My Coach - October 2010 issue

A SECTION DEDICATED TO TENNIS AUSTRALIA COACH MEMBERS Tennis Australia Coach Membership T: 03 9914 4191 F: 03 9650 1040 Email: coachmembership@tennis.com.au Website: www.tennis.com.au/membership

My Coach

58 M apping out a plan: A key step to long term player development is successful tournament scheduling.

60 S erve essentials: Provide students with

a technical serve advantage by exploring the biomechanics involved.

62 M ental toughness: What is it, really?

64 W hat do you see? Stroke analysis 65 M aking a difference: As wheelchair tennis has evolved, so too has the career of wheelchair tennis coach Greg Crump.

66 Coach corner 68 C oach drills

Australian Tennis Magazine | October 2010

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A SECTION DEDICATED TO TENNIS AUSTRALIA COACH MEMBERS Tennis Australia Coach Membership T: 03 9914 4191 F: 03 9650 1040 Email: coachmembership@tennis.com.au Website: www.tennis.com.au/membership

Mapping out a plan

Helping a player to reach key destinations in their development can start by mapping out the appropriate competitive pathway. By Daniela Toleski

MyCoach

How a player responds to varying conditions will often determine the most suitable tournaments in an annual schedule.

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Australian Tennis Magazine | October 2010

T

ournaments build a player’s competitive nature and are an integral component of a yearly schedule – but ascertaining the correct path for players at varying stages of development can require a finetuned understanding of a player’s individual needs.

Tournament planning depends on exactly where a player is at in their stage of development, and this will also determine the number of events in which they’ll participate in a calendar year.

The Tennis Australia Athlete Development Matrix (ADM) assists coaches in determining which tournaments are suitable for their players.

“In a nutshell it is a player development map,” explains Tennis Australia Talent Search and Development Coordinator Rob Leeds. “The map consists of competencies that need to be acquired for the player to reach the ensuing player development stage.”

As a starting point, the matrix can be used to ascertain their players’ standard in every area of development – physical, psychological, tactical or technical.

“Once the coach determines where their player or players are at they can then read on to see what competencies are required for the level/phase above,” says Leeds.

What is the Athlete Development Matrix?

T

he Athlete Development Matrix provides a framework and competencies for everyone involved in delivering the game of tennis at all levels.

The matrix is based on empirically and scientifically relevant information that indicates when certain competencies may be best developed.

It looks to develop the individual by covering eight areas that focus on both tennis-specific and personal attributes.

The tennis-specific components are: n technical n tactical n physical n psychological.

These are combined with the personal attributes: n social n parental n educative n competitive.

These eight components of development have been chosen to holistically guide the development of athletes.

For more information on the Athlete Development Matrix go to tennis.com.au/ matrix.

Finding the right destination Once the outcomes or destinations are clearly defined it becomes a lot easier to work out how to get there.

As a coach, you need to be clear about the precise direction your athletes are heading in so that it doesn’t become difficult to help them reach their destination.

“Travel must also be considered,” says Baccanello. “Tournaments should be planned such that travel between tournaments is kept to a minimum.”

A player’s ranking will also have an effect on tournament scheduling, especially if qualifying needs to also be considered.

“For full-time players, tournament blocks should be four to six weeks. It would be advisable for players to enter a block of six tournaments. Whether the player plays all six is dependent upon results in the early weeks and the number of matches the player has had to play and their loads during these tournaments,” Baccanello says.

“The Tennis Australia ADM provides the direction. The fun part for us coaches is using our skills to facilitate the arrival at these destinations,” Leeds says.

“From a tournament planning perspective, once you have ascertained which phase your athlete sits within the matrix, the matrix provides some suggestions as to what type of tournaments to play and an indication as to how many matches the player should be competing in on a yearly basis.”

On average players need to average three matches per tournament, but coaches need to look at a number of aspects.

AIS Pro Tour Program men’s coach Paul Baccanello explains that a major factor to consider when planning tournaments is varying conditions. These can include surface, altitude, climate and even balls.

“These factors must be considered to suit a player’s game style,” Baccanello points out.

“If you’re player plays best in fast conditions, it’s no use going to a tournament where the temperature is low, the courts are clay, and the official ball of the tournament is pressure less.”

There’s also the question of the physical toll that actually reaching the tournament destination can take on a player.

Tournaments/competition plan based on developmental stages Explore (4–7 years) n Actively participate and enjoy team/fun challenges. n Able to enjoy competition against themselves, and then others, in simple scored games. n Not yet exposed to organised, structured tennis competition. n Participation in a variety of ball sport skills competitions.

Development (7–10 years) n Actively participate and enjoy team/ fun challenges and round robin tournaments. n Able to compete against boys and girls in most activities, and particularly in doubles. n Presented with the opportunity to participate in, on average, two hours of competition per week. n Compete in six to eight tournaments annually and playing three matches per tournament such that players experience both positive and negative outcomes. n Per year, children should play around 15 singles and 25 doubles matches. n No age group ranking lists or national championships exist.

Enhance (12–15 years) n Periodisation featuring peak performances (three per year) planned. n Presented with the opportunity to participate, on average, four hours of competition per week. n Compete in 12–17 tournaments (comprising four–five national; two– three state; four–six international; two–three team) annually. n Per year, children should play 50–60

singles and 20–30 doubles matches. n 33% rule should apply (33% of matches against weaker, comparable and stronger opponents).

Cultivate (15–17 years) n Periodised tournament schedule (including surface considerations, prioritisation of events) with three–five peak performances planned. n Presented with the opportunity to participate in, on average, no less than five hours of competition per week. n Compete in 18–22 tournaments (comprising four–eight international juniors, two–three national juniors, four–five national prize money, three–five Futures (M)/$10,000, (F) one–four Challengers (M)/$25,000–$75,000, (F) WTA/ATP as appropriate, one–two team) annually. n Per year, children should play 65–80 singles and 25–45 doubles matches. n Girls more likely to make more immediate transition to Pro Tour. Boys should play 50% age group, 50% above age group or professional/open tennis.

Performance (17+ years) n Periodised tournament schedule (including surface considerations, prioritisation of events) with no less than five peak performances planned. n Competes in 20–30 professional tournaments annually. n Per year, players should take part in 80–100 singles matches. n Participation in doubles will be at the discretion of each player/coach.

Occasional doubles play may positively transfer to certain aspects of singles performance.

Australian Tennis Magazine | October 2010

MyCoach

Successful tournament planning is a key component of success for elite players like Jarmila Groth.

Confidence too is a major determining factor and a coach needs to recognise this and alter the schedule accordingly.

“If a player is struggling for confidence, has lost a few first rounds on the trot, then a schedule involving weaker tournaments which the player can use to get a few matches under his or her belt and build a little confidence will be of great benefit,” Baccanello says.

“And vice versa, if a player has been training the house down, has had some good wins over higher ranked opponents then scheduling a tournament block in stronger tournaments would be the best course of action.”

An individual’s tennis tournament schedule is crucial, but a tailored training regime to suit the individual is paramount.

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Netpost view

Aerial view

SERVE ESSENTIALS

MyCoach

Biomechanics of the Serve – Summation of Forces

Critical to winning tennis matches and improvement is the development of effective and efficient technique. A basic understanding of biomechanics is important to the performance of the player and plays a role in injury prevention.

The ability for coaches to analyse and then improve technique is core business and as such knowledge of biomechanics and how it relates to the key mechanical features of the serve is necessary.

Elastic Energy

Elastic energy refers to the stretch-shorten cycle of movement where elastic energy is stored when the muscle is stretched and then used or recovered during the forwardswing increasing speed of movement. Davydenko’s shoulders have rotated further than the hips (separation angle) so that the muscles of the trunk and shoulder are on stretch.

Separation angle is the difference between the alignments of the shoulders and hips, ideally about 20°.

Trunk Rotations – ‘Twist Axis’

Linked to the leg drive is the movement of the trunk which can move or in three ways: ‘twist’, ‘cartwheel’ and ‘somersault’ rotations.

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Newton’s Third Law of Motion – Law of Reaction

“To every action there is an equal and opposite reaction.“ Davydenko exerts a force against the ground. This creates an equal and opposite reaction force upwards that commences the kinetic chain via the Ground Reaction Force.

Trunk Rotations – ‘Cartwheel Axis’

The hip and shoulder tilt shown in the image demonstrate the starting position for the trunk rotation in the cartwheel axis. The sequence here will begin with the leg drive which transfers to the right hip to drive the ‘shoulder over shoulder’ rotation of the serve. This component is critical to the development of high speed serves and also influences the height of impact of the serve.

Displacement of the racquet

In terms of developing racquet head speed, the backswing increases the distance over which speed can be developed during the forwardswing. The images above show the racquet behind and away from the back which increases the distance the racquet must travel during the forwardswing to impact.

The leg drive is a key component here, as the legs extend the racquet is effectively driven down (increased racquet displacement) which allows the upper arm to be maximally externally rotated and elastic energy stored via prestretch of the trunk and shoulder muscles.

An understanding of biomechanics is important for coaches to analyse the technical aspects of the serve to help students improve and avoid injury. The following analysis of Nikolay Davydenko highlights these principles at work.

~40 degrees

~120 degrees

Wrist Position

Follow Through

Now that the trunk has slowed the transfer of force is to the shoulder and the upper arm which plays the largest role in the generation of racquet head speed. Research has shown that internal rotation of the upper arm contributes approximately 40 % of racquet speed.

The elbow plays a role in forearm pronation which positions the racquet face for impact and in extension for a higher impact position.

The final segment is the transfer to the wrist which plays a role via wrist flexion.

High values of wrist flexion are recorded for professional players. The wrist is also ‘off-set’ at impact so that when the arm internally rotates and pronates the racquet face will be driven forward.

The angle between the trunk and the upper arm at impact (shoulder abduction angle) is approximately 120 degrees which is facilitated by the shoulder over shoulder rotation.

Davydenko demonstrates internal rotation of the upper arm and pronation of the forearm in the early phase of the follow through. These actions allow the racquet distance to slow gradually and not stop abruptly, which could have potential for injury over time due to the stress placed on the body.

Trunk Rotations – ‘’Somersault Axis’

The forward flexion shown in the image on the left illustrates the significant flexion that occurs around the ‘somersault’ axis which is the largest of the three rotations mentioned previously.

This rotation is generated by an off-centre leg drive/ground reaction force initially. The legdrive together with the shoulderover-shoulder and forward trunk rotation, when linked to the impact location, cause the tennis player to land in the court with their front-foot. The arabesque position observed is the result of the summation of forces.

Geoff Quinlan Tennis Australia – National Academy Manager Bachelor of Applied Science (Honours) Human Movement Tennis Australia High Performance coach Australian Tennis Magazine | October 2010

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MyCoach

Upper Arm Internal Rotation

Where Science Meets Art Mental toughness: what is it really?

W

hile coaches, commentators and players have happily thrown around the term mental toughness since as early as the 1950s, it may surprise you to know there is still much debate as to what it is exactly. Since there isn’t even a widely accepted definition, it’s little wonder that research into the area is plagued with problems. So how do you develop something you can’t even define? Well, it’s not all bad news.

One plausible explanation for all the inconsistency is that what it means to be mentally tough may actually be different for different sports. When you have a second look at the research and take this into account, some common themes do actually start to emerge.

Essentially mentally tough athletes are those that are able to deal effectively with general lifestyle, training and competition demands.

They are able to do this as they tend to have four key skills and attributes: n A high level of belief in themselves n The ability to remain focused on the task at hand n Skilled at handling pressure and stress n Highly motivated.

ever wonder …

W

hy does that highly talented athlete that’s always appeared motivated suddenly seem bored and disinterested? It may have more to do with you and your coaching style than you might think. One size simply doesn’t fit all. Coaches, just like most people, often have a preferred style. For example, a way to talk, language used, preferred learning activities – all of which keep us in our comfort zone. Now think about how often we ask an athlete to ‘stretch’ themselves. We all readily accept this is critical to developing mental toughness and it is. But as a coach how many of us ask the same thing of ourselves? ‘Stretching’ yourself as a coach, which means adapting what you do and how you do it to the individual you are

Whatʼs in it for me?

EFFORT

working with is also critical to developing mental toughness in your athlete. So ask yourself how often you as a coach step out of your comfort zone?

In its most basic form, communicating with your athlete can be broken down into a push or pull style. Pushing is more directive or ‘telling’, and involves creating a structured environment with clear and consistent rules. Pulling is about collaborating i.e. asking and probing your athlete and allowing the environment to be more flexible with activities and structures guided by performance. The key becomes knowing which style to use when? A simple framework to guide you is the Willing & Able model which considers the interaction between competency (are they able to?) and motivation (do they want to?).

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SATISFACTION

Is it worth it?

Can I do it?

Willing but not yet able

Willing and able

PUSH MOTIVATION

MyCoach

Communicating with your athlete can be broken down into a push or pull style.

Pushing is more directive … pulling is about collaborating.

REWARD

PERFORMANCE

PULL

Not able and not willing

Able but not willing

PUSH & PULL COMPETENCY

From the stands…

Why do some athletes give up where others keep going?

W

hile there is a danger in trying to simplify a complex problem here, one possible answer lies in understanding motivation. The first link between effort and performance is ability.

In considering the task, athletes will often ask themselves “If I try, can I do it?” If the answer is no – most athletes will stop putting in effort. If the answer is yes – the next question becomes one of incentive – “Do I really value the outcome, what’s in it for me?” The answer could range from a variety of internal factors like feeling good about themself to external factors such as money, praise etc. If the answers aren’t appealing, then once again effort stops.

However, if the answers do appeal, athletes are likely to ask themselves one last and very important question: “Is this reward ‘big’ enough to make it worth it?” In other words does it really matter to me (Jones, 2002)?

So then, if we think of athletes that ‘tank’, we understand that they could decide that they can’t do it or that the winning just isn’t reward enough for the amount of effort that they would need to put in. A key message for parents and supporters of athletes is to ask questions that help you understand what would make it worthwhile for them.

Whatʼs in it for me?

EFFORT

REWARD

PERFORMANCE

SATISFACTION

Is it worth it?

Can I do it?

Reflection not protection – a strategy for developing mental toughness

E

ngaging in protective behaviours such as holding our toddler’s hand to cross the road is normal and necessarily born out of Willing but not yet able an instinct to survive. But these behaviours can be counterproductive in trying to develop the mental toughness of an athlete.

Less ‘overt’ protective behaviours can include, for example, accepting an athlete’s poor language on court because they are frustrated at the umpire’s poor decisions or choosing to compete only in tournaments where they might win. While these allowances essentially protect the athlete’s self-esteem in the short-term, it does little to teach them skills for managing stress.

Although we often shy away from difficult or confronting Not able and not willing experiences, they provide an excellent opportunity for learning.

Experience of critical incidents is essential to cultivating mental toughness – so, here’s a message for coaches … don’t protect and learn to debrief. A simple formula is: EXPERIENCE + REFLECTION = LEARNING. This means helping your athlete to link knowledge and experience, or knowledge, skill and meaning by getting them to discuss the event. Consider what went well and not so well? What COMPETENCY could be done differently next time? What have they learned? Through encouraging them to tell and reflect on their story, they are given the chance to determine what they want their next chapter to look like....

MOTIVATION

PUSH

Willing and able

PULL Able but not willing

MyCoach

PUSH & PULL

sources: 1. Connaughton, D. & Hanton, S. (2009). Mental toughness in sport: Conceptual and practical Issues. In S.D. Mellalieu & S. Hanton (Eds.). (2008).

Advances in Applied Sport Psychology: A Review (pp.317-346). London: Routledge.

2. Jones R. (2002). Managing People Performance. Western Australia: Vocational education and training publications.

Heather McGregor-Bayne is Tennis Australia’s Psychology Services Coordinator.

Australian Tennis Magazine | October 2010

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Making a difference says. “The players were keen and Di Toro, Matt Ingram and Luba Josevski. eager to learn because they don’t Both Di Toro and Dobbie represented get many of the opportunities that Australia at the 2008 Beijing Paralympic people from other countries get.”

Games and Crump believes Melbourne Park The coaching clinic was the inspire his athletes. p lia Crum is Austra g e r first step in the plan to develop “The surrounds of Tennis Australia and n G en e: Nam cations: T coach, s i n local players to compete in Melbourne Park, along with the potential n l fi e a i Qual rofession ting the T the 2011 Oceania Paralympic to represent Australia seems to be plenty of P e e l c Club tly comp rforman n e ) Championships to be held motivation, ” Crump says. e P r TR r h (P ig cu alia H urse, USA r t in conjunction with the Di Toro claimed the French Open women’s s u A o ing c Arafura Competition in wheelchair doubles title at Roland Garros and coach cation tralia fi l Darwin. being a women’s wheelchair doubles finalist quali ennis Aus s Nationa i T Crump has many years at the Australian Open and Wimbledon in Role: chair Tenn l e e h W of tennis experience 2010. coach behind him. He first started Crump has also coached Australian teams playing tennis at the local grass courts to success in the Invacare World Team Cup of Wangaratta, then moved to Wodonga, but five times, winning four titles with the men’s found the move to Melbourne testing. team and one with the women’s. He has now “Moving to Melbourne to play on en tout been to a remarkable 18 Invacare World Team cas courts with a slice backhand, good serve Cups.

If wheelchair tennis has and a shaky forehand was challenging for The Invacare World Team Cup was many years, ” he says. created in 1985 and has been staged in 15 evolved in recent years, so Although Crump isn’t mentioning any different countries, attracting more than 300 too has the career of Greg names, the wins he recorded over some participants each year. players who went on to become professionals Crump is a great believer in allowing his Crump, who is determined to are firmly etched in his memories. athletes have some control of their tennis continue his contribution as “My most memorable moment as a player pathway and is excited at the prospect of is having some wins over guys that went on making a difference.

Tennis Australia’s Wheelchair to make a good living out of the game … it “I make sure the players have some buy in Tennis National coach. was on a grass court. No surprise there,” he and can input to their own pathway rather says. than always being told what to do,” he says. reg Grump was first introduced to But his progression from player to coach “With the game evolving every few years, it wheelchair tennis in the US in 1985 was a natural one. is exciting as a coach to keep up with current and he is constantly amazed at the “I tried to be a player for few years and trends and even try to set a couple as well.” progression he witnesses in his athletes. realised the Ferrari “Working from grassroots to the elite end, wasn’t going to some of the players that have represented appear in the Australia have started off in a rehabilitation driveway, but I hospital program and progressed to the still wanted to be Paralympic Games. That’s rewarding,” he says. involved in the Crump recently visited the island nation game,” he says. of Vanuatu in the South Pacific, along with As Tennis one of his athletes Michael Dobbie, to help Australia’s develop wheelchair tennis in the region.

Wheelchair Tennis “The game of wheelchair tennis has evolved National coach, over the years and so have I with it … I plan the 1996 Atlanta to make some more contribution for a while Paralympic Games yet.” were his first, and Working with Australia’s Michael Dobbie and Crump completed a week long Dobbie to help Vanuatu he has attended players clinic for Ni-Vanuatu people with a disability pre par e for the 2011 Oceania each Paralympic Paralympic Championships and were praised by the Vanuatu Tennis highlights Games since. the growth of wheelchair tennis.

Federation and the Vanuatu Paralympic In Melbourne Committee for their work with the program. he coaches “I had a great week in Vanuatu,” Dobbie Dobbie, Daniela Australian Tennis Magazine | October 2010

MyCoach

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Coaches’ corner

Great coaches: how to be the best of the best

While all great coaches are unique and very special individuals, there are some common factors – some common championship coaching characteristics that they all share.

A commitment to continuous improvement Success is a moving target: winning this year is no guarantee of success next year. Great coaches continue to pursue excellence and relentlessly chase personal and professional improvement. They may be number one but they think, act and strive to win like they are number two. They’re not afraid to ask hard questions of themselves or to invite honest, hard, direct and uncompromising criticism from colleagues and competitors.

A belief that anything is possible Belief has to come before excellence is possible. Great coaches believe in themselves and back themselves. They understand that belief is the foundation of success. They possess a belief which is able to withstand negatives and setbacks and obstacles and failures. Their belief gives them confidence and provides them with composure. The only thing greater than their self-belief is the belief they have in their athletes.

An understanding of where your sport has been (history of the sport), where it is now and most importantly a vision for where it is going

MyCoach

Great coaches are students of their sport.

They have insight and understanding about the physical, mental, technical, tactical, strategic and cultural aspects of their sport that is second to none. But more importantly they have a clear vision for where the sport is going and strive every day to get there first.

They set the standard and challenge everyone else to try and match it. They determine the future of their profession and they become the benchmark for future generations.

The confidence to be yourself – to be unique The essence of greatness is uniqueness. It is uniqueness and daring to be different that sets the great coaches apart from the rest.

It is their courage in being innovative and creative, as well as the capacity to be futurist in their thinking that helps them achieve special things – and importantly to achieve

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Australian Tennis Magazine | October 2010

them before their competitors.

The energy to work hard consistently Greatness is not free. Excellence is not easy. Worldclass coaches have an enthusiasm which is infectious.

They are often the first ones to arrive at the training Coaching is understanding environment and communication the last to leave. and all its Their attention to subtleties. detail and level of understanding about the sport, team, each individual player and staff member comes from spending more time working on being the best of the best. They inspire not with words, but with actions and the consistency and passion and professionalism they demonstrate.

They do not ask for respect: they earn it as a consequence of living the highest possible standards – consistently, when fatigued and under pressure, every day of their lives.

The strength and courage to not compromise on the important things Compromise kills performance. It is a disease which rots the performance potential of athletes, teams and organisations from the inside. Great coaches create systems, structures, processes and people who do not compromise on the things that matter.

They are uncompromising when it comes to honesty and seek out athletes, coaches and staff who similarly embrace honesty as a core value.

Generation Y, and every Generation because you take an interest in everything about every person you coach. It’s about listening.

It’s about teaching when you need to and learning more from the people you coach than they learn from you.

An understanding of who you are, what you value and what motivates you To coach someone to achieve their best requires you to know as much as you can about them: who they are, what they value and what motivates them. And you can’t coach anyone else unless you understand yourself, what you really value and what motivates you.

A passion for winning – a desire to be the best

Outstanding communication abilities

Great coaches are fighters. Their commitment, their desire, their passion and their self-belief fuels their capacity to fight for what they believe in. They know that no one will make their life easy or their path to greatness simple.

Coaching is communicating and not just screaming instructions from the sidelines.

Coaching is understanding communication and all its subtleties. It’s about understanding how to communicate with Generation X,

Read the full version of this blog at sportscoachingbrain.com/great-coaching or sign up for regular email posts from Wayne Goldsmith at sportscoachingbrain.com.

Coach Talk

NCAG e-ballot

Tennis Australia is conducting the National Coaching Advisory Group (NCAG) e-ballot, providing Tennis Australia coach members with an opportunity to vote.

What is the NCAG? Tennis Australia developed the NCAG to act as the independent voice for the coach.

The key objectives and strategies of the NCAG include: Responsibility to meet to discuss the coaching issues within the states/territories (national voice) Providing advice on tennis industry issues Making recommendations regarding current coaching policies and procedures, particularly coaching development pathways Providing advice on the development of tennis resources and communications Focusing on coal face coaching issues related to committees/coaches/clubs/ centres/associations

M

Reporting on any other coach/coaching issues or different programs which affect coaching Raising important coaching issues to the Tennis Australia Coach Development team when required Providing feedback on national program/ initiatives i.e. Coach Development, Athlete Development or Community Tennis initiatives that impact on the coach at all levels.

Providing feedback on the effectiveness of current coaching courses through their experience with graduates.

NCAG e-ballot: The Western Australian and Queensland catchments are up for re-election. The

nominations are Jamie Venerys or Jason Roberts for Western Australia and Glenn Hamilton or Michael Parker for Queensland.

Voting – terms and conditions Only financial qualified Tennis Australia coach members may vote.

It is not compulsory to vote. n One vote per qualified Tennis Australia coach member. n Tennis Australia coach members vote for the nominee in the state/territory which they reside. n Tennis Australia coach members will vote via the e-ballot voting process.

Go to tennis.com.au/voiceofthecoach to vote. Voting closes at 5 pm on 1 October 2010.

Mike Barrell Australian Workshops Tour

ike Barrell, Director of UK based Evolve 9 and world renowned expert in the area of children’s tennis, has recently completed a tour of Australian capital cities delivering the ‘demands of red, orange and green, it’s not just about smaller courts and slower balls’. The workshops were a huge success with approximately 400 people attending the five workshops.

“We were all inspired by Mike’s insight and enthusiasm into children’s tennis.

Thank you to Mike and all who were involved in the successful running of the workshops. We hope all who attended have been able to take away some valuable concepts to implement into your MLC Tennis Hot Shots programs.”

– Belinda Kleverlaan, National Programs Manager

MLC Tennis Hot Shots is Tennis Australia’s official starter program aimed at children aged 5–12 years. There are currently 360 registered deliverers including a total of 750 venues located throughout Australia.

To find out more information on the program or how to become a registered deliverer go to tennis.com.au/ mlctennishotshots.

Australian Grand Slam Coaches’ Conference

2011 AUSTRALIAN GRAND SLAM COACHES’ CONFERENCE Melbourne, Australia 13–15 January On site at Melbourne Park prior to Australian Open 2011

MyCoach

Australia’s premier professional development event for coaches

For further information contact: T: +61 3 9914 4191 E: coachesconference@tennis.com.au W: tennis.com.au/coachesconference Australian Tennis Magazine | October 2010

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1 v 2 approach shots

By Dylan Edgley, Tennis Australia Club Professional coach Focus: approach shot, first volley and short volley, net coverage Stage: enhance (12–15 years), cultivate (15–17 years), performance (17+ years) Equipment: flat markers Time: 20 mins

Objective Work on net coverage and high percentage volley tactics.

A

A

Description 1 • Coach feeds the ball to mid-court for player A to hit an approach shot.

• Player A approaches up the line on the forehand side, then moves to cover the net.

C

B

A

Description 2

A

• Player B plays their best option e.g. angle, lob, pass or dip at player A to gain the advantage in the rally.

• Player A moves to play out the point. Working on court position and recovery.

C B

Description 3 • After the point is played out Player A runs backwards to the start and approaches on the backhand down the line.

• Play first team to 11 points.

A

A

Description 4

MyCoach

B

Key

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• Variation.

• Cross court approach.

• No lobs.

• No drop shots.

C

Coach

Coach feed

Ball direction

Player

Thrower/Catcher

Player movement

Australian Tennis Magazine | October 2010

Spot markers Drop down lines

Buckets Hoops