiving and comprehending the effects of different constraints and subsequently adapting to them autonomously.

  • Open Yet Directional: Balancing openness with specificity ensures questions are accessible yet challenges players to ponder their experiences deeply. “While practising on the softer surface, what adjustments did you notice in your footwork and shot execution?”

  • Emphasizing Positive Forward Momentum: The future-oriented, constructive questions enhance focus on prospective improvements, aligning with the CLA’s adaptive nature. “After that challenging rally, what will you tweak in the next one to better navigate the irregular bounces?”

  • Instilling a Sense of Ownership: Questions should gently prompt players to commit to their adaptations and understanding, making them active stakeholders in their learning process. “How will adjusting your grip impact your spin control in the next few serves?”

Integrating Varied Learning Styles within the Questioning Approach

In the vast tapestry of learning styles, embedding visual and kinesthetic elements within questions can enrich the player’s experiential learning, aligning seamlessly with the CLA's emphasis on experiential adaptation.

  • Visual Queries: Engage players in visually reflective thinking that resonates with the visual adjustments and adaptations within constraints. “Can you show me how your stroke path changed when we altered the ball type?”

  • Kinesthetic Reflection: Elicit responses that tap into the physical sensations experienced during interactions with various constraints. “Describe the difference in your arm’s follow-through motion when we played with the lighter balls.”

Creating a Feedback Loop through Responsive Listening

Engaging in a dynamic dialogue, where coaches attentively listen and build upon players' responses, fosters a rich, constructive feedback loop.

  • Deep Diving with Follow-Up Queries: Constructive follow-up questions, based on the player’s initial responses, ensure a deeper, more insightful exploration of their experiences. Example Interaction: Coach: “Did the smaller court alter your strategy during the game?” Player: “Yes, I felt I was going for more angled shots.” Coach: “Interesting! How did this change in strategy influence your opponent’s responses and your subsequent shot choices?”

In Summary: Nurturing Adaptive Learners through Strategic Questioning

Ensuring questions are crafted and posed in a manner that aligns with the principles of the CLA — encouraging exploration, self-organization, and adaption — coaches can potentiate an environment where players become intrinsic learners. This adaptive, insightful learning permeates not only their physical development but also blossoms into a self-sustained, cognitively rich understanding of their tennis journey. This weaving of thoughtful questioning within the CLA not only enhances skill acquisition but also fortifies players with the cognitive tools to continually adapt and evolve on their tennis journey.

Demonstrations within a Constraint-Led Approach Incorporating Demonstrations Mindfully

While traditionally, coaches leverage demonstrations as a pivotal tool in the instructional process, adopting a constraint-led approach warrants a nuanced use of this tool. Recognizing that athletes, particularly youngsters, absorb and mimic visual information readily, coaches must integrate demonstrations in a manner that aligns with the evolutionary stages of player learning and the diverse types of demonstrations available.

Key Elements in Demonstrative Teaching

Tailoring to the Learner's Stage and Type:

  • Visibility and Relevance: Ensure the player can clearly see demonstrations and that they are pertinent to their current skill level.

  • Repetition and Explanation: Repeat demonstrations while verbally highlighting key aspects to cater to diverse learning styles.

  • Connection to the Player: Relate demonstrations to the player's specific style and ensure they are contextually fitting to actual game scenarios.

Employing Various Demonstration Styles:

  • Coping Demonstrations: Displaying adequate, broadly correct techniques, which might be more approachable and relatable to beginners.

  • Expert Demonstrations: Showcasing the “finished product” or optimal technique, which may inspire more skilled players.

  • Negative Demonstrations: Illustrating common errors or issues, followed by correct techniques, to enhance problem-solving skills.

  • Part Demonstrations: Highlighting a specific segment of a skill, especially for advanced players or to pinpoint an area needing adjustment.

Integrating Demonstrations through the Learning Phases

Cognitive Stage: Building the Foundation

Here, frequent demonstrations of the overall action might be pivotal to helping players comprehend and internalize basic movement patterns. However, within a constraint-led approach, coaches should:

  • Encourage self-exploration, allowing players to discover effective movement solutions.

  • Employ demonstrations sparingly to prevent over-reliance on mimicking and promote intrinsic skill development.

Associative Stage: Honing the Skill

Demonstrations here might take a back seat, ensuring the athlete maintains a trajectory of self-improvement and personal skill adjustment. Consider:

  • Utilizing partial demonstrations to subtly guide adjustments without prescribing exact solutions.

  • Encouraging players to discern discrepancies in their movements versus effective strategies, cultivating analytical skills.

Autonomous Stage: Mastering and Adapting

In this phase, traditional demonstrations might hold minimal value. Instead, coaches should:

  • Focus on fostering an environment where the player continuously adapts and refines their skills autonomously.

  • Employ demonstrations mainly as a discussion tool, exploring variances in technique and strategy without imposing a “correct” method.

Practical Implementations in a Constraint-Led Approach

Dynamic Learning Through Demonstrations:

  • Empower through Choice: Allow players to choose which skills or techniques they’d like to explore and see demonstrated.

  • Engage in Dialogues: Instead of dictating correct techniques, utilize demonstrations to spark discussions regarding varied approaches and their potential outcomes.

  • Co-Creation of Knowledge: Leverage demonstrations as a collaborative tool where coach and player dissect and explore movements together, promoting a richer understanding and ownership of the skill development process.

Adaptive Demonstrations:

  • Variable Demonstrations: Showcase a range of techniques and strategies, emphasizing that multiple effective solutions can exist.

  • Explorative Learning: Encourage players to observe, explore, and innovate upon demonstrated techniques, fostering a deeper, personalized learning journey.

In a constraint-led approach, demonstrations become less of a directive tool and more of a collaborative, explorative, and discussion-generating resource. They serve to subtly guide and inspire players to navigate their own path towards skill acquisition, ensuring the learning is athlete-centric, adaptive, and deeply internalized. This approach not only prioritizes the autonomy of the learner but also safeguards the innate variability and adaptability that are crucial in the complex, dynamic realm of sports.

Awareness of Learning Styles in a Constraint-Led Coaching Framework

Introduction: Catering to Diverse Learning Styles

Coaches play a pivotal role in recognizing and responding to the unique learning styles of players. A savvy understanding of how information is assimilated—whether visually, verbally, or kinaesthetically—can amplify coaching effectiveness, particularly when aligned with a constraint-led approach.

The Symbiosis of Learning Styles and Coaching Techniques

1. Visual Learning:

  • Traditional Approach: Demonstrations and video analysis.

  • Constraint-Led Adaptation: Allow players to observe varied techniques without prescribing a single "correct" method, promoting exploration and self-discovery.

2. Verbal Learning:

  • Traditional Approach: Explanations and discussions about techniques.

  • Constraint-Led Adaptation: Engage players in dialogues that encourage them to articulate their thoughts on different strategies and outcomes, thereby fostering self-analysis and critical thinking.

3. Kinaesthetic Learning:

  • Traditional Approach: Direct physical engagement with the skill.

  • Constraint-Led Adaptation: Provide opportunities to explore and discover movement solutions within set constraints, ensuring the learning is experiential and intrinsic.

Tailoring Coaching to Developmental and Skill Levels

  • Young Learners:

  • A visual-dominant approach with integrated playful exploration allows children to internalize skills without overt prescriptive learning.

  • Elite Performers:

  • Leverage a kinaesthetic focus, ensuring that physical understanding is prioritized, yet within a realm that encourages adaptable and situational skill application.

  • Adolescent and Adult Learners:

  • A balanced integration of verbal learning, inviting them into a cognitive understanding of their techniques and strategies.

Strategies for Implementing Diverse Learning Styles

Visual Approaches:

  • Leverage demonstrations as an exploratory tool rather than a prescriptive solution.

  • Utilize video feedback not as a correction tool but as a means to foster self-analysis and strategic discussions.

Verbal Approaches:

  • Rather than didactic explanations, engage players in conversational learning where their input is valued and explored.

  • Use verbal cues that guide without dictating, allowing learners to interpret and implement in a personally meaningful manner.

Kinaesthetic Approaches:

  • Encourage players to engage physically with the task, exploring various movement solutions and understanding their bodily responses within different contexts.

  • Facilitate an environment where physical exploration is free from the fear of “incorrect” performance, promoting adaptable learning.

Holistic Development through Combined Learning Styles

  • Versatile Coaching: By seamlessly integrating visual, verbal, and kinaesthetic approaches, coaches cater to the fluctuating preferences and needs of their players.

  • Responsive Adaptation: If a player encounters challenges, shifting the instructional style can illuminate alternative paths to understanding and skill acquisition.

  • Intrinsic Skill Development: Engaging with players through varied styles ensures they’re not just replicating skills but internalizing and owning them.

In Conclusion: Crafting Adaptive Athletes

A constraint-led approach, when infused thoughtfully with a keen understanding of learning styles, transforms coaching from a prescriptive, unidimensional practice into a rich, adaptive, and learner-centric endeavour. Coaches become facilitators, guiding players through a journey where skills are not merely acquired but lived, ensuring their application is versatile, strategic, and deeply rooted in the individual athlete's understanding and experience. This not only cultivates technically proficient athletes but also nurtures adaptable, autonomous, and strategically savvy players capable of navigating the complexities and dynamic challenges of competitive sports.

Conclusion: Harmonizing Diverse Coaching Strategies for Comprehensive Player Development

Navigating through the multifaceted realm of tennis coaching, we've explored significant aspects, from an understanding of various coaching styles to the adept incorporation of demonstrations and the integration of varied learning styles—all under the constraint-led coaching paradigm.

1. Nuanced Coaching Styles:

  • Acknowledging Diversity: The robust interaction between command, reciprocal, and discovery styles enhances player engagement and caters to varied learning situations and player needs.

  • Strategic Implementation: Employing a judicious blend of styles—directive when essential, reciprocal for skill enhancement, and discovery to instil adaptability and creativity.

2. Strategic Demonstrations:

  • Critical Visual Learning: Demonstrations, both expert and coping, serve as pivotal visual aids, directing attention, and facilitating cognitive and associative learning.

  • Balancing Act: Utilizing diverse demonstrations, from perfect technique displays to highlighting errors, informs and directs players without stifling their experimental and adaptive growth.

3. Cognizant Employment of Learning Styles:

  • Customized Approaches: Acknowledging that each player may possess a distinct blend of visual, verbal, and kinaesthetic learning predilections ensures tailored, effective coaching interventions.

  • Evolutionary Understanding: Recognizing the evolution of learning style preferences—from visually dominant young learners to potentially kinaesthetic elite players—aligns coaching with developmental nuances.

4. The Constraint-Led Approach:

  • Dynamic Learning: Constraints serve not as restrictions but as structured environments where learning is shaped organically, fostering skill acquisition that’s adaptable and situationally apt.

  • Integrated Strategy: This approach does not exist in isolation but intertwines fluidly with demonstrations and learning styles, ensuring each strategy is imbued with an adaptive, player-centric philosophy.

Crafting Holistic Development Pathways

By intricately weaving these elements, a coach crafts a learning environment that is not merely instructive but inspiringly explorative, where players are navigated through a spectrum of experiences—from structured guidance to autonomous discovery.

- Adaptive Athlete Development:

Ensuring players are not merely repositories of skills, but thinkers and adapters on the court, blending technical prowess with strategic aptitude and adaptive dexterity.

- Balanced Skill Acquisition:

Harmonizing learning and execution ensures that skills are not only accurately acquired and executed but also dynamically applicable in varied gameplay contexts.

- Empowering Lifelong Learning:

Fostering an environment where learning is an ongoing, explorative journey, ensures players continue to evolve, not just in their athletic pursuits but as strategic thinkers and problem solvers beyond the court.

In essence, effective coaching transcends the transactional imparting of skills, morphing into a dynamic, symbiotic relationship where players and coaches co-navigate the nuanced journey of athlete development. The coach, as a facilitator, enables a safe yet challenging space where players evolve, not just through structured learning and skill acquisition but through intrinsic, experiential, and adaptive pathways, crafting athletes who are not only proficient performers but also adaptive, strategic competitors in the vibrant, unpredictable arena of tennis.

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About the Author

Steve Whelan delivers a coach education workshop

Steve Whelan is a highly experienced tennis coach and educator with over two decades of experience in the industry. He has worked with thousands of players and coaches, helping them to reach their full potential on the court. In 2022, Steve's social media content reached over 20 million views, solidifying his position as a leading voice in the tennis world.

Learn more about Steve's impressive career by visiting his website at For inquiries or to schedule a coaching session, you can contact Steve directly at

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