Tennis

THE ROYAL MARINES

Tennis

CONTENTS

Student Notes

MESSAGE FRO FROM BRITISH SCHOOLS TEN TENNIS ASSOCIATION

3

INTRODUCTION TO THE MODULE

3

SKILLS DEVELOPMENT SHEET

4

UNIT 1

INTRODUCTION TO THE GAME

5

UNIT 2

DEVELOPING THE GAME

11

ASSESSMENT OF TENNIS

15

ASSESSMENT CRITERIA RELATED TO MARK

16

UNIT 3

THE GAME

17

UNIT 4

PHYSICAL CONDITIONING

18

UNIT 5

MENTAL PREPARATION

21

UNIT 6

INJURIES IN TENNIS

23

UNIT 7

THE HISTORY OF TENNIS

24

UNIT 8

THE STRUCTURE OF THE SPORT

25

UNIT 9

CURRENT ISSUES

28

UNIT 10

LTA AWARD SCHEMES

33

UNIT 11

THE GAME OF TENNIS

34

Teacher Notes

Prepared for The Royal Navy in Association with The Lawn Tennis Association and Produced by Education & Youth Limited, London. If there is any support you feel The Royal Navy can give regarding this project please contact 0870 333 0423.

Acknowledgements  These notes have been updated by Anne Pankhurst LTA Coach Education Director. Grateful thanks to Sally Parsons and Heather Bellis. British Schools Tennis Association Charity No. BSLTA 283349 Technical Editor:  P. Edwards M.A.

LTA PUBLICATIONS AND RESOURCE MATERIAL

39

REFERENCES

39

Message from British Schools Tennis Association The British Schools Tennis Association (BSTA) is dedicated to the development of tennis in schools, and as such is delighted to be involved in a project aimed at supporting the work of teachers in preparing students for public examinations in physical education. The aim of this module is to present a resource which will provide guidelines and ideas to be applied within individual teaching styles, and to fulfil the demands of the examination syllabus the school has chosen to follow. By its very nature the module can only provide the broadest guidelines, but, where relevant, reference is made to more extensive materials. It is important to note that the approach to teaching tennis adopted by the author is contextual, i.e. with the game as the focal point. The emphasis is placed on understanding - of applying techniques and skills within the game and not acquiring them as ends in themselves. In addition to the practical aspects of the game there is also a theoretical component which provides a brief background to the sport and applies the different aspects of sport studies within the context of tennis. N.B. Throughout this text - where the term HE is used it is taken to mean the player, regardless of gender.

Introduction to the module Module Objectives: Students will: – Be able able to apply apply the techniq techniques ues and and skills skills relevant relevant to to their their level level of performance within the context of the game. – Show an under understan standing ding of, of, and ability ability to play play and officia officiate te within within the rules of tennis. – Be aware aware of the struct structure ure and and function function of of the sport natio nationall nallyy and internationally. – Understa Understand nd and apply apply the theore theoretica ticall knowledge knowledge which which underpi underpins ns the game. Method Teachers should: – Create Create a learnin learningg environm environment ent to to assist assist the students students to understand tennis by adopting a games based approach. – Introduc Introducee the the techniq techniques ues and and skills skills as they they are are required to improve game performance. – Create Create an atmosphe atmosphere re which which is enjoy enjoyable able,, stimulat stimulating ing and and challenging. The philosophy to this module is CO-OPERATION. Remember in the initial stages of learning CONTROL + FRIENDSHIP (CO-OPERATION) = SUCCESS.

Skills Development Sheet The beginning stage of learning Tennis is the exploratory phase, where the player is attempting to learn the correct sequence of movements of all the basic skills e.g. forehand, backhand, serve. Many errors may be made and often the skills may appear jerky, although improvement may be rapid to the next stage. At the intermediate stage a player will be able to play most strokes, but not always the correct use in a game situation. The player will be more consistent, balanced and mobile. At the advanced stage a player will execute all the skills automatically and will concentrate more on the placement of the shot, and how to vary and disguise shots. A player will be able to demonstrate a good tactical game plan and mental toughness.

Name of Module

Tennis

Basic Skills

The groundstrokes, the volley, the service, the smash (pages 5-16).

Game Game--play play Skil Skills ls

Atta Attack ckin ingg play player erss may may have have:: stro strong ng ser serve, ve, goo goodd voll volley ey,, goo goodd ret retur urnn of of serv serve. e. Defensive players may have: good steady groundstokes, reliable service, steady baseline play, topspin groundstrokes, two handed backhand (page 36).

Tactical Sk Skills

Singles: Achieving de depth, wi width, an angles; pl playing to to st strengths, an and maintaining consistency; hitting the ball away from opponent, correct positioning and timming; “right” position, disguise and variety (pages 11 to 14). Doubles: Covering the net together; winning service games, keeping the ball deep and opponent back; approaching the net and volleying; defending from the baseline and return to the attack; disguise and variety (pages 11 to 14) .

Trai Traini ning ng Skil Skills ls

Ment Mental al tough oughne ness ss (pag (pagee 21) 21). Musc Muscul ular ar endu endura ranc nce, e, powe power, r, flex flexib ibililit ity, y, bala balanc nce, e, speed, stamina and agility (pages 18-20).

R ule s

Contact the Lawn Tennis Association (LTA). Address page 39.

UNIT 1  Introduction to the game Basic Principles/Tactics/Skills Principles/Tactics/Skills

The aim of the game is to send and return the ball over the net into the court. The ball is controlled by control of the racket face. Put simply, for basic strokes, the ball goes in which ever direction the strings of the racket are facing. The aim of the player must therefore be to ensure the racket face meets the ball at the appropriate angle to send the ball over the net and into the court. 1. BASIC TACTICS Exercise 1. Hit the ball over the net

Two pupils standing close to the net try to keep the ball going across the net to each other (see Figure 1.1).

X X

X

Figure 1.1

X X

X

Pupils may choose to hit the ball either after or before it bounces but try to co-operate with their partners. Teaching tip - have pupils hand feed the ball to start the rally. Variations • Aim Aim for for high highes estt num numbe berr

•

Aim Aim for for targ target et numb number er change partners on achieving target, for example, each player moves one space to the left.

NB. Use the gap in between the courts if necessary to enable more pupils to play. In the group teaching of tennis it is essential to maximise the use of space. Figure 1.1 illustrates how this may be achieved, and staff should use this as the basic guideline for the development of all other activities covered in this unit. In the early stages staff should ensure that both the rules and court size are appropriate to the pupils’ level of development. Please note the position of the pupils relative to the net. Move the players progressively progressively nearer the baseline as skills develop.

X

X

Exercise 2. Make the opponent play the ball on the groundstroke

X

X

•

X

X

Keep Keepin ingg clo close se to to the the net, net, all all pupils try to keep the ball going with it bouncing once.

•

Aim Aim for for targ target et numb number er of hits hits (e.g. 10) then try to move ball away from partner to win the rally.

X

X

X

X

X

X

•

Redu Reduce ce the the numb number er of players on court to allow this progression.

•

Use Use the the serv servic icee box box as your your court boundaries.

Discussion and Experiment Check that pupils realise that in order to win the rally and therefore the game the aim is to get the ball over the net once more than their opponent(s). 2. BASIC STROKES

The pupils have tried two ways of hitting the ball; groundstrokes and volleys. (1) The Groundstrokes The ball has bounced once. Pupils should know: •

How to hit the ball over the net consistently

•

How to hit the ball most effectively on the groundstrokes

•

When to hit the ball in relation to its flight

•

Where to strike the ball in relation to the body

•

Where to hit the ball in relation to the opposition

•

That That gro groun unds dstr trok okes es ar are usually played from the back of the court.

NB As pupils pupils gain succes successs with groundstrokes close to the net try to move them back gradually towards the baseline. As a general rule, the further away the pupils are from the net the more they have to swing.

FOREHAND GRIPS

Exercise 3. When to hit the ball on the groundstrokes

Develop the excercise shown on the previous page with pupils close to the net in pairs. Aim: To keep the rally going Teaching Tip: If students are failing use one as a feeder and one as a hitter. Don’t work with students too far from the net. Allow the pupil to shorten the grip if necessary. Eastern 

Discussion - When is it easiest to hit the ball? Experiment - What are the possibilities?

Semi-Western 

•

As come comess up up fro from m the the firs firstt bounce

•

As it goes goes down down agai againn for for the the second bounce

•

At the the top top of the the bou bounc ncee

Check that pupils realise that when they are learning it is easier to hit the ball later because they have more time and the ball is moving more slowly. Exercise 4. Where to hit the ball on the groundstrokes in relation to the body.

As above, but pupils move back to service line. Discussion and Experiment Where (in relation to your body) is the best place to hit the ball?

Continental or Chopper (little  used on groundstrokes) 

Figure 1.2: The Forehand Grips

Figure 1.4

Figure 1.5

•

At the the sid sidee of of the the body body

•

At abou aboutt kne knee/ e/wa wais istt hei heigh ghtt

•

Slig Slight htly ly in in fron frontt of the the body body..

Exercise 5. How to hit the ball over the net consistently Pupils in pairs move further back, or, one player moves back and one feeds by hand.

BACKHAND GRIPS

Discussion and Experiment How do pupils hit the ball over the net consistently? Check that pupils realise that they should lift the ball over the net by swinging from low to high. Exercise 6. How to hit the ball effectively on the groundstrokes. Use format as in exercise 5. Pupils in pairs move further back in court or one player moves back and one feeds from the net by hand.

Single-handed 

Discussion and Experiment In order to hit the ball from the back of the court, over the net to the back of the opponent’s court, the racket head needs to swing at the ball which is in the correct place. In order to swing the racket must be held comfortably so the grip pupils are using may have to be considered. The Forehand grips There are two most commonly accepted forehand grips in tennis, the Eastern and Semi-Western. However, while it is important that students should recognize and identify these for examination purposes, a more individual approach can be used where the pupil selects an angle of racket face to achieve the desired outcome which will, in turn dictate the way the racket is held. Basic Groundstrokes The correct use of the racket head, together with an appropriate grip will lead to sound stroke production. The following illustrations show the basic groundstrokes in sequence together with the teaching points. (see page 5)

Two-handed (bottom hand as

backhand)

Two-handed (two forehand grip) Figure 1.3 : The Backhand Grips

Same teaching points as for forehand drive.

Forehand Drive (Semi-Western grip) See Fig 1.2

Teaching Points: (Fig 1.4) •

Star Startt fro from m the the read readyy posi positi tion on (1)

Discussion and Experiment Check that pupils realise that they can vary:

•

The The wid width th to whic whichh the theyy hit hit the ball

•

Take Take rack racket et back back earl earlyy (2) (2)

•

The The len lengt gthh to to whi which ch they they hit hit itit

•

Make Make smo smoot othh conn connec ecti tion on between backswing and forward swing, stepping into the shot (3)

•

The The hei heigh ghtt at at whi which ch they they hit hit it

•

The The spe speed ed at whic whichh the theyy hit hit it

•

Swin Swingg rac racke kett fro from m low low to high high (4-5-6), through hitting area slightly forward of leading hip (4).

•

Firm grip

•

Retu Return rn to read readyy posi positi tion on

As the players improve the above practices may be developed to increase: (1) Distance between players (2) Variety of stroke (3) Variety of simple tactics (4) Opportunity for competitive play N.B. This does not necessarily mean the full game, but competition with self, cooperation with partner to compete against another “team”.

The Backhand Drive (for grip – see Fig 1.3 for coaching points see Forehand Drive and Fig 1.5) (2) The Volley

The ball is hit before it bounces. The volley will: (a) Have been tried in the initial stages of trying to rally the ball (b) Be a natural answer to a short ball Pupils should know: (c) Where to hit the ball in relation to themselves

Pupils in pairs - one feeder, one volleyer.

Teaching Points: • Star Startt fro from m rea ready dy pos posit itio ionn (1) (1)

Volleyers should try to hit the ball gently into the hand of the feeder.

•

Prepare early

•

Take Take shor shortt back backsw swin ingg (2) (2)

•

Cont Contac actt ball ball lev level el wit withh fro front nt foot (3) at a comfortable distance away from the body with arm slightly bent (3)

•

Step tep in into th the sho shott

Discussion and Experiment Check that pupils understand that:

•

Punch racket at ball - no follow-through (4)

•

The The voll volley ey is play played ed at the the net net

•

Firm grip

•

The The rac racke kett mus mustt mov movee qui quick ckly ly

•

Mai Mainta ntain balan alance ce

•

The ra racket must punch the ball into the opponent’s court (no back swing of the racket).

•

Retu Return rn to read readyy pos posit itio ionn (1) (1)

Exercise 8: Comfortable Hitting Area/Contact Point For The Volley Exercise 9: Using the Racket Effectively to Volley

Pupils in pairs - one feeder, one volleyer.

Can the pupil adopt a grip which will present an open racket face on the forehand and backhand sides?

(d) How to use the racket most effectively

The following illustrations show the forehand and backhand volley in sequence, together with the teaching points.

(e) Where on the court to play the volley

Forehand Volley (Eastern Grip) See Fig 1.7

Exercise 7: Where to hit the ball for the Volley (see Figure 1.6)

Figure 1.6 Forehand Volley front view (a) Comfortable distance away (arm’s length)

Figure 1.7

Forehand Volley side view (b) Comfortable distance forwards (in front of the body)

Figure 1.8

Backhand Volley (Backhand Grip) See Fig 1.8 Teaching Points: (see points for Forehand Volley) Staff should now develop practices which combine the use of groundstrokes and volleys.

For further information please see the book list.

The Service

1 Racket and ball the start start together together (see Figure Figure 1.9) The essential essential principles principles of serve are:Fig 1.9 

• The ball ball must must be hit hit by the the server server befor beforee it touche touchess the ground. • The ball all must land in a specific area - the service box and be hit from a specific place - behind the baseline. There are two ways of hitting the serve:(i) Underarm Underarm - but the ball has to be hit up and and is therefore therefore slow, slow, and easy for opponent to return.

2 Racket arm moves down and back, ball arm moves up

(ii) Ov Overarm - the ball can then be hit down into the service box. The overarm serve needs to be taught - it is very unlikely that pupils can serve properly without help. The initial demonstration of the serve should concentrate on: • Hitting Hitting the ball ball as high high above above the the head as as possible possible.. • Startin Startingg the racket racket and ball ball together; together; separa separating ting them them by the ball being placed in front of the body and the racket moving back behind the body so that it can be thrown at the ball. At this stage the important factors are action and rhythm, placement of the ball is less vital.

3 Racket and ball meet, racket being thrown at ball (See Fig 1.10)

Fig 1.10 

Exercise 10: Basic Service Action

Pupils try action of overarm serve.

Exercise 11: Basic court positions

If necessary the teacher should introduce ‘counting’ or words such as “down, round, throw” to help get the rhythm.

The basic positions for playing singles should be practised as part of the game.

Once the basic action is established then the correct position of the ball must be identified. (a) It should should land land in front front of the the baseline if it is not hit. (b) It should should be on the racket side until it is hit. (Except in topspin serve variation).

X Receiver

Figure 1.11: Basic positions for playing singles •

The The ser serve ver’ r’ss pos posit itio ionn - as close to the centre as possible X to cover returns to either side.

•

The The rece receiv iver er’s ’s pos posit itio ionn - on on or just behind the baseline so that they can cover either forehand or backhand side.

•

The The rall rallyi ying ng pos posit itio ionn take takenn up as soon as the serve and return are completed.

Discussion and Experiment Check that pupils appreciate the benefits to the power of the serve gained from a throwing action.

‘X1’ the groundstroke rally position - largely defensive since you are at the back of the court.

The throwing action needs either the Eastern forehand grip of the Continental (Chopper). See Figure 1.2.

Server

X1

‘X2’ the volley position - the attacking position.

The use of the Eastern grip is possible but the most effective effective service grip is the Continental. Pupils need:-

Figure 1.11

(2) to combine combine the three three basic basic strokes in a rally

Discussion and Experiment - Singles Positions Check that pupils realise that the fundamental principle of all court positions is to be in the best position to hit the next ball, so the movement back to a basic position is after the ball is hit, and not as the next ball is approaching. A basic position must be central to allow you to play either a forehand or backhand return and cover the largest area of court possible.

(3) to combine combine the stroke strokess and the basic tactics.

The basic positions for playing doubles will also be practised as part of the game (see Fig 2.1).

(1) to learn learn the the scoring scoring system system (see Unit 3)

Discussion and Experiment Check that as a result of playing the game the pupils will realise that they have to be in specific places on the court at certain times. For example, they must be in the right place to:-

•

serv erve or or recei eceivve.

•

to retu return rn the the bal balll dur durin ingg a rally.

In addition, they must be in a position where they are alert and ready to return the ball.

X1

X2

Figure 1.12: Basic Positions for Doubles

•

The The ser serve ver’ r’ss pos posit itio ionn ‘X1 ‘X1’’ further towards the side line to cover wide returns.

•

The The serv server er’s ’s par partn tner er ‘X2 ‘X2’’ - in in the attacking position and covering the straight line return (down the “tramlines”)

•

The The rece receiv iver er ‘Y1 ‘Y1’’ basi basica callllyy as in singles. X1 The The rece receiv iver er’s ’s par partn tner er ‘Y2 ‘Y2’’ on the service line, ready to move to attack or defence, depending on the receiver’s return.

•

Appropriate rallying positions are taken up as soon as the serve and return of serve are completed.

Y1 X2

Y2

Figure 1.12 

Figure 1.13

Figure 1.13 

Both partners should get alongside each other as soon as possible

Either

X1

X2

X1

X2

‘X1’ groundstroke rallying position on or behind the baseline (defensive positions) or in the: ‘X2’ volleying position (attacking positions)

Discussion and Experiment - Doubles Positions The doubles positions take a little time for most pupils to understand and will need practise and reinforcement. Like singles positions, there is a tactical reason for doubles positions.

If partners are alongside each other they can play as a team and reduce the gaps between themselves, into which opponents might hit. Figure 1.14: The Importance of Good Positioning in Doubles Good Doubles Positions When Rallying

X1

Poor Doubles Positions   When Rallying  

X1

X1

Difficult Balls to Reach Difficult Balls to Reach

X2

Difficult Balls to Reach

X1

X2

Difficult Balls to Reach

The Ready Position (Fig 1.15) 

In addition to being in the right place on the court players need to be ready for the shot they need to make. Teachers need to show pupils how to be ready. (a) have the racket in in a central central position position ready ready to move either the forehand or backhand side. (b) feet shoulder shoulder width apart, apart, weight weight slightly slightly forward ready to move in either direction. (c) eyes watching watching the ball all the time to judge judge its flight and bounce. Figure 1.15 The Ready Position

UNIT 2  Developing the Game Once players understand and can apply the basic tactics and basic strokes they are ready to progress. For example they may use additional tactics and develop responses to the demands imposed upon them by their opponent(s), the environment and their own limitations (Physical and Mental - see Units 4 & 5). The analysis of tactical understanding is based on four key questions: What are the tactical demands of any given situation? How are they implemented? Why did they select the chosen tactic? Which progression or development should follow?

These will be presented as a balance between staff directed and student generated activity in terms of discussion and experimentation. All tactics are based on selection. Selecting the most appropriate response from the player’s “bank of skills” to maximize his strengths and exploit his opponent’s weaknesses. Two major methods used to increase the effectiveness of tactics are to hit with spin and use stroke variations. Additional tactics

It is not possible within this text to cover these areas fully and, therefore, examples are provided which should be used as models on which to base future work.

SINGLES

DOUBLES

Example 1

Example 2

TACTIC:

Exploit the opponent’s weaknesses.

TACTIC:

Getting to the net as a team.

What?

Where is their major weakness and how may this be exploited?

What?

How?

By using a variety of ball placements to search out the weak spot(s).

The adoption of an attacking strategy which will cut down the opponents’ response time and give the net players opportunities to use additional angles and “put the ball away”!

TASK -

Working in two’s using groundstrokes and volleys:

How?

(1) Opponents at baseline - hit deep (2) Opponents at net - hit overhead to force them back

(1) find opponent’s opponent’s weaknesses. (2) how many points points can be won by exploiting exploiting these weaknesses?

TASK -

(3) how many points do you lose when your weaknesses are exploited? Why and which?

Group discussion and experiment on the following points:-

Are the weaknesses always where you expect? (Perhaps the backhand.) Are the weaknesses always a stroke? Might they be poor tactics, for example; an opponent may not recover to a central position on court between shots in a rally. Are the weaknesses caused by a certain style of play? For example: opponents with a two-handed backhand may experience difficulty in reaching a wide ball. Opponents using a western forehand grip find it difficult to hit low bouncing balls. How can you overcome personal personal weaknesses? How do you make it easier to attack the opponent’s weaknesses.

Working as two opposing teams. Players rally with the objective of being the first team to obtain the net position. Condition: only score on points won from net position or 2 points for a winning volley.

Why and which?

Group discussion and experimentation on the following points:

What sort of ball from the opponent allows them to move to the net? - a shorter/softer ball. The need to work together with a partner. The reasons for the advantage of the net position - they can; volley the ball down; reduce opponent’s reaction time, put opponents under pressure because they have to hit difficult shots such as lobs, etc. How to deal with the lob - both run back, decide who chases lob - in most cases you should chase your own. Using this tactic necessitates the need in doubles to cover the net. This is based on the principle that where the ball is hit into the opponents court will largely determine their return. See Figure 2.1.

Figure 2.1:  Keeping Double Opponents at The Baseline and Covering The Net Position.

Figure 2.1

Area where ball is hit into opponents court

Slice/Backspin X

X

X

X

X

X

Serve 

• On first first and secon secondd serve serve to take opponent out of court Groundstrokes 

• To keep keep the the ball ball bouncin bouncingg low

The tactics of both the singles and doubles games can be developed using the above models and applying the following tactics:

Environmental Environmental Factors

Groundstrokes 

• Cour Courtt surf surfac acee

• To clear clear the the net net by high high marg margin in to allow for a greater margin of error

• Exploit Exploit diff differen erentt areas areas of the the court: depth, width, angles.

Teachers should create Conditioned Games and skill practices to simulate specific conditions - or should cover certain aspects in the form of discussion and/or written form.

• Playing Playing to to persona personall strengt strengths: hs: Serve and volley Baseline consistency Specific to doubles: • Coverin Coveringg the the net net togeth together er • Winni Winning ng servi service ce games games Tactics are the same whether played by Henman and Hingis or two school players - the difference is quality. Henman and Hingis: • Thin Thinkk quic quicke kerr • Move Move quic quicke kerr • Have more more inhere inherent nt skill skill • Have a wealth wealth of exper experienc iencee both of their own and their opponents play But tactically, the principles are the same. There are two further tactical considerations which should be covered: • Styl Styles es of play play • Environ Environment mental al factors factors Styles of Play

• Always Always play play to to your your own own strengths • Adapt Adapt as necessar necessaryy to cope with opponent’s strengths

• Weath ather

Hitting with spin and the use of stroke variations

Basic Tennis strokes can be developed in two ways:

• To hit hit the the ball ball hard hard but keep it within the court boundaries • To dip the ball ball at the the feet feet of the the oncoming volleyer • To lob lob the ball over the head head of of the incoming net player • Hitting Hitting with with the the wind at player’ player’ss back

• On a drop drop shot shot hit hit with with back back spin, just into the opponent’s court • As a respo response nse to to hard hard hit ball • Hitt Hitting ing into into the the wind wind Side Spin Groundstrokes 

• To keep keep the the ball ball bouncin bouncingg low and swerving away from the opponent

Top Spin

• By changi changing ng the the way the racke rackett face strikes the ball, thus importing spin, which makes the ball behave differently • By chang changing ing the path path of the the racket swing, throw or punch to produce shots such as the lob, drop shot and smash

• In an approach approach shot to the the net

      T

A

T

IO

N « 

 O N  I O  R E C T  T  D I R  G H  I G  O F F L

      O         R

The Concept of Spin

Spin has two effects on the ball

Backspin

• Changes the flight path • Alters the bounce Both of which make the receiver’s tasks more difficult. It is essential that students understand the concept of spin, the different types of spin and can apply these in practical situations (see Figure 2.2).

     T

A

T

N IO

      O

       R

«    

DIRECTION OF FLIGHT Side Spin

Situations where spin is used: Top Spin Serve 

• On the secon secondd serv servee

R    O  T   A T  I O N

« DIREC TION OF FLIGH T

Figure 2.2 

Figure 2.2a The Effect of Spin on groundstrokes

An easy way to discover the feel of slice is as follows:-

TOP SPIN    P    O     T

Discussion and Experimentation How much backspin can pupils create on the ball?

HOW TO HIT SLICE

  I  N S  P  I V E

 R  I C D   B A S

Bounce

Net

SLICE

Answer – by moving the racket face more vigorously. (N.B. This is the beginning of the dropshot.) (c) How can the pupils hit the ball from this situation deeper into the court cutting down the amount of backspin? Answer – by closing the racket face slightly and taking a longer backswing and follow through. Start high and finish low – see Fig 2.4.

(b) Repeat (a) but allow the ball to bounce on the ground before hitting.

BASI C  C  D R  R I  IV        V

E  

 C E  S L I

Net

How do they create more backspin?

(a) Each pupil has a racket and ball. Assuming the pupils are right-handed have the pupils toss the ball gently into the air with their left-hand. With the racket face completely open to the sky move it under the ball on the volley from right to left. This movement of the racket face should create backspin on the ball. Ensure that the opposite arm moves backwards.

Bounce

HOW TO HIT TOPSPIN Figure 2.3: Discovering the feel of Topspin

(a) In pairs close to but on opposite sides of the net. Pupil feeds himself and with racket face square to the net moves racket vertically from low to high. (b) Once the ‘feel’ of topspin is experienced encourage pupils to use a more vigorous movement from low to high to achieve more spin but not necessarily more  speed. The racket should now finish high in front of the pupil.

Figure 2.4 Slice backhand Note 2: Some pupils will move the racket face forward only and will not achieve the desired spin.

(c) Pupil handfeeds gently to pupil hitting topspin. Encourage hitter to now hit up and forward.

Note 3: Some pupils will achieve and feel the spin but the ball will still finish in the bottom of the net.

(d) Encourage pupil to use slight body rotation and lift when hitting.

Remedy: Either move the pupil closer to the net or encourage him, using the same action, to hit the ball over the head of his partner. It will then probably just clear the net!

Note 1: As topspin is forward spin (the ball rotates forward on impact) the racket does not have to travel forward to propel the ball gently over the net.

Spin on Serve (see Figure 2.5)

(iii) by encouraging players to use the chopper grip. Most pupils on switching from a frying pan grip will automatically serve with slice.

To hit spin on the serve

(a) Pupils trying to hit slice (this is easier than topspin) by:

Discussion and Experiment

(i) placing the ball toss further out towards the side line, ie. to the right for right handers.

The ball should swerve as it travels forwards and so it may be necessary to adjust the aim.

(ii) throwing the racket head out, around the outside of the ball, finishing in normal position.

The ball will also move sideways on bouncing.

VIEW FROM ABOVE

Figure 2.5  Effect of spin on the serve

 F LA T T  I  P   C E  IC  S L I  S L

= Position at which ball bounces after serve VIEW FROM THE SIDE

Figure 2.3 Top Spin forehand

  P  I N   P S

   T  O

Baseline

 F LA T

Service line

Net

Service line

Baseline

(b) Pupils trying to hit top spin  by:

Figure 2.7 The Forehand Lob

(i) placing the ball up and behind them (it should land just behind them and the baseline over their left shoulder for right handers). (ii) bending the knees and bringing the racket sharply up and over the ball, to lift it up as it leaves server. (iii) the racket should move up and out towards the sideline, initially finishing on the ‘wrong’ side (ie. racket side). This can be modified to the normal follow through once the serve is established. Discussion and Experiment The ball should leave the racket moving upwards and forwards - a different flightpath than either the flat or slice serve. It should cross high over the net, drop and then kick up high after the bounce. Variations on the Basic Strokes: In order to make improvements students need to increase their repertoire of strokes.

Figure 2.8 The Forehand Drop-shot

Figure 2.9 The Smash

VARIATION OF STROKES: Groundstrokes Groundstrokes – Lobs and and Drop shots

Volley –

Stop Volley

Serve –

Smash

The Lob

The Drop Shot

The Stop Volley

The Smash

Students should know to:

Students should know that:

Students should know that:

Students should known that

• Open the face face of of the racket racket on the forward swing to lift the ball

• The drop shot removes removes pace pace from the ball.

• The stop volley volley has has a simil similar ar effect to the drop shot

• They will need to adjust adjust their their position until the ball is in the right place

• Have a high high follow follow through through • Keep Keep the weig weight ht movin movingg forward • Use Use disgui disguise se to decei deceive ve opponent(s) • Hit to to the basel baseline ine for for greates greatestt effect • Move to the the net net follo following wing a successful lob • Experim Experiment ent with top spin (See Figure. 2.7)

• The The ball ball shou should ld dro dropp just over  the net • Disgu Disguise ise is is essent essential ial • Play the shot shot from from servi service ce and and not baseline to ensure opponent has not enough time to read the shot (See Figure.2.8)

• They should should use use the the ball ball arm arm for balance • They should should hit hit the ball at full full height • The ball should should be be heavily heavily angled to the baseline • They should should not not lose lose control control by smashing too vigorously (see Figure. 2.9) NB. You may be required to teach the topspin drive volley! This is an extremely difficult shot, one which Hingis or Henman would be reluctant to play. If you must teach this shot: • Apply the the topspin to a shortened shortened swing swing ground ground stroke • Ensure students start by hitting hitting the ball slowly slowly • Encourage Encourage them only to to attempt to to play the shot shot off a VERY VERY SLOW ball ball well above net height. • Wish Wish the them m luck luck!! !!

Assessment of Tennis Assessment of students is never easy and many teachers have difficulty in assessing their pupils on the tennis court. The following is a very basic plan to help the teacher in the assessment of a group. The assumption will be made that the teacher does not know the group, but the same plan could be put into operation if this was not the case. The assessment is divided into two parts: 1

A basic assessment of techniques and skills.

2

An advanced assessment of pupils' understanding of the game tactics, stroke variation and use of court space etc.

In both these assessments boys and girls could play in mixed groups and afterwards a small adjustment made for girls e.g. between 8 and 10 marks. This may be necessary because a top 16 year old boy may be stronger than a top 16 year old girl. The mere fact that a boy’s wrist is stronger makes an enormous difference to his game. This difference is the same at all levels of ability. ASSESSMENT IN HOMOGENEOUS GROUPS Section 1

In order to ensure that players of like ability are matched, and where staff have little knowledge of the group, a game should be played which will divide up the group by results. For example: 4 players per court:-

Task 3 – (4 per court) Include the serve (straight) and play out the points in the normal way. At this point the pupils are making their own decisions as to whether or not they approach the net.

Where there are only 4 players on court use the whole court. Ask them to use the whole singles court instead of the half court. Players should play two points (one either side of the court) and then stand at the back of the court whilst the waiting players (Y’s) play their two points. As soon as these two points are played the X players should return with tennis balls ready to serve immediately so no time is lost.

Task 4 – If during the rally a ball drops short the player playing that ball must follow it into the net, and volley the next ball. The point is lost if they fail to follow in.

NB In this practice lobs are NOT allowed.

The winners move one way and the losers move the other way. Each time they move one half-court.

POINTS TO LOOK FOR IN SINGLES PLAY

Movement of winners is always in the same direction once play has started.

1. Cons Consis iste tenc ncyy

If the score is equal when play is stopped the players play one more point to decide the winner.

3. Be in the the right right posit position ion at the right right time time 4. “Rea “Readi ding ng”” the the game game

If the group is too large to do this staff should attempt to make an ad hoc ability grouping.

Section 2

Task 1 – Keep the rally going in the service box. Task 2 – Basic rally in the whole half-court.

It is important to note the players who are having difficulty in keeping the rally going. These players need careful assessment. Keep this basic task going for some time so that players settle. Regular movement up or down takes the tension out of the competitive play, and players feel they can recoup a bad game.

X

Receiver

Task 3 

X

Server

Y

Waiting player

2. Hitt Hittin ingg ball ball away from opponent

Play stops when 2 players who started together meet up again.

By gradually increasing the degree of difficulty e.g. by adding the serve, the better players will find their level. Now it is possible to set the pupils a series of tasks to aid the assessment procedure.

Waiting Receiver

(More than 4 per court) If 6 players use the same format as shown, players will have to wait a little longer to play their points. But it is important that they have the whole court to play on.

Players play a half-court singles game (divide the court in half) counting points as they do in a tie-break – 1,2,3, etc. Play is started alternately, this takes any scoring difficulties out of the game and allows them to concentrate on play.

By targeting the lower band of ability at the beginning of the assessment, the assessor can sort out the order of effectiveness. When players having moved arrive back to play the same person again it is time to change the task.

Y

This takes the form of doubles with the ordinary game scoring. If the players are grouped by the position they finished after the singles, the games will be fairly even. The assessor should do the grouping for the games. This part of the assessment should confirm the pupils earlier play, but it will also show their grasp of tactics particular to the doubles game. Task 5 – Each pupil to play two service games - play 8 games in total. Whatever the score then play a tie-break against the same pair. Task 6 – Winners move in winners’ direction on court and losers in opposite direction and play another tie-break. This should be repeated as time allows, or as is needed to accomplish an accurate assessment.

2. Keep Keep the the ball ball deep deep and and the the opponents back

The graph indicates approximately what marks players would get if they are successful at the 5 levels of difficulty, e.g. the ability to approach the net and volley is approximately 70 marks. Task well done over 70%, done badly under 70%.

3. Appr Approac oachh the the net net and and volley volley

DANGERS

4. Serve Serve and and volle volleyy with with contr control ol

This system of assessment will only be successful if the assessor knows when to stop the progression. If none or few of the players can accomplish the task then the assessment should be levelled out at that point. If this happens early they should be given the task of a simple doubles game, without the complication of a tie-break.

POINTS TO LOOK FOR IN DOUBLES

Ability to: 1. Cros Crosss cou court rt rall rallyy

5. Defen Defendd from from the the base base line line and and return to the attack As with the singles game staff should increase the task complexity in graded stages. This could be marked and recorded as on the graph below. Awarding Marks in Doubles

•

100

Representative players at county and regional level lie above the normal scale and would start scoring at 100 marks. A county player would be between 100 and 130. National players around 150 mark. Those players in the 70-plus bracket are most likely to play for the school and at the upper limit for a club. Final note

It is hoped that these notes will help a teacher to assess the sport of tennis. Too often teachers shy away from tennis, thinking that they do not have sufficient knowledge of the sport.

Remember not to mark harshly where a child’s style (i.e. interpretation of technique) is not of text-book standard. If a teacher is teaching tennis from an “understanding” perspective then the important criteria for assessment must be where a child hits the ball as opposed to how a child hits the ball - i.e. concentrate on tactical appreciation and their understanding of the game. You should also mark positively on intentions when the outcome is unsuccessful, ie. if a pupil makes the correct decision in doubles to intercept on the volley but puts the ball in the net, the fact that they made the correct ‘game decision’ should be credited.

100 +

•

90

MARKS

Determining the position of exceptional players

80

•

70

•

60 50

+ 100

40 2

1

3

4

5

Under 100

TASKS (1–5)

ASSESSMENT CRITERIA RELATED TO MARK THE MARKING SCHEME Under 70

Level of mark related to the task given TASK 1 only

Under 25 marks

TASK 2 only

Under 40 marks

TASK 3 only

Under 55 marks

TASK 4 only

Under 70 marks

Under 55

The grades from this point are going to be settled by the way the players show their understanding of the game. Under 25

Little idea or effort. Has failed to grasp basics.

Able to play most strokes Wide variation. but not always Good swing, the correct Under 40 throw, punch use in a game on appropriate situation. shots. Fairly Consistent, mobile and Erratic. Poor consistent. Early prebalanced. preparation and footwork. paration. Able to direct shots. Good movement.

Skills and Understanding

Good tactical use of all strokes.

Excellent.

   s     k    r    a     M     f    o    r    e     b    m    u     N

UNIT 3  The Game THE GAME

The Court

Tennis can be played as an individual contest between two players or a team game between two pairs of players. Each match is composed of a series of points which form a game; a number of games that form a set; and finally a number of sets which form a match. Major men’s championships are played on a best of five sets basis;... virtually all ladies matches are the best of three set basis.

Tennis is played on a court, the size of which is specified by the International Tennis Federation (ITF). See Figure 3.1.

Equipment

Other than the court, the dimensions of which are laid down by the International Tennis Federation (ITF), all other equipment is elective, ie. the individual or school selects according to personal taste, style and budget. Whatever equipment is chosen it must be suited for the purpose. It must comply  with safety standards and should enhance  the players ability to perform in the game. It must, therefore, meet their individual needs. All equipment is produced by commercial companies and marketed and sold in a competitive environment. It is, therefore, very easy to be taken in by slick marketing and lured into buying equipment which is totally unsuited to the player’s needs. Unless you are absolutely confident in your own knowledge and understanding of rackets, balls, footwear and sports clothing – SEEK advice. Contact BSTA. (For address see end of module). Whites

The tradition of predominantly white clothing is still the general rule at most clubs, but schools, sports and leisure clubs often permit play in other, suitable, garments irrespective of the colour. COURT DIMENSIONS

Baseline

 wv  S  i     d   e  l    i    n   e   s 

v

3’0” (0.914m) 7   8  ’     0  ”    (   2   3  .7  7  m  )  

M  a  r  k   f    o  r   S  i    n   g  l     e   s  P   o   s  t  

 wv  S  i     d   e  l    i    n   e   s 

Figure 3.1

4’ 6” (1.37m)

Net

Net

w

w

 w 2  1  ’     0  ”    (    6  .4   0  m  )  

 C   e  n  t   r   e 

 S   e  r  v  i     c   e  L  i    n   e 

Service Line 27’ 0” (8.23m)

 wv  S  i     d   e  l    i    n   e   s 

Service Line

These are the official tournament categories, but at school level there is no necessity to adhere to such strict divisions. The Score

In tennis each player takes it in turn to serve, and unlike some games service is a right which does not have to be won. The scoring system in tennis is divided into points, games and sets. To win a game the player(s) must win 4 points with a margin of 2 points over an opponent. In the event of both players having 3 points, play continues until one has won 2 points successively. The first player to win six games wins the set, except that the player must win by 2 clear games. In the event of the score reaching 6 games all the normal procedure is for the tie-break to come into effect. Calling the Score

The score is called as: 1st point 2nd point 3rd point

15 30 40

The Tie Break

In the event of a prolonged set where the score reaches six games all the tie-break comes into effect. In the past a single set has lasted over two hours! To prevent excessive demands on time and to satisfy the demands of TV and court booking time a tie-break is played. In the tie-break the player or pair who win 7 points (with a 2 point margin) win the tie-break and set. Tie-breaks are scored numerically (ie. 1, 2, 3, and not 15, 30, 40) and the set score will be recorded as 7-6. For further details refer to the ITF Rules of Tennis.

M  a  r  k   f    o  r   S  i    n   g  l     e   s  P   o   s  t  

v

3’0” (0.914m)

Figure 3.2:  The Scoring System

Points w

Ga m e w

Points: love – zero 15 30 40

(Tie-break) w

Set

Deuce Advantage

w

 wv

w

 S  i     d   e  l    i    n   e   s 

Baseline

4’ 6” (1.37m)

Centre Mark

The game may be played as either singles or doubles, and is divided into the following categories:• Mens and womens singles and doubles • Mixed doubles

If both players have 3 points the score is called as deuce, with the next winning point being called as advantage server or advantage receiver , as appropriate. If the same player wins the next point they win the game. If the opponent(s) win it the score returns to Deuce.

v

Centre Mark 36’ 0” (10.97m)

The Game Categories

Match

Game

Tie-break Tie-break – first player player to 7 points points or 2 points points ahead after after 6 all Set Set – firs firstt pla playe yerr to 6 gam games es or 2 gam games es ahea aheadd aft after er 5 all all.. Tie Tie-breaker is played at 6 games all. Example of match score Smith beats Jones 6-1, 6-7 (tie-break 8-10), 7-5.

UNIT 4  Physical Conditioning Fitness – The way to better tennis

The 3 elements that combine to produce the most effective tennis player are summarised in a pie-chart (Figure 4.1). To achieve his/her full potential a player needs to be aware of all three requirements.

Skill

Fitness

The complete player needs all three because: •

With Withou outt skil skilll they they can canno nott play play..

•

Witho Without ut fitn fitness ess they they canno cannott last last or or cover cover the court to reach all the opponent’s shots.

•

Witho Without ut ment mental al toug toughne hness ss the theyy canno cannott win.

Mental Toughness

It was not so long ago that most professional Fig 4.1: The 3 elements that produce the players prepared for tournaments only by most effective tennis player playing tennis. Most now realise that physical fitness and eating a well-balanced diet can enable them to reach their full potential. Today, this is reflected throughout the game at county, regional and national training of the most promising juniors, where physical and mental training programmes play an important part in their tennis education. Likewise, the school team should also be working on their mental and physical preparation, as well as hitting tennis balls!

CLEARLY, CONDITIONING CAN MAKE THE DIFFERENCE BETWEEN WINNING AND LOSING. Physical conditioning and the tennis player Be Tennis Specific! As with all other sports, fitness for tennis should be specific to the nature of the game, a tennis player’s fitness or training programme will be radically different to that of a cross-country runner. (Tennis specific components – see Figure 4.3.)

The question all tennis players must ask themselves is, does their fitness  training programme reflect the nature of the game?  For example, do they have the endurance qualities to last through a long match? Do they have the speed, power and agility to get to drop shots? Can they repeat twelve second bursts of activity with rest periods over a 2 hour time span?

Fitness components components for the complete tennis player

The training of tennis specific components are illustrated below.

Why? Because tennis requires short explosive bursts of speed with many changes of direction. The average length of a rally in school team tennis is approximately 10 seconds but all rallies are usually followed by a 25 second recovery period between points. On the other hand cross-country competitors run at a relatively slow constant speed over a length of time with no rest periods. Significant changes of direction are of course not required. Study the following match statistics (Fig 4.2) Match: Ivan Lendl V. Mats Wilander2 U.S. Open Final 1988 Court Surface ................................................................... Dec-0-turf Dec-0-turf Length of Match Match ................................................ 4 hours, hours, 54 minutes Average Length of Points Points ................................................ 12 seconds seconds Average Rest Between Points ...................................... 28.3 seconds Average Rest Between First Serve Fault and Second Serve .................................................. 12 seconds Average Changeover Changeover Time ............................... 1 minute, minute, 28 seconds seconds Work to Rest Rest Ratio (minutes) (minutes) ................................................. 1:2.83 Match Result: Wilander bt Lendl 6-4, 4-6, 6-3, 5-7, 6-4 Time Points Analysis

60% of points lasted for less than 10 seconds 30% of points lasted between 10-20 seconds 10% of points lasted longer than 20 seconds

Figure 4.2 

Figure 4.3 

Fitness Components For The Complete Tennis Player COMPONENT

GAME REQUIREMENTS

TRAINING TIPS

TRAINING PHASE

Musc Muscla larr end endur uran ance ce

Repea epeate tedd use use of arm arm and and shou should lder er musc muscle less in a long service game.

Circuit Circuit traini training, ng, resistan resistance ce work Prepara Preparatio tionn and pre-compet pre-competiti ition on using light weights and high reps.

Musc Muscul ular ar str strengt engthh

Used Used when when punc punchi hing ng the the bal balll in in serv serve, e, voll volley ey or smash.

Resis Resistan tance ce work work with with higher higher weights and lower reps.

Prepa Prepara ratio tionn and and prepre-com compe petit titio ionn

Flexibility

Twisting, turning, bending to retrieve and hit difficult balls.

A daily or twice daily rout routin inee of flexibility work. Beware: Beware: Do not not stretch stretch a cold cold body. Do not force it and Do not bounce.

Dail Dailyy thro throug ugho hout ut the the yea yearr

Cardiovascular endu endura ranc ncee (sta (stami mina na))

Players need to repeat anaerobic bursts over the the dur durat atio ionn of of the the mat match ch..

Running Swimming Cycling

Preparation

Agil gility ity – abil bility ity to to sta start/sto stop cha channge dire direct ctio ionn eff effic icie ient ntly ly

Must be ver veryy ag agile ile to to ad adjust ust an and re respo spond to the the ru run of play lay eg. eg. in men mens’ ten tennis nis in in a 5.2 5.2 seco second nd rall rallyy the there re are are an an ave avera rage ge of 4 changes of direction.

Short shuttles Court drills Skipping

Pre-competition, and may be used in pre-court match warm-up

Spee Speedd – very very larg largel elyy geneti geneticc – you you are are bor bornn with with it. it. But, But, prac practi tice ce “gro “groov oves es in” in” resp respon onse sess and makes them smooth.

Spee Speedd of of dec decis isio ionn mak makin ingg in in sho shott sel selec ecti tion on.. Speed Speed reac reacti tion on to to fast fast movi moving ng ball balls. s. Speed Speed of of resp respon onse se.. Spee Speedd of move moveme ment nt arou around nd the the cour court. t.

Shuttle Shuttless and and short short spri sprint nt work particularly on on court an and carrying racket.

Pre-com Pre-competi petition tion and competit competition ion Keep up up yo your sharpness

Balance

Required to execute shots – to effect changes of direction – to add to timing and accuracy of stroke.

Build it in into agi agilit lity wor workk Work Work on it in skil skilll trai traini ning ng Work Work on it in in MENTAL MENTAL training training

Build ild itit in into tr trainin ning th through ughout out the the year year.. Ther Theree is a high high ment mental al componen componentt in balance balance and and itit can be part of both mental and physical training.

Periodization – Planning Ahead with Purpose

Periodization is the planning of an athlete’s programme of training and competition over a given period. Professional players have to carefully plan their training and the number of tournaments they play. They could easily find themselves over-tired – by too much play, or, badly prepared – by insufficient or unspecific training. Figure 4.4 below gives a sample 12 weeks example of periodization for the school team!

School team preparation for British Schools Competitions Competitions Figure 4.4: 12 Week Programme. School Weeks

Type of Training

Weeks

Type of Training

1 – 6, squ squad wor works on: on:

(a) (b) (c) (d) (e) (f) (f)

10 – 12, 12, squa squadd wor works ks on: on:

(a) (a) anae anaero robi bicc tra train inin ingg spe speci cifi ficc to to tennis 2 days a week (b) (b) match match play play (c) (c) flexi flexibil bility ity

Duri During ng comp compet etit itiv ivee pha phase se::

(a) (a) limi limite tedd ana anaer erob obic ic trai traini ning ng spec specif ific ic to tennis (b) (b) flexi flexibil bility ity

6 – 10, 10, squ squad ad work workss on: on:

aero erobic train aining ing, 4 or 5 days ays anaerobic anaerobic training, training, 1 day a week strength strength training training (according (according to age) technique technique and mental training flexi flexibil bility ity some some match match play play

(a) (a) aer aerobic obic trai traini ning ng,, 2 or 3 day dayss a week week reducing as competition nears (b) anaerobic anaerobic training training specific specific to tennis tennis 2 or 3 days a week (c) strength strength training training (reducing (reducing as competition nears) (d) technique, technique, mental mental training, training, match match play (eg. Nestle Ladder) (e) flexi flexibil bility ity

TRAINING AND THE TENNIS PLAYER Major Considerations (see Figure 4.5)

To meet the demands of playing tennis, players need to train to reach a good level of fitness. A player’s goal should be to become a TENNIS ATHLETE rather than just an ordinary player. No matter the ability of a player, his/her standard of play should improve as he/she becomes fitter. Figure 4.5: Considerations When Planning A Fitness Programme IMMEDIATE CONSIDERATIONS

1. The Court-Surface: is the preparation for a slow surface where rallies will be long? 2. The Time of Year: is the match or tournament two months or two days away? (see periodization) 3. Types of Opponents: what types of game do they play? 4. Your Game Style: are you a serve-volleyer or baseliner? THE PRINCIPLES OF TRAINING 1. Specificity: training must be linked very closely to the sport being played and the player’s method of play. Eg. baseliners require great reserves of stamina. 2. Overload: to improve fitness it is necessary to demand more work of a player in training than would be demanded in a match situation. It is only in this way that fitness will be improved and more effective tennis players created.

THE NEED FOR PERIODIZATION

One training programme of 12 weeks duration is not enough for the serious player. They must plan for the whole year, changing type, amount, rate of work according to their needs at that time. This is called periodization and the diagram below illustrates a top player’s year. (Figure 4.6) Conclusion

As the year progresses the player will experience different levels of fitness relative to the training and competition load. It is important to keep checking this. Fitness should be monitored by repeating a set of tests at three month intervals. Keep a record of any results as a measure of improvement or fall off. Keep a training diary or log and record all relevant data.

Figure 4.6 Periodization for a Top Tennis Player

Key

3. Progression: training must be steady and progressive. Always aim for new peaks of fitness and performance. This will increase the amount of effort a player can produce during a match.

TRANSITION (ACTIVE REST) PREPARATION

4. Reversibility: do not stop training as the body will lose the good effects already gained.

PRE-COMPETITIVE COMPETITIVE

Month of Year

JAN

FEB

MARCH

APRIL

MAY

JUNE

JULY

AUGUST

SEPT

OCT

NOV

DEC

Phase of Training

4 Mini-Cycles incorporating each phase of periodization (where possible) can prepare a top tennis player for the four Grand Slam Tournaments. Periodization is the planning of an athlete’s training schedule designed for him/her to reach peak performance levels at certain times – eg. in this case 4 times a year. Peak Performance is a phase in training when performance is brought to maximum levels. In international tennis this may be possible only 4 or 5 times a year. It Revolves around the F.I.T.T. Principle F = Frequency of training I = Intensity over the year T = Time (or duration) T = Type Periodization Reduces Risk of Poor Performance , burn out, staleness, fatigue, overuse and injury.

The Need for Periodization • Even with with the the advent advent of the the ATP Tour Tour and the WTA Tour it is possible for International players to compete almost every week of the year. • Overpl Overplay ay will will lead to to burn burn out. out. • Sensible Sensible scheduling scheduling will give longevity longevity to player’s careers, for example Jimmy Connors careful planning enables him to still play tennis in his 40s. • Sensible Sensible scheduling scheduling will enable tennis players to peak for certain events – eg. Grand Slam Tournaments, Davis Cup Matches, National Championships etc.

The Four Phases of Periodization 1. Preparation – When an athlete develops, eg. works on technique, aerobic and anaerobic fitness. 2. Pre-competitive – When an athlete is building to a tennis specific situation – a match e.g. Works on playing points, mental preparation, anaerobic fitness. 3. Competitive – Peak performance e.g. in this case for the 4 Grand Slam Tournaments. 4. Transition – Active rest e.g. holiday!

UNIT 5  Mental Preparation Playing good tennis is a combination of three different skills. •

Physical Physical skills skills such such as as timing, timing, balance balance and fitn fitness. ess.

•

Technica Technicall skills skills such such as ground groundstr strokes okes,, serving serving and and volley volleying. ing.

•

Mental Mental skills skills such such as concen concentrat tration, ion, coping coping with with worry worry and anxiety, anxiety, and visualisation.

Usually people describe mental skills in terms of mental toughness. Successful players like Boris Becker, Ivan Lendl, Steffi Graf and Monica Seles are often described as mentally tough. This often means they respond to pressure by playing some of their best tennis. However, mental toughness is the result of many different mental skills – the ability to concentrate under pressure and to cope with worry and anxiety are just some of the ingredients of mental toughness. CONCENTRATION AND ATTENTION

Concentration is the act of focussing attention. It means keeping your mind here and now. It is possible to focus attention internally – on thoughts and feelings and externally – on things happening in the world around. Concentration also determines whether attention is broad, ie. take in the wider picture of what is happening around us, or narrow, ie. we concentrate on just one part of the picture. Therefore, attention has both direction and width. Attentional Style

TYPE

USE IN TENNIS

Broa Broadd-In Inte tern rnal al

Use Use in pre pre-e -eve vent nt tac tacti tica call plan planni ning ng and and pos postt-ev even entt analysis of results.

Broad Broad-E -Exte xtern rnal al

Asses Assessme sment nt of total total playin playingg envi enviro ronme nment nt – weat weather her – court – crowd.

Narrow Narrow-I -Inte ntern rnal al

Focus Focus of thoug thought htss – feeli feelings ngs – emotio emotions. ns.

Narrow Narrow-Ex -Exter terna nall

Focus Focus on ball ball – reac reactt to to a situat situatio ion. n.

ANXIETY

Anxiety is caused by anticipation of a threatening event – fear of failure, of looking bad, or of not living up to expectations may all cause a player to feel anxious. The sensations of anxiety include: • Rapid heart rate • Feeling sick • Stomach ache • Irritability

• Loss of appetite • Tiredness • Muscular tension

Research using Olympic athletes has shown that although all the performers were anxious before competing, the more successful athletes were able to “use” their anxiety to assist performance. Some players prepare themselves for a major tournament, and begin to use anxiety constructively, by using a mental skill called stress  inoculation . The idea behind this technique is that a player is “injected” or gradually exposed to the threat of playing in the tournament under conditions where he or she feels in total control. The feelings of anxiety gradually wane as the player becomes used to the idea of competing in the forthcoming matches. In order to control anxiety, focus attention on relevant cues and maintain concentration the player must train and learn the different techniques which have been developed to help them do this.

Developing a Ritual Tennis is a sport where the activity of playing is “interrupted”. Between points and between games there are constant challenges to your skills of concentration. Many top players develop a ritual to help focus their attention. A ritual is a set-routine which a player follows before recommencing play. Relaxation The aim of relaxation is to decrease tension in the muscles of the body. Relaxation does not mean falling asleep. It is important to feel some tension on court. However, if the muscles of the body are either too relaxed or too tense this will affect performance. Breath Control We breathe differently when anxious or nervous than when we are calm and confident. Fear and tension causes shallow, jerky breathing. The more relaxed and calm you feel the easier it is to breathe in a deep, rhythmic manner. Breathing out is one of the body’s natural ways of relaxing. By exhaling in a controlled, continuous manner it is more likely that a player can hit a controlled stroke. The goal is to breathe in rhythm with the ball – in the ball approaches, out as it goes away. Visualisation Visualisation is the ability to create an imaginary picture in your mind. Visualisation is thinking in pictures. Sometimes the image players produce is so clear their heart and muscles behave in the same way as they would if the situation were real.

Learning mental skills is just like learning tennis skills. They need guidance and practice. Not all of them will work for everyone. Experiment to find the one(s) which work for you and build them into your training schedule.

UNIT 6  Injuries in Tennis PREVENTION IS BETTER THAN CURE!

There are four main causes of injuries in tennis. (i) Improper facilities and equipment Racket – too heavy?  These could easily cause ailments such as tennis elbow. Wrong grip size?  Shoes – poor fit? 

If the shoes are too tight for example, there is a real risk of blisters.

Court surface? 

Too slippery?

(ii) Improper Teaching Poor technique will lead to injuries, such as tennis elbow and muscle strains. (iii) Poor Fitness Players should get fit for tennis not play tennis to get fit! A good level of fitness will considerably reduce the chance of injury. At the very least all  players should ensure they stretch before and after a playing or training session. (iv) Striving For Excellence No matter the level of fitness there will be times when injuries occur. Even top players such as Ivan Lendl and Steffi Graf will push themselves over their limits during play and incur muscle strains and tears for example. The risk of injury will be limited if players:

A – Use good facilities facilities and and correct equipment B – Develop Develop good good technique technique C – Get fit fit for for tennis tennis First Aid

Accidents will happen and in sport there is a greater likelihood of accidents and injuries occurring. It is, therefore, very important that teachers and players know how to treat simple injuries and understand how to cope with any severe injuries. NB. Any serious injury must receive immediate medical treatment.

TEACHERS SHOULD ONLY ACT WITHIN THE HEALTH AND SAFETY GUIDELINES LAID DOWN BY THEIR SCHOOL, LEA OR THE LTA.

UNIT 7  The History of Tennis The modern game of tennis is little over 100 years old, although the forerunner of the game, Real or Royal Tennis has a much longer history. The Development of the Game

February 1875 The All England Croquet Club set aside an area of ground specifically for tennis. In the same year a code of rules was drawn up by the M.C.C. who were then the governing body for Real Tennis and Racquets. 1877

The na name of the Al All England Cr Croquet Club wa was changed to include tennis and became the All England Croquet and Lawn Tennis Club (Wimbledon).

1877 877

The The first offici icial tou tournamen amentt was was held eld at Wimbledo ledonn and and the game expanded rapidly both in England and America.

1888

The Lawn Tennis Association was founded.

1890

The fifirst Da Davis Cu Cup co competition took place.

By 1890 1890

Tenn Tennis is was was bei being ng play played ed in Aust Austra ralilia, a, Aust Austri ria, a, Belg Belgiu ium, m, Denmark, France, Germany, Netherlands, USSR, South Africa, Spain, Sweden and Switzerland.

By 1913 1913

The The Inte Intern rnat atio ional nal Lawn Lawn Tenn Tennis is Fede Federa rati tion on was was foun founde ded. d. (Now the word ‘Lawn’ has been dropped from the title.)

Since 1913 the game has grown throughout the world and is now played by 50 million people in 150 countries. The Rise of Professionalism

It was as late as 1968 before players were permitted under the rules to earn a living from playing tennis, ie. the game became Open. Prior to this time players had been paid travel expenses, but no fees. Some players did turn professional, but this disbarred them from playing in official tournaments and they made their money from exhibitions and coaching. In 1968 the ITF, under pressure from the LTA abolished the distinction between amateur and professional and the first open tournament was held at Bournemouth. The winners were Rod Laver and Billie Jean King and the total prize money was £26,150. By comparison the prize money at Wimbledon Wimbledon in 1995 was £6,025,550 .

UNIT 8  The Structure of the Sport The Global Position of the LTA

As with any National Governing Body of Sport (NGBS) the LTA is part of a global sport network, having links both with other National Tennis Associations and sports agencies in general. See Figure 8.1. The National Position of the LTA

Within the United Kingdom the LTA works with and through the major sports organizations, see Figure 8.2. The Structure of the LTA

The LTA is divided into into operating divisions each one of which is headed headed by an Executive who manages professional staff who work in the area concerned, and report to the appropriate committee, see (Figure 8.3). In addition to this the LTA Trust (see Figure 8.4) which along with the British Schools Lawn Tennis Association (BSLTA) (see Figure 8.5) has young players as a specific concern. Areas of Responsibility

As the NGB, the LTA has many roles concerned with management, administration, promotion and development of tennis in England. Below are three examples of its work: 1) Competitions The LTA organises competitions for international and national level for both teams and individuals. International

The Davis Cup (Mens’ teams) The Federation Cup (Womens’ teams) The Maureen Connolly Cup (U.S. vs U.K. – U21 women)

National

The National Championships – held each Autumn The Junior National Championships – held during the Summer.

County

Competition is organised at both senior and junior level. Team events for Counties include: (1) Winter Indoor Championships (2) County Week – held in July

Competitions specifically for Juniors are best explained in diagrammatic form (see Figure 8.6) and extend from Short Tennis to International level. Figure 8.1 The Global Political Structure of Tennis A Simplified Overview

Governing Body in Each Country e.g: The Lawn Tennis Association – Great Britain Federation Française de Tennis – France United States Tennis Association – USA Liaising with

Related Organisations in Each Country e.g: in Great Britain – • The International Olympic Committee (IOC) • The British Olympic Association (BOA) • The Sports Council

International Tennis Federation (ITF) • Grand Slam Slam Tournament Tournamentss • International International Competition Competitionss e.g: Davis Cup Federation Cup Olympic Games

Women’s International Tournaments administered by the Women’s Tennis Association (WTA) Men’s International Tournaments administered by the Association of Tennis Professionals (ATP)

Figure 8.2  LTA Links Nationally LTA/British Tennis Foundation

External Links

Internal Links

International Olympic Commitee (IOC)

AELTC (Wimbledon)

BOA

ITF

Sports Council

ATP

CCPR

WTA

The LTA and BTF have a network of links between other tennis agencies and the major sport agencies nationally and worldwide.

NCF

LTA Council

Figure 8.3  The Structure of the LTA

LTA LT A Board of Management

National Tennis Development

National Tennis Facilities

International and Professional Tennis

Central Services

Competitions and Ratings County and Club National Development Schools and Education Coaching

Technical and Research ITI Construction

National Training Events and Tournaments

Finance Marketing Secretariat Human Resources Administration IT Commercial and Legal

Figure 8.4  British Tennis Foundation

Director

Figure 8.5  The Structure of BSTA

BSTA Council

Disabilities Co-ordinator

BSTA Executive Committee

Administrators

Senior Manager HQ Staff

County Schools Associations

Member Schools

Figure 8.6  The Junior Tournament Pyramid1

International Level

National Level

County Level

Club & School Level

• ITF & ETA JUNIOR TOURNAMENTS & COMPETITIONS

• JUNIOR NATIONAL CHAMPIONSHIPS • JUNIOR INDOOR CIRCUIT (14, 18U) • JUNIOR AGE GROUP TOURNAMENTS • adidas CHALLENGE

R     A     T     I     N     G     S    

• JUNIOR INTER COUNTY CUP • JUNIOR COUNTY CLOSED TOURNAMENT • adidas CHALLENGE • JUNIOR AGE GROUP TOURNAMENTS • JUNIOR AGE GROUP TOURNAMENTS • AREA ORGANISED TOURNAMENTS • CLUB TOURNAMENTS/INTER – CLUB LEAGUES • HSBC BANK & NESTLÉ SCHOOL COMPETITIONS

v

Starter Competitions/Young Aces

v

Short Tennis & Transition 2) The Indoor Indoor Tennis Initiative Initiative (ITI)

In 1986 the All England Lawn Tennis and Croquet Club, the LTA and the Sports Council agreed a five year indoor tennis facility development programme. Each body paying £500,000 per annum to be allocated as grant and to Local Authorities who wish to develop indoor facilities under the ITI. To date, the ITI programme has opened 38 centres across Great Britain. Facilities range from temporary airhalls operating for six months of the year to extensive multi-sport facilities covering major conurbations such as Birmingham, Glasgow, Liverpool and London. The ITI has achieved a good geographical spread of facilities encouraging tennis development in England, Scotland and Wales. By the end of 1995 it is expected that the ITI programme will have created over 200 indoor pay + play courts. Each centre runs a comprehensive tennis development programme. For more details contact the Facilities or Development Departments of the LTA. 3) Ratings

ANYONE, even a beginner can apply for a Rating. It is simply a means by which you can measure your standard and ensure you get maximum enjoyment from your game by playing against players of a similar LEVEL OF PLAY. With a Rating you can enter any of the 1000 LTA tournaments for all levels of player, held around Britain throughout the year. You will find a full list in “Your Guide to Events and Tournaments” which is published annually by the LTA. For further details contact: The Ratings Department, LTA.

UNIT 9  Current Issues A. DRUG ABUSE IN TENNIS

To date there has not been a positive drug test recorded against a tennis player in competition. This does not mean that tennis is free from drug abuse. As in any other sport there are bound to be abusers. Drug abuse in sport is defined as: ... the misuse of drugs to enhance performance ... Tennis complies with Rule 29 of the 1987 Olympic Charter, and in addition has imposed its own legislation in Rule 30. Both these rules unequivocally ban the use of drugs to improve sport performance. Reasons for drug abuse in Tennis

Tennis is very big business, the successful player is capable of earning large amounts of money both from playing and marketing. Improved = Competitive = Financial Performance Success Gain

= TEMPTATION

How can drugs enhance performance in tennis?

Unlike the weight lifter who looks for absolute strength and the sprinter who wants absolute power, any games player always needs to combine pure physical qualities with judgement, skill and emotional control. However, a tennis player could benefit from drug use in the following ways: •

Drugs Drugs decreas decreasee recovery recovery time meani meaning ng a player player can train train and and play harder and longer with minimum time “lost” in having to rest.

•

Decrease Decrease react reaction ion time, time, a critica criticall factor factor in decisi decision on making making in fast fast ball ball games.

•

Calm Calm anxiet anxiety, y, relie relieve ve stres stress, s, relax relax tens tension ion..

•

Block Block pain pain and there therefore fore allow allowss the playe playerr to play play through through injur injury. y.

All of the above factors would help a tennis player to maintain and improve performance. The table below gives some examples of drugs which might benefit a tennis player, plus some limitations their use might impose. Drug Type

Example

Benefit

Deficit

Stimulants

Caffeine Amphetamine

Increased alertness Reduced fatigue

Increased heart rate Raised blood pressure Increased irritability

Narcotics

Codeine

Powerful pain killer

Reduces the warning effect of pain and can lead to permanent injury if player continuously overrides pain signals.

Anabolic Steroids

Stanazolol Testosterone

Stimulates muscle growth Increases competitiveness.

Liver damage. Over aggressive behaviour. Long term effects on sexual function.

The question of drugs in sport is contentious, and is one which has received much media, medical and political coverage. A list of useful references references are to be found at the end of thi s module. modu le.

B. TENNIS FOR PEOPLE WITH WITH DISABILITIES

Increasing numbers of people with physical and learning disabilities are participating in sport. This is as a result of a change in society’s attitude towards disabled people, and as a consequence the presentation of increased opportunities. The message is that sport is truly for all, and that those with disabilities do not just spectate – they participate. The British Tennis Foundation has taken a very positive approach in providing support for such participants including a competitive structure. This is based on three categories: *

Players ers wh who ar are ambulan lant – e.g. .g. deaf

*

Players using a wheelchair

*

Players ers wi with le learning dis disaabilit lities

In addition to competition, coaching is available and LTA coaches have attended a Disabled Awareness Course for tennis coaches who wish to coach people with disabilities. There are also competitive schemes for each category. For example, The British Deaf Sport Council (BDSC) and Friends of the Young Deaf (FYD) both organise tournaments and events up to international level, and in 1991 the Dresse and Maere Cups (Davis and Federation Cups for Deaf) was held in England. Wheelchair tennis is booming and the British Open has taken place in Nottingham. Tennis is also now included in the Special Olympics. This is an aspect of the LTA Trust’s work which is expanding through recreational play, integration and to competitive international level. For further information please contact: The Disabilities Co-ordinator The British Tennis Foundation The Queen’s Club West Kensington London W14 9EG C. THE MEDIA MEDIA AND TENNIS The Importance of the Media in Tennis

If there was no sport, sportswriters and broadcasters would not exist. And were it not for public interest, professional sport would disappear. More people are involved in sport through the press and broadcasting than in any other way. It follows therefore that the media – press, T.V. and radio are vital to the well-being and promotion of any sport, and tennis is no exception. For two weeks every year in late June and early July media sport is dominated by the Wimbledon Championships. Live television and radio coverage of tennis abounds and the newspapers are filled with reports, results, pictures and stories of the world’s top tournament. Consequently, the U.K’s 34,000 tennis courts become fully utilised, potential new sponsors show an avid interest in the sport and all types of commercial enterprises associated with tennis report a boom in business. Yet less than a week after the event interest begins to fade and once again tennis has to compete with the other major sports, football, cricket, rugby and horse racing, for the nation’s attention. This attention is vital for four particular interest groups. (1) The The Play Players ers – The players livelihood depends on public interest generated by the media. Without spectators or sponsors tournaments cannot run.

supports an event largely because of the (2) The The Spons Sponsor or – The Sponsor supports exposure the company company receives through through the media, with television televisi on being the most sought after and powerful medium.

(3) The Promoter – The promoter has to ensure that the media cover an event or activity to make it attractive to spectators, in the case of a tournament, and provide significant exposure for the sponsor. (4) The LTA – The LTA’s Press and PR office aims to ensure that British players and all LTA events and activities are sufficiently sufficiently publicised to ensure maximum public interest and exposure for each sponsor. This will lead to increases in: a. Publ Public ic awar awaren enes esss b. Part Partic icip ipat atio ionn c. Spon Sponso sors rshi hipp The importance of the media to tennis should not be underestimated For example: •

Top player playerss are fined fined ifif they they fail to to attend attend press press confer conference encess after after their match.

•

Sponsors Sponsors will will not not contrib contribute ute if they canno cannott be guaran guaranteed teed media media exposure.

2. Why Sponsorship is Vital for Tennis

In international events, it is estimated that $300,000 is required to stage a $150,000 tournament. The $150,000 only refers to the total prize money available. Prize money is always paid to players in US dollars worldwide (see table below), with the exception of Wimbledon. 3. Sponsorship in Great Britain

In British tennis sponsors are sought by the LTA at all levels of the game in an effort to introduce the game to players of all ages, with particular emphasis on young players. Examples of the variety of sponsored activities and events can be found in table 9.2. 4. Endorsement of Products

It is in the top ranks of professional tennis where individual endorsement contracts enable many of the top players to earn double or even treble their on-court earnings. Figures 9.3 and 9.4 illustrate the “money-pulling power” of the top tennis stars. Imagine earning $100,000 a year simply for wearing a shoulder patch on your tennis shirt!

2. The Demands of Television Television Coverage on Tennis Tennis

5. The Dangers of Sponsorship

Power, agility, strength, speed, exciting personalities, spectacular play – these are some of the characteristics that make tennis such an attractive television sport.

There is a danger that in the race for prize money and endorsement contracts, standards of behaviour and sportsmanship will deteriorate. Indeed, some top players are infamous for their on-court demeanour.

Over the years the demands of television have brought about radical changes to the sport. Tie-breaks, for instance were introduced to limit the length of matches and slot them more easily into television schedules.

An increasing problem is also the consideration of whether a sport should accept sponsorship from products that are regarded in many quarters as anti-social (eg. tobacco, alcohol).

Television Coverage has had Adverse Effects on the Sport: (1) Player Discipline

Many people have observed offensive behaviour by some of the top players on television. It can be argued that these aggressive outbursts are only tolerated because of the pressures from television and sponsors. It would be very difficult for a tournament referee to disqualify a top name at the risk of jeopardising a sponsorship deal and allow a lesser player to appear on television at a peak time. (2) Scheduling of Matches

Wimbledon allows players (weather permitting) a day’s rest between the singles semi-final and final matches. Due to the demand of the television schedules the U.S. Open semi-finals are played the day before the final. In 1986 Miloslav Mecir played a five set marathon semi-final against Boris Becker late into the evening. Mecir finished exhausted and it was no wonder that with only a few hours recovery time he could master only 6 games in 3 sets against Ivan Lendl in the final. Nevertheless media, and in particular television is as important to tennis as any other sport and for this reason the LTA will continue to foster and develop positive links with the media.

PRIZE MONEY $150,000

PERSONNEL $37,000

COURTS AND STADIUM RENTAL $33,000

CATERING $13,000 ADVERTISING $12,000

D. SPONSORSHIP IN TENNIS 1. Definition

Sponsorship in sport is the support of a sport, sports event, sports organisation or competitor by an outside body or person for the mutual benefit of both parties.

ACCOMMODATION $7,000 HOSPITALITY $6,000 SUNDRIES $4,000 PRINTING $1,400 EQUIPMENT $1,400 FEES $1,000 Figure 9.1:  The distribution of money required to stage a $150,000 tournament.

SPONSORSHIP IN TENNIS

Figure 9.2: Sponsorship Considerations (Great Britain)

Aims of the sponsor

Key # Sportscan Analysis † BRMB Statistic Statistic * ABC1 – A social classification used by researchers; it describes people with a higher than average income – usually the sponsor's target group Example of sponsors and types of event.

• Schools Tennis Team In return for sponsoring an event or activity, a sponsor Competitions might be looking to promote • National Schools the company’s: Championships • Image • Nestlé Tennis Schools Ladder Competition • Products • Services or

• Yoplant Tennis Badge Award Scheme

• Community and public relations by close association with an exciting and attractive sport. Considerations by the sponsor: (1) If a sponsor is to spend a large sum of money supporting an event they will need to consider the following questions:

Facts about British tennis to be considered by the sponsor

Why select tennis sponsorship?

Promoting the sponsors name

• Bright, clean and exciting image

• Tennis is a modern expanding sport with a good image and a broad appeal

• Name association with event/activity eg: LTA/  Yoplant Badge Award scheme

• There are sponsorship opportunities to cater to a wide range of marketing and promotional aims

• Advertising boards at courtside

• Nearly 3 million UK participants • Tennis is a major TV sport. 176 hours of tennis on TV in 1988# • TV viewers. Of adults watching sport on TV 30.5% watch tennis. This is higher than both golf and cricket.† Also 52% of adults who watch tennis are ABC1*†

• Tennis is played by people of all ages with 60% having ABC1 incomes*

• There are 2491 affiliated tennis clubs in the UK with approx. 150,000 senior and 90,000 junior members†

• There is great interest in the discovery of a British Wimbledon Champion

• What level of interest will a sponsorship opportunity generate among the Media? Will the event generate TV coverage for example?

• There are over 34,000 tennis courts in the UK†

• How will it appeal among the defined target markets? Will potential customers see the company's involvement?

• Tennis is played by people of virtually all ages

• How cost effective is it? etc. etc.

(1) "Sponsorship: An Effective Communications Medium?" Ken Parker, Derek Etherington; Market Research Society 1989 Conference Papers (5) Sponsorship Effectiveness.

• Tennis has a full time core of national journalists

• Tennis has a strong British tradition, being invented in England and with Wimbledon the home of the World's leading Tournament

• Advertising on posters, programmes, players' and officials' clothing • TV and Newspaper coverage • Advertisements and editorial coverage in tennis and sports magazines

Figure 9.3: Portrait of The Sportsman as a Billboard

(i) (i) Tele Televi visi sion on Cove Covera rage ge

In Grand Slam events, particularly the French and US Opens, television television coverage cove rage is dominated by men’s matches. (ii) Newsp Newspape aperr Repo Reporti rting ng

$300,000 Gleneagles Country Club (Right shoulder patch)

$200,000 Avis (Left shoulder patch)

Where both sexes are competing in an event such as Wimbledon, space given over to the reporting of male matches and issues far outweighs space given to females. (iii) (iii) Endor Endorsem semen ents ts

Whilst all the top women players earn large sums from endorsing commercial products, it is often the most physically attractive women, rather than the highest ranked, that attract most finance. It is important to identify features which influence participation and performance of women in tennis and sport generally. 1. Physical

Physical differences between men and women can affect sporting performances. $150,000 Seiko (Watch)

$50,000 Ray-Ban (Sunglasses)

$2,500,000 Adidas (Shoes, Apparel) $50,000 Bow Brand (Strings)

Although these physical differences stop women competing effectively against men (except in mixed doubles) it does not prevent them from competing against each other. The court size and net height remain the same for men and women. The only difference is the tactical nature of the game, where rallies are often longer with a reliance more on placement of the ball in the court, rather than the power used by so many of the top men players. 2. The Lack of Women Coaches

Whilst women’s participation in sport has increased in recent years, the proportion of women in coaching and other leadership roles has declined. $250,000 small endorsements including BioNutrionics (Health Programme), Jacquet (Bread), Ergogenic (Energy Drink), RAM (Golf Clubs) and MPA Travel (Travel Agency)

E. WOMEN IN TENNIS

Tennis is a popular sport amongst both men and women. In Great Britain, The Lawn Tennis Association is the Governing Body for both men’s and women’s tennis. There There are almost alm ost 2500 affiliated affiliated clubs and almost all have female and male members with teams for both sexes. There are also mixed matches and mixed doubles which are particularly popular events not just in the club and park, but also at Wimbledon. At the highest levels of the sport, women have won the battle for equal pay. They now have their own circuit with no shortage of lucrative sponsorship to make players such as Martina Navratilova and Steffi Graf very rich indeed. However, in other areas things are not quite so equal.

It is vital that tennis and all other sports encourage the development of more women coaches because (1) Sport for all must include a significant input from women. (2) Women Women coaches coaches are needed needed as role models for young women and girls who are, or might become, involved in sport. (3) Women coaches coaches are more likely to have have empathy with sportswomen sportswomen and understand the particular problems and issues that affect girls’ and women’s involvement.

UNIT 10  LTA Award Schemes A. The LTA training of coaches scheme scheme

There are three grades of LTA Coaches – each one qualifying for membership of the Professional Tennis Coaches Association (PTCA). LAWN TENNIS ASSOCIATION TRAINING OF COACHES SCHEME LTA Performance Coach (Award Course = 27 days) Qualified to coach all players up to junior and senior national stanadard 

LTA Club Coach (Award Course = 112 hrs) Qualified to coach all players up to junior county and  adult club team stanadard 

Figure 10.1 shows the overall structure of tennis coaching in the U.K. The Training of Coaches Scheme incorporates coaching process, planning, technique, tactics, physical and mental preparation and many other issues vital to the development of quality coaching including business skills.

LTA Development Coach (Award Course = 112 hrs) Qualified to coach all players of any age from beginner to  improver standard 

LTA Starter Tennis Course Trained to assist with beginners 

LTA Tennis Teacher (Course = 7 hrs) In-service training specifically for school teachers and student teachers 

Figure 10.1

The growth of tennis, and the more professional approach to the training of coaches is creating more opportunities for full-time careers in coaching. The Career Structure – outlined in Figure 10.1 – shows the level of qualification available. Coaches

Employment opportunities exist: •

With Within in the the 250 25000 LTA LTA affi affililiat ated ed clu clubs bs

•

With Within in ITI ITI’s ’s and and comm commer erci cial al cen centr tres es

•

Within Within Local Local Author Authoriti ities es in school schools, s, parks parks and leisu leisure re centre centress

•

As coach coach to a count countyy program programme me includ including ing both both develo developmen pmentt and performance

•

As tuto tutors rs train trainin ingg oth other er coach coaches es

Tennis Development Officers

Are employed employed by: Local Local Authori Authorities ties The Indoor Tennis Initiative (ITI) County Tennis Associations

Tennis in Higher Education

For the exceptionally talented there are tennis scholarships available at colleges in the United States and at universities in the UK. To find out more send a large S.A.E. to: LTA, Queens Club, West Kensington, London. W14 9EG.

UNIT 11  The Game of Tennis The aim:

to win the point by getting the ball over the net once more than your opponent.

The means: the successful application of the basic hitting types:

• The groundstrokes • The volley • The serve and smash The method: there are three key points to remember with regard to all strokes: WHEN WHERE HOW

STROKE ANALYSIS

STROKE/GRIP

WHEN

WHERE

HOW

Groundstrokes  Grip: the grip adopted should be one that you develop to achieve a successful outcome. ie. angle and direction of racket face are vital, usually semi-western or eastern.

Between top of bounce and second bounce.

Comfortable distance from the body. Height- between the knee and the waist. Position – slightly ahead of body.

Use the appropriate SWING to achieve the distance desired.

Volley  Grip: Can you adopt a grip that produces an open racket face on both forehand and backhand, ie. chopper or continental.

As high above the net as possible.

Comfortable distance from the body. In front of the leading foot.

Punch at the ball – use open racket face.

Serve  Grip: Eastern is satisfactory but the most effective grip is the Chopper or Continental. For all of the above see Figure Figure 1.2 – 1.10. 1 .10.

At the coincidence of ball placement and full arm racket extension.

The ball is in reach of a full arm racket extension above the head and slightly forward (except in the case of the top spin serve variation).

Throw the racket at the ball.

DO NOT FORGET Groundstrokes and volleys are played forehand and backhand. DEVELOPING YOUR GAME

When you can apply the basic skills and tactics try to develop your game by applying: Disguise – e.g. groundstroke into a lob. Variety – e.g. dropshot. Disguise may be achieved by hitting with SPIN.

There are three type typess of of spi spin: n: Tops Topspi pinn Slice Slicespin/Side spin They all have the same components: TYPE

SPIN OF BALL

FLIGHT

BOUNCE

Top Spin

Forward

High with a steep fall

Kicks up high

Slice

Backward

Low

Low – ball checks before moving forward

Sidespin

Sideways and forward

Low with swerve

Low as ball moves sideways

Spin can be used with both Groundstrokes and Service.

GROUNDSTROKES

TYPE OF SPIN

PLACEMENT OF RACKET HEAD

USE OF STRINGS/RACKET FACE

Top Spin

Starts – below ball

1) Brought Brought up up the back back and and over the top top of the the ball 2) Close Close to to groun groundd thro througho ughout ut

Finishes – high in front of the body Slice

Starts – above ball

Move down under the ball and are open throughout

Finishes – low in front of the body Side Spin

The racket head moves across the back of the ball causing it to swerve as it travels

Move down and across the ball

SERVICE

In service spin is usually applied on the second serve in an attempt to get the ball in, while keeping some power. TYPE OF SPIN

PLACEMENT OF RACKET HEAD

USE OF STRINGS/RACKET FACE

Slice

Throw the racket head round the outside of the ball.

Racket face strikes across the right hand face of the ball (for right hander).

Top Spin

Throw the racket head from below the height of the ball, and up and out towards the side. Use a vigorous action.

This serve requires a vigorous action with the strings brushing up on the ball.

Basic Tactics

The understanding and application and appropriate tactics is vital if you are to achieve success at tennis. One important point is the KISS principle, ie. Keep It Simple, Stupid! Do not complicate your approach to the game, and do not forget that the tennis “greats” use the same tactics as you, the only difference is one of quality. Work hard to make your game a quality game. THE BASIC TACTICS OF TENNIS Method

Ai m

Keep Keep the the ball ball in in play play and and sust sustai ainn rall rally. y.

Force an error error from from your opponent. They may be inconsistent, they may tire.

Make opponent run by using width – height – length. Main Mainta tain in posi positi tion onal al adva advant ntag agee in in Serve/Receive Baseline rally Coming to net (volley) Ready position/alertness Recovery

Crea Create te and and sust sustai ainn tact tactic ical al a d v a nt a ge .

Outwitting your opponent

Create opening to play winner

Increased range of tactics

• • • •

Play Play on on your your oppone opponent( nt(s) s) weakne weaknesse ssess Win Win you yourr serv servic icee gam gamee Get Get to to the the net net in in dou doubl bles es Play in in the correct correct court court in in doubles doubles – analyse analyse your your teams teams strengt strengths hs and weaknesses to decide which player plays in which court.

Playing different Players POSSIBLE COUNTERS

OPPONENT’S STRENGTHS

1 Attacking Players may have •

Strong serve

Return serve deep or low to incoming volleyer

•

Good volleys

Topspin return to feet of incoming player

•

Good return of serve

Maintain service variety

2 Defensive Players may have •

Good st steady gr groundstrokes

Attack the net and volley

•

Reliable service

Vary length, pace and angles of return

•

Steady baseline play

Play drop shots and stop volleys to pull them to net

•

Topspin groundstrokes

Use slice to keep ball low

•

Two-handed backhand

Use width to expose lack of reach

Environmental Environmental Conditions – Both court surface and weather will influence play, try not to let them become distractions. Learn to love the wind and the rain! Surfaces

FAST – (Wood/Grass) – makes ball stay low – accelerates off surface FAST COURTS SUIT ATTACKING PLAYERS SLOW SLOW – (Shal (Shale/Ha e/Hard rd Cour Courts) ts) make the ball

– bounce bounce high – play more slowly

SLOW COURTS SUIT BASELINE PLAYERS Weather

Sun Sun mak makes es::

• ser servi ving ng and and sma smash shin ingg mor moree difficult • the lob an effective shot to play • the ball lighter and travel faster

Wind Wind make makes: s:

• side sidespi spinn an effect effective ive shot shot if wind wind is cross court • topspin if wind is with you • slice if wind is against you

Rain Rain make makes: s:

• bal balll hea heavy vy and and dif diffi ficu cult lt to hit hit

Remember knowing this is not enough, you must put it into practice by playing and practising as frequently as possible. DO NOT FORGET

Playing doubles is a team game. Play as a team. Skills and tactics alone are meaningless – they must be used to play the game. Once you are into the game – move on to the next stage... To improve your game you must add variety. greater your range range of available available strokes the the more problems problems Variety – the greater you will create for your opponent(s). It is possible to change  strokes, so that having shaped up to play one – you execute another.

Examples of Changes

GROUNDSTROKE GROUNDSTROKES S – changed to to LOB or DROP DROP SHOT VOLLEY – changed to DROP VOLLEY SERVE – used as SMASH Notes on Stroke Production

In a work of this size it is not possible to analyse each stroke in depth. The following notes are guidelines only. The Lob –

may may be be ATT ATTAC ACKI KING NG to lift lift the the bal balll ove overr the the voll volley eyer er and and push them back. DEFENSIVE – to create time to reposition.

the intention intention of surprising surprising an opponent opponent who is The Drop Shot – has the playing a baseline game. The Volley –

the the vari variati ation on of of the the voll volley ey is is the the STOP STOP VOL VOLLEY LEY – it also also has the intention of surprise by dropping the ball very close to the net when the opponent is on the baseline or expecting a normal deep hit volley.

The Smash –

is a vari variati ation on on on the the serve. serve. ItIt may may be used used to to “kill “kill”” or put away an opponent’s poor lob.

Final Thoughts

To develop your game further you may consider the following: (1) Increasing the range of tactics used (2) Playing against, and coping with different styles of play (3) Playing, and coping with different weather conditions (4) Increasing or maintaining your fitness PLAYING IN TOURNAMENTS

There are different kinds of tournaments in modern tennis. (1) Knock-out tournaments. tournaments. Players Players are paired together together and the winner winner of their match progresses to the next round whilst the loser takes no further part as he/she has been “knocked-out”. In a knock-out tournament the competitors’ names are drawn at random. However, it is often felt desirable to ensure the best players do not meet until the later rounds, and so seeds are decided. To be certain that the draw will eventually produce semi-finalists and finalists, it is necessary to group players in a list of four or eight, or sixteen or thirty-two, etc. This way only be achieved by the use of BYES. (2) Ratings Tournaments Tournaments – nowadays nowadays players players are given given a rating rating (i.e. (i.e. an indication of their current standard) which is regularly updated to take recent results into consideration. By organising a tournament so that players with a similar rating play each other it is possible to avoid very one-sided matches. (3) Round Robin Robin Tournaments Tournaments – Players are placed placed into groups groups or “boxes” and a player will play a match against every other person in the box. Boxes usually comprise four players but there is no limitation on size. The player who has been most successful in the box is the winner and will proceed to the next stage, usually a knockout event between the box winners.

THE CODE OF CONDUCT

The behaviour of players in a tournament is governed by the official LTA Code of Conduct. It is, however, difficult to impose the Code unless court officials are available (umpires, etc.). Under the Code, three penalties can be enforced. (1) Warn arning (2) Penalty point point – the the next point point to be played is awarded awarded to the offender’s opponent. (3) Default – on the third offence, the match match will be awarded awarded to the offender’s opponent. TOURNAMENT OFFICIALS

The officials most prominent in a high-level tournament are the referee, the umpires and the linesmen. There may also be a Tournament Director. However, in most lower level tournaments there are few if any umpires but there th ere must mus t be a referee. refer ee. Players decide for for themselves whether whether a ball is in or out. This is an important part of the tradition of tennis and there is seldom the slightest dispute. (1) The Referee Referee is the the senior official at any tournamen tournamentt and has the final authority authority on the rules, regulation s and on play. (2) Where umpires umpires are are used, they they will sit sit in the the umpire’s umpire’s chair, keep the score and legislate on all matters of fact (e.g. was the ball in or out?). (3) Other umpires not in the chair chair will act as linesmen to help. (4) Tournament Tournament Director Director – the major major tournaments tournaments will have have a Tournament Director who will negotiate the hire of courts and the entry of professional players. Figure 11.2: Location of match officials and court dimensions

Far Side Linesman †

Centre Service Linesman †

    )    m    7     3  .     1     (     ”     6     ’     4

    )    m     4     1     9  .     0     (     ”     0     ’      v     3     3

    )    m    7     9  .     0     1     (     ”     0     ’     6     3

    )    m     3     2  .     8     (     ”     0     ’    7     2

Centre Service Linesman †

21’ 0” (6.40m)

Near Side Linesman † Base Linesman †

Far Side Linesman †

Near Side Linesman † Service Linesman

Net Cord Umpire Chair Umpire

Service Linesman 78’ 0” (23.77m)

Base Linesman † † These Linesman call foot faults

LTA Publications and Resource Material

REFERENCES

The details below give information about some of the resource material available from the Tennis Bookshop. *Denotes material of particular relevance to units 1 and 2 or the LTA Coaching Dept.

Physical Conditioning “Science of Coaching Tennis” Groppel et al, Leisure Press, Champaign, Illinois. 1989.

Short Tennis Video

Crucial Guide to Short Tennis

“Fit For Tennis” B Risman. B T Batsford Ltd, 1986. P.6

£8.00

“Fitness Training For Peak Performance”  Lecture by Jack Groppel. USTA Annual Conference. New York. 29.9.90

Lecture by Jack Groppel. Professional Tennis Coaches Association Conference. 28.11.90 Tennis Books

LTA Tennis Teachers book Tennis Rule Book

Mental Preparation

£2.50

apply to the Bookshop for a current list of tennis books

“Mental Toughness Training For Sports”  J. E. Loehr. The Stephen Green Press. Lexington, Mass. 1986 “Sporting Body, Sporting Mind.” J Syer & C Connolly. C.U.P. 1987

LTA British Schools Video

Crucial Guide to Schools Tennis

“Help Yourself. Mental Training For the Young Tennis Player”  S Rowley. LTA Trust, 1989

£8.00

“Attention Control Training: How to get control of your mind through total  concentration” R Nidiffer & R C Sharpe. Wide View Books, New York, 1978

Tennis Bookshop

Drugs in Sport

The world’s leading tennis books by mail order. Over 50 titles. All prices given are inclusive of posting and packaging.

“The Misuse of Drugs in Sport”. Moynihan and Coe. p.1 Sports Council 1990

All the above books and videos are available from:

“Doping Control in Sport. Questions and Answers”. The Sports Council.

‘LTA/BTCA Bookshop’, The LTA, The Queen’s Club, West Kensington, London W14 9EG.

“Successful Coaching”. Rainer Martens. Leisure Press, 1990 P.136 & 139.

The LTA reserves the right to amend prices where applicable.

Special Needs

Coaching tennis players with disabilities. Basing L, Burrows P, and Loveman. BSAD and the LTA Trust 1989. Sponsorship “Sport, Power and Culture.” John Hargreaves. Polity Press, 1987 P.138 “The WITA Guide to Playing Women’s Professional Tennis.”  Beaven, 1989. P. 46 “Daily Telegraph” . John Parsons 22.1.90

Women in Tennis “Sport For All Women”. Sports Council Leaflets “Aspects Of Anatomy And Physiology Of The Sportswoman”. Craig Sharp. Coaching Focus, Summer 1987 (NCF) “Women And Sport, Sociological Concerns And Issues, Coaching Focus.”  Margaret Talbot, Summer 1987 (NCF)

For further information on any topic covered in this module contact:

The British Schools TA Queen’s Club West Kensington London W14 9EG Telephone number: (020) 7381 7000