MyCoach - January 2010 issue

MyCoach ...

A section dedicated for Tennis Australia coach members

While content is directed towards the coaching community, its information that is relevant and important to anybody who plays or loves our game.

MyCoach signals a new chapter in the long partnership between Australian Tennis Magazine and Australian tennis coaches.

Many coaches have seen their own tennis achievements highlighted in the magazine, while others have added to its success with editorial contributions and suggestions.

“As a coal-face communication medium it’s exciting we’re able to bring this magazine to you,” says Tennis Australia Coach Development Manager Travis Atkinson.

“At the same time, MyCoach provides a demonstration of the professionalism and

the excellent resources of Tennis Australia coaches to the wider tennis community.”

In the inaugural MyCoach you’ll find a range of articles and advice on developing tennis players and enthusiasts who play our game on a regular basis, as well as information on how to build and maintain your coaching business.

This month: n How to coach a female athlete. n Stroke analysis from our tennis guru. n Understanding learning styles of students.

n The positive relationship between clubs and coaches. n Drills, a top coach profile and the latest coaching news.

MyCoach will appear in every issue of Australian Tennis Magazine, and is driven by our rich coaching community. Coaches are reminded it’s their part of the magazine, and we’d love to hear your thoughts and receive your contributions.

Email coach membership@tennis.com.au, or call Tennis Australia coach membership on +61 3 9914 4191.

Tennis Australia Coach Membership T: 03 9914 4191 F: 03 9650 1040 Email: coachmembership@tennis.com.au Website: www.tennis.com.au/membership

Australian Tennis Magazine | January 2010

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elcome to MyCoach, where you’ll find the latest information for and from Tennis Australia coaches.

What do you see?

By the Tennis Guru

Head is balanced and eyes are focused on the ball.

Among the many pristine features of Roger Federer’s near perfect game is an impressive serve, which Tossing arm leads hitting arm.

MyCoach

Roger shows the following key points prior to beginning the forward swing: • Continental grip.

• Palm down – knuckles up.

• Arm is prepared to begin a throwing motion.

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Australian Tennis Magazine | January 2010

helped wield many rewards in 2009 – most notably, a personal best 50 aces helped overcome Andy Roddick in a five-set Wimbledon final. Check out the key components to his successful serve.

Knees flex in preparation to drive the body upward from the ground.

Jelena Jankovic receives advice from coach Ricardo Sanchez.

How to ...

coach female players F

emale athletes all have the same quality – like boys, they love competing. But there is an emotional side that needs to be considered to get the best out of females.

Coaches need to take into consideration the way they speak to females and Belinda Colaneri, coach of Australian rising juniors Molly Polak and Sandy Vo, is well aware of the importance of communication.

“You need to be very particular about the way you speak to girls and the way you deal with certain issues with them. You just have

to be a lot more sensitive,” she says. “You also need to spend a bit more time making them feel comfortable in their learning environment.”

Melbourne’s National Academy female coach Mark Hlawaty also considers communication to be one of the most important factors. “The way you relay information to females is obviously different to the way you would do it with a guy,” he says. “Your communication should be positive, so when they do take that on board

they take it as a good thing, compared to it being in a negative way where you don’t make the athlete feel as good.”

Taking things to heart is more prone to female athletes and AIS Pro Tour Program women’s coach Chris Johnstone says that the emotional side of girls is one main aspect coaches need to deal with. “Girls do tend to be a little more emotional,” he says. “This can affect their game because tennis under pressure becomes quite emotional.”

However, there is not a lot of difference Australian Tennis Magazine | January 2010

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There are a number of ways to develop players, but what’s the best way to coach a female athlete? Daniela Toleski gets some insight from leading Australian coaches.

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in terms of developing players when they’re young. As a coach, you should be aiming for both genders to achieve certain standards at similar ages.

“It’s only the style of play that you develop for them that’s going to be different,” Colaneri says. “Their peak may differ in many ways and with females you do have to consider that females are going through puberty a little younger and consider these implications.”

Johnstone suggests that each player needs to be developed individually by looking at the player you have, the weapons they have and their style of play.

“But when it comes down to it, it’s not a huge difference because it’s competing and a lot is mental at the higher level,” he says.

Both Nicole Pratt and Jasyln Hewitt have had the experience of being at that higher level – playing on the women’s tour – and their insight into the rigours of professional tennis will only assist the athletes who have the opportunity to have either as their coach.

“One of the most important factors is that you treat everyone individually,” Hewitt says.

“This is important for every athlete, however I find this even more crucial for female athletes. To get the best out of each athlete, especially with the current generation of athletes, you must be able to relate to them in a way that makes them feel that you, as coach, really care about them.”

Pratt also pushes forth the importance of treating each athlete independently and being flexible in your approach depending on each personality.

“It’s important for a coach to look at each individual and find out the best ways to communicate with them, understand how they like to learn and what motivates or drives them to achieve success,” she says.

Creating a good training environment and having the core fundamentals of intensity and discipline early on also assists when developing players.

“You can change it depending on what you’re working on but the fundamentals ... should always remain no matter what stage of development they’re in,” Colaneri says. “If you don’t instil that when they’re young it’s hard to get, particularly when they start to become teenage girls” But whether you’re a male or female coach, you can have an enormous influence on the development of a female athlete.

“Females don’t relate better to a male or a female coach. They are going to relate best to the person who relates to them best and understands them the best,” Colaneri says.

“The relationship can be just as strong with a male or a female. It doesn’t differ as long as if it is a male coach, he is aware that coaching a female is different to coaching a male.”

“If a coach doesn’t understand that there 74

Australian Tennis Magazine | January 2010

is a distinct difference and that you do have to change your coaching styles, whether it be from hour to hour when you’re on court with a female to a male, then they’re probably never going to actually achieve the best out of the athlete.”

You will usually find that around the age of 15 or 16 girls start to realise exactly the work that is involved and they start to make a decision on how far they are willing to make sacrifices and work hard to actually become a professional tennis player.

“That’s the hardest time to coach them because other things are starting to take hold,” Colaneri says.

That’s why building a strong relationship with the female player and establishing this while the athlete is young will only benefit the athlete.

“And to have trust ... when you have that you’ll probably find that the female athlete will make the sacrifices to get what they need to get out of tennis,” Colaneri says.

“There must be a mutual respect between the player and the coach,” Pratt adds.

There’s nothing like a strong performance from an Australian female to get the female athletes motivated to continue to strive for success and having the belief that their dream can become a reality.

“It definitely helps having a dominant female in the top when you’re trying to develop players,” Colaneri says. “And I know that from Molly’s and Vicky’s [Rajicic] point of view having Alicia [Molik] as their junior Fed Cup captain, the kids loved the opportunity.”

“It makes them realise that they are just normal people and that ‘it can happen to me one day, maybe.’”

Russian Svetlana Kuznetsova shares her frustrations with coach Larisa Savchenko.

Qu ick tip s fo r co ac

hi ng

gi rls • Be aware of their emotions.

• Be more sensitive to their needs.

• Make sure that they are always comfortable in their learning environment .

• I nstil a sense of confidence and ma ke sure they are aware of how talented you think they are and how much potential they have.

• Give them a sense of enjoyment of wh at they’re doing.

• You’ll probably have to deal with parent s a little bit more, only because a lot more girls have a closer home link to their parent s and they want to have that and the ir parents want to ha ve that with them.

• Be a positive role model for them.

Australian Sports Commission supports female coaches

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ine female coaches from across the country will participate in Australia’s premier professional development event for coaches – the 2010 Australian Grand Slam Coaches’ Conference at Hisense Arena from 14 to 16 January thanks to the 2009-2010 Sport Leadership Grants and Scholarships for Women – Australian Sports Commission.

Congratulations to coaches Lisa D’Amelio, Sarah Tirimacco, Jodi Logan, Laura Flynn, Jennifer Miccoli, Jill Barbuto, Zoe Keen, Nathalie Sputore and Nicky Mayer.

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As Australian Open 2010 gets underway and Rogowska is set to play at home, Johnstone was quietly confident that his charge could rattle a few feathers.

“She’ll be great. It’s just a matter of the draw she gets a little bit and she’s been working hard,” he says. “You can’t have ridiculous expectations, but there’s no reason why she can’t win a couple of rounds at the Australian Open.

“You never know, sometimes draws open up or you’re playing well, and get on a run like [Jelena] Dokic last year.”

With the home court advantage, only time will tell if Rogowska makes her mark in Melbourne with Johnstone on – the emotional rollercoaster – the sidelines. n Chris Johnstone has been coaching on the WTA and ATP Tour since 1987. n He has coached three top 20 players on the WTA Tour, Gigi Fernandez (USA), Robin White (USA) and Catharina Linquist (SWE). n On the ATP Tour, he coached Wayne Ferreira (RSA) who reached a career high ranking of world No.6. n He’s also coached Aussies Nicole Bradtke, Rennae Stubbs and Nicole Pratt. n His most memorable moments as a player include reaching the third round of Wimbledon and winning the Queensland Open.

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day you’re exhausted,” he says.

“Sometimes I’ve got to go out and do some exercise just to feel better because you get so exhausted watching and I’m sure parents know one t s what that’s like watching their n h is Jo tralia r children [play].” h C us e: ian Nam Perth, A Austral Becoming a spectator : s: after having played himself, Born fication rt Coach / T i o Johnstone needed a period of Qual ute of Sp erra, AC b t i n t a d C re-adjusting. n Ins : tion cal a “When I first started Loca ling to lo vents l e coaching, I didn’t get that trave ational n [emotionally involved]. It’s inter funny, maybe because I had just been playing,” he says. “But as I’ve coached more and more I’ve got more [emotionally involved].

“Sometimes I try to detach myself from the emotion because it gets a bit too much. Especially if they’re winning a lot of Chris Johnstone has been matches and you get into it.”

Johnstone turned his attention to new a coach at the AIS Pro Tour student Olivia Rogowska in 2008 and has Program for a year and a seen the 18 year old rise up the ranks and build on her confidence. half, but he has years of “When I first saw her she had a fantastic experience (as a player or backhand and was solid all round,” he says.

She achieved a career-high ranking of coach) behind him.

No. 138 in December 2009, defeated Maria Kirilenko in reaching the second round of the French Open and pushed then-world No. 1 Dinara Safina to three sets in the first round nce tennis has entered your life, it is of the US Open. hard to remove it. There’s something “She’s very positive, hard working and that keeps drawing you back and focused and gets her head down and gets before long you have to give in.

“I had a break from the sport after I stopped on with it, skills she acquired from Andrew McLean who coached Oliva for many years. playing and missed it. I wasn’t going back to She’s only young, there are obviously a few playing because of injuries,” Chris Johnstone more years of experience that’s going to help says. “Tennis had been my whole life. It was in other areas as well,” Johnstone says. just a new challenge to be coaching someone As an athlete, times can be tough, but rather than doing it yourself.” when results are achieved, the coach has Johnstone played on the ATP Tour and had some impact on this progression and reached a career-high singles ranking of 70 Rogowksa was well aware of the influence in 1982, but it’s a different ball game once Johnstone had on her strong performances. you’re on the other side of the fence.

“Thanks for the positive words and for “It’s worse watching than playing,” he making me work hard, it’s really paying off,” says. “Because you do so much work with she said after her match against Safina. them and then you get out there and it can Back in 2008, Rogowska finished off the be quite frustrating. year ranked 491, but she slashed this to “It’s a whole range of things in between, reach the high 100’s within a year and is their nerves and hitting wrong shots set to make some more inroads during the although we’ve worked on it so much.”

Australian summer.

That’s why, at times, the emotional drain “For an 18 year old that’s quite that can be carried by coaches is huge. exceptional,” Johnstone says. “You can’t “There are tournaments sometimes when expect too much more than the progress there are three, four, five matches in a row. she’s made [in 2009].”

At the end of the week, or at the end of the

Employment opportunities

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ennis Australia Coach Membership provides a service to advertise coaching opportunities nationally and internationally. If you would like to place a coaching opportunity on the Tennis Australia website, please email the following details: position, location, qualifications, overview, application close date and contact to: coachmembership@tennis.com.au.

All coaching advertisements will be be placed free of charge for Tennis Australia coach members and affiliated tennis clubs for up to six weeks unless advised otherwise.

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LC Tennis Hot Shots is Tennis Australia’s official starter program. Aimed at children aged 5-12, it uses modified courts, racquets and balls to keep things fun and easy. The program is an exciting way for children to get into tennis and is a great complement to your coaching business. Visit tennis.com.au/mlctennishotshots for further details.

Local Advisory Groups (LAG) The LAG objectives were: • To provide a forum for coaches to discuss the issues and challenges within their catchment area.

• Make recommendations regarding possible solutions (feeding into the National Coaching Advisory Group).

• Focus on ‘coal face’ coaching issues.

A total of 275 coaches attended the Local Advisory Group forums in 2009.

The eight key issues and strategies identified as a result of the Local Advisory Group forums has been summarised and can be reviewed at tennis.com.au/voiceofthecoach.

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2010 Australian Grand Slam Coaches’ Conference

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elbourne, Australia 14-16 January.

Newly announced speakers include: Todd Woodbridge, Mike Barrell, Miguel Crespo, Ray Ruffels, Dr. Damian Farrow and Dr. Machar Reid.

Other speakers include:

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Craig Tiley, Prof. Bruce Elliot, Ken DeHart, Wayne Elderton, Dan Santorum and Narelle Sibte.

To register go to tennis.com.au/ coachesconference or contact Tess Middleton +61 3 9914 4191.

Australian Tennis Magazine | January 2010

Go to tennis.com.au/voiceofthecoach to see the proposed dates for the LAG forums in 2010.

Get an Advantage with a Tennis Australia coach

Facilities

ennis Australia, in collaboration with The University of SA (CERM©) have developed a series of performance benchmarks for tennis facility operators throughout Australia in order to annually measure and benchmark the performance of tennis facilities around Australia. It is proposed that the indicators will become a critical tool for facility operators, Member Associations, government and Tennis Australia in determining where best to allocate resources, assistance and as a starting point in developing a business plan at club level. Go to tennis. com.au for further information.

Based on the feedback from the LAG attendees – the 2010 LAG forums will: • Be longer in duration.

• Be linked with professional development.

• Be more specific in key areas identified.

• Have Tennis Australia personnel presenting and sharing the development in the areas which were identified at the previous LAG forums.

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ll Tennis Australia coach members will have received their ‘Get an Advantage with a Tennis Australia coach member’ poster, lanyard and stickers. Go to tennis.com.au to view the ‘Get an Advantage with a Tennis Australia coach member’ advertisement which you can use to promote your business in your local newspaper or local schools. Email coachmembership@tennis.com.au to request your personalised advertisement.

Whether you’re only just starting out or a super star in the making, you’ll want a Tennis Australia coach member on your side. They have the highest qualification, which means they have the technical expertise to develop your skills faster than ever. You’ll benefit from a first-class coach that can help you maximise your potential and give your game that extra advantage.

Helping your students learn

While the coach is responsible for driving the process of learning (the player does not have the skills or expertise at this point), outcomes are determined in partnership with the player. Awareness of a player’s current situation will be followed by the establishment of short and long-term goals, and finally the commitment to the steps required in reaching those objectives.

Learning Styles

Students have their own ways of taking in and retaining information, which can generally be broken down into the following three modes:

VISUAL LEARNING It’s estimated up to 80 percent of learning a skill comes from what a student can see. In other words, a picture is worth a thousand words.

It’s important, then, to include plenty of visual stimuli in your coaching. This can include videos, visual demonstrations and mirror images.

AUDITORY LEARNING Auditory learning occurs when students process information through their ears – however this means more than simply lecturing blocks of information on any one topic, especially when you consider only around seven percent of what is said is actually remembered. It’s crucial to avoid long-winded or wordy explanations, and instead focus on key words, analogies and sounds (such as the ‘swish’ of a racquet).

KINAESTHETIC LEARNING Of course, it takes more than showing or

telling for many students to learn. Many of them will prefer to learn through ‘feel’ (or kinaesthetically). This means they will want to feel the movement of their body or their racquet. Such learners are generally ambitious and keen to ‘have a go’ at whatever you’re teaching them – however they can also be easily distracted at times.

While students will take in information using all three learning styles, it’s important to understand that most students will generally prefer only one or two of the groups. As a coach, you should aim to deliver all three modes – otherwise the lesson may gravitate towards the coach’s particular area of dominance, and you run the risk of alienating students who aren’t dominant in that area.

and specific areas that require attention.

Coaches should be able to correctly identify the learning stages of their students in order to provide them with the most effective form of development.

Learning Environment

Equally important to the understanding of different modes and stages of learning is the creation of an effective learning environment. To stimulate the desire to learn, lessons need fun and a sense of improvement. Organisation is essential – Caroline Wozniacki creates a fun learning environment for this lucky junior.

Learning Stages

There are three key stages to the learning process.

1. Understanding Students are in the “how to do it” stage, learning strokes, game-based situations and problem solving. In this stage, students progress from unconscious incompetence (they are unaware of what they’re performing) to conscious incompetence (players know how to perform the task, but can’t do it consistently).

2. Repetition Repeating the skill over and over until the player perfects or ‘grooves’ it.

Students move from thinking about the skill to performing it with less thought – or they move from conscious incompetence to conscious competence.

3. Automatic decision making Strokes learned in practice can now be used effectively in match play, with students reading the situation and consistently making the appropriate shot. When this occurs, coaches can be comfortable their students have moved from conscious competence to unconscious competence.

Each area of learning requires goal-setting

remember that learning increases when it’s systematic, and when there’s variety in the delivery of information.

Remember also, that a coach’s passion and enthusiasm is often transferred to students’ own attitudes. If you’re demonstrating a sense of purpose and continued improvement, then the chances are your students will emulate those qualities in the skills they develop – especially when you combine those qualities with your understanding of the styles and stages of learning.

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nowing what to teach is clearly a key for any tennis coach – however it’s often not the actual knowledge that determines success, but knowing how to impart it.

Most students won’t recall what they’ve been taught, but instead recall what they have learnt. For a tennis coach, that means creating an environment that focuses on the needs of the learner – in other words, the coaching is learner centred.

Coaches’ corner South West zone squads

Target audience: tournament players and talented children in the South West (Country Western Australia).

Age group/gender: girls and boys in 8/U, 10/U, 12/U, 14/U, 16/U. Details of program: The South West of Western Australia is a huge regional area. There can be up to two hours driving time between towns. Some of the major towns have tennis coaches, however a lot of the smaller regional towns lack qualified coaches. The aim of this program was to train talented children in a more focused and high performance environment in the South West region.

The program ran for nine months. The cost was kept at a minimum as the squads were largely funded by the South West zone. A talent ID and grading day was conducted at the beginning of the year. All children were ITN rated and then taken through a series of fitness tests. From this initial day and from coach assessments the top six to 12 kids in each age group (8/U, 10/U, 12/U,

14/U, 16/U) were selected to form the South West zone squads.

The squads trained once every two to three weeks for two hours.

The sessions were conducted at different clubs throughout the region to accommodate all athletes and save driving time where possible. I ran the sessions and had a local coach assisting.

Training included drills, point play, match play, mental strategies and fitness. At the end of the program all children had improved in tennis skills and fitness scores.

The majority of the children now travel around the region and also to Perth to play tournaments.

Feedback from other coaches, parents and the zone committee involved has been extremely positive. As a result of the positive outcomes of the 2009 squads, all squads are continuing in 2010.

– Christina Ladyman, TA Club Professional Coach, WA How the program was promoted: Emails were sent to all coaches and club personnel in the South West Region.

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Christina Ladyman’s 13/U South West zone squad members won both the boys’ and girls’ event at the Clough Cup and Foundation Cup respectively in 2009.

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Positive outcomes of the program: n A number of children exposed to and identified in tennis. n It involved players from the whole region in a high performance training program. n It involved all local coaches.

This promotes team work and continued up-skilling and professional development. n Parents were extremely happy to have their child involved in this form of training. n More children playing tournaments.

Australian Tennis Magazine | January 2010

How do female coaches get into the game?

Benita Leahy, Nunawading, VIC Generally it’s because they have built a relationship with a coach at a club. Often females go back to where they trained and work with the coaches they felt they worked best with. If this isn’t the case, you should enrol in one of the coaching courses, starting with junior development and make your way with the advice of the people around you.

How should I approach clubs once I’m qualified?

Sam Levering, Newcastle, NSW It isn’t a challenge to find coaching work if you’re willing to put yourself out there and do the hours, along with a range of different classes, genders and standards. Approach any clubs in your area – be on the front foot and speak to the club coaches and ask if there’s any work available. Once you’re qualified you become a member so you can access the jobs available on the internet for coach members. You also have the support of the coach development coordinator in your state to speak to and ask whether there are any coaching positions available.

How should I coach mixed classes?

Hannah White, Bundaberg, QLD You don’t want to show any favouritism. You have to ensure the kids aren’t aware that you’re doing anything differently from one child to the other. Make sure you always make the activities achievable for everyone in the group, boys and girls. As it’s all based on standard, no different rules apply. For the girls, having classes with boys is going to help the development of their tennis, so whenever it’s possible they tend to love that opportunity as they see it as a challenge and they love the motivation. Try to keep it mixed as often as you can.

Send us your questions to editor@tennismag.com.au and our panel of experts will provide you with some advice.

Building relationships No matter which relationship you look at, success is easier to achieve when the relationship is a positive one between all parties involved.

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t’s no surprise the most successful tennis clubs are those that have a good working relationship with their coach, but the key is maintaining a positive relationship at all times.

Western Australian coach Jamie Venerys and NSW’s facility manager Scott Riley share their experiences with Australian Tennis Magazine.

Maintain a positive relationship JV: My first aim is to work for the club to maintain its membership base. I offer a range of services to attract people to the club. But my main focus is club membership and as a spin-off, they may or may not decide

the people they are bringing to the club and working together with the club ensures the club has a sustainable source of financial viability.

SR: It’s very important so as we have an alignment of the goals between what the tennis club is attempting to achieve and what the professional coaching and facilities manager is trying to achieve.

We need to have an alignment where we’re all working in a positive way in the same direction. We want to establish a relationship that’s very strong where we’re working with each other.

We need to have an alignment where we’re all working in a positive way in the same direction. to use any of our coaching services. But at least they’re in the club as members and then they have the opportunity to play three or four or even five times a week at their local community facility.

Involvement from schools JV: When I go to a school my aim is to find those that aren’t playing tennis anywhere and direct them to their local tennis club, which is not necessarily the clubs I coach at.

Club-coach relationship ∑ Be strategic. ∑ Align your goals together. ∑ Have a contract in place that works for both parties.

So it’s increasing participation in tennis, not just redistributing those that are already playing tennis.

Coaches can best help the game and their clubs by converting non tennis players into tennis players and linking them to their local club.

SR: We have a strong schools involvement and we transport probably 10 to 12 schools to and from their venue on a weekly level. We have direct relationships with schools and a schools sponsorship program.

Jamie Venerys coaches at Mosman Park Tennis Club and Peppermint Grove Tennis Club in WA. Scott Riley is facility manager at Tennis World Chatswood in NSW.

SR: At Tennis World Chatswood we maintain a positive relationship with our club with regular and positive meetings and communication with the board of directors.

We also keep members informed of all events on a weekly level through email and a bimonthly newsletter. Third area is constant and vigilant promotion of organised tennis activities for the club members.

Why you need a positive relationship

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JV: It’s important for the club and the coach to align their range of services together, where the club coach helps out with the tournaments, open days, quite a lot of club activities and they work together. Not just the club coach has their own business and the club membership and activities are separate. Regular reporting to committee meetings on how they’re going to retain

A coach’s job ∑ Attract people to the game. ∑ Recruit them as club members. ∑ Offer a range of services to retain them as club members. ∑ Keep innovative and move with the changing nature of the game.

Maintaining positive relationships is a key for both coaches and club representatives.

Australian Tennis Magazine | January 2010

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Transition netplay Directionaltochange Directional change Jodie Logan Ivana Jovanovic Directional change TAIvana Club Professional Directional change TA Club Jovanovic Professional Stage:

encourage (10–12 years), enhance (12–15 years)

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TA Club Professional Stage: encourage (10–12 years), enhance (12–15 years)

By Ivana Jovanovic Ivana Jovanovic Focus: tactical TA Club Professional Stage: encourage (10–12 years), enhance (12–15 years) Focus: tactical TAencourage Club Professional Stage: (10–12 years), enhance (12–15 years) Equipment: spot markers Time: mins Focus: tactical Equipment: N/A Time: 20–30 30 mins Stage: encourage (10–12 years), enhance (12–15 years) Focus: tactical Objective Equipment: N/A Time: 30 mins Equipment: N/A Focus: tactical Objective Players learn how to move up to a short ball and how Time: 30 mins B Limiting directional change. Understanding best Objective Equipment: N/A Time: 30 the mins essential fast movement is to get into a good position at times to hit the ball down the line.

Creating the easiest B A directional change. Understanding the best theLimiting net to volley.

Objective shot to hit down Position on-court when making Objective times to hit the the ballline. down the line.

Creating the easiest A Limiting directional change.

Understanding the bestB directional change.

Limiting directional change.

Understanding the best shot to down the line.

Position on-court when making Activity 1 -hit Spanish feed moving forward times to hit the ball down the line.

Creating the easiest times to hit the ball down the line. Creating the easiest directional change.

A A • Activity Coach shot Spanish feeds to forehand and backhand side. to hit down the line.

Position whenmaking 1 -hit Specific cross-court warm upon-courtwhen shot to down the line.

Position on-court D C B • Players are to hit an approach shot up the line and making directional change.

D • Activity Players1 feed the ball cross-court and up play the point directional change.

Specific cross-court warm move through the approach to help gain effective net D C out in singles • poistion.

Players feedcourt. the ball cross-court and play the point Activity 1 –side Specific warm • On the forehand only cross-court forehands are to beuphit.

C Activity 1 Specific cross-court warm up out in singles court.

D split step before marker and shadow volley • • Players • Pbackhand layers feed side the ball crosscourt and play the point the no twoforehands off forehands in a row • OnOn Players feedexit theoff ball cross-court and play the point • on the forehand side only are to be hit. marker and court and run back to the out in the singles court. are allowed.

C out in singles court.

• alternate On the backhand side no two off forehands in a row side.

•end On the forehand side only forehands are point to be hit.

• • Atare the of each point of the Onallowed. the forehand side the onlywinner forehands are to becan hit.

• Oin n the side nothe twonext off forehands in a row hit theofbackhand tram lines point. the backhand sidefor no two off forehands in acan row • • now AtOn the end each point the winner of the point aresides. allowed.

• Play both are allowed. now•hit in the tram lines for the next point.

At the end of each point the winner of the point can At the end of each point the winner of the point can • • Play both sides. now hit in the tram lines for the next point.

Activity now 2 - Attacking hit in the and tramdefending lines for the next point.

• Play both sides.

• Coach feeds • Play bothshort sides.approach shot to player C. • Activity Player2 C- Down must hit off wins forehand or forehand down theanline Activity 2 – Down the line wins the lineAand approach theand net.both • Activity Player starts the point player A and B rally B 2 Down the line wins D • P

layer A starts the point and both A and rally A • Player C must move quickly and hit theplayer volley on Bthe B cross-court.

• Player A starts the point and both player A and B rally B crosscourt.

D • full.

Player B2is- allowed to line hit down the line at any time Activity Down the wins cross-court.

• Pstarts layer Bon is allowed down theand line at any time Player A the sidetoofhitthe court starts C • player A cannot.

• while Player the point and both player A and B rally Player BAisstarts allowed to hit down the line at any time • running B while player A cannot.

D for the2approach which they need to tryline and A C • Player B wins points when they go down the cross-court.

C while cannot.

• Pplayer layer B A wins two points when they down the line D pass the volleyer.

Play out the point . go when winand Player B loses 2 the points they Player Bwins ispoint. allowed toPlayer hit down line at the any time • and A • Player Bthe 2 points when they go down line win the point.

B loses two points when Once point is completed player A swaps with player B • go down the line and lose the point.

All crosscourt C while player A cannot. and win the point.

Player B loses 2 points when they they go down the line and lose the point. All and player C swaps with player D. won are line worth point.

A • points Player B the wins 2points points when they goAll down the line go down and1won lose theworth point. crosscourt crosscourt are one point.

• The first player to win 3 points wins the set, a match is and• Twin the point.

B loses 2 points points won are worth 1 point. he first player toPlayer win three points wins thewhen set, a they played best out of 3 sets. go first down the line and thewins point. crosscourt • The player to win 3lose points theAllset, a match is match is played best of three sets.

• After a match is complete, rotate players. points won are worth 1 point. played best out ofis3complete, sets.

• After a match rotate players.

The afirst player to win 3 points the set, a match is match is complete, rotatewins players.

• • After bestshort of 3ofsets.

Activity played 3 -Activity Attack ball and volley 3out – Out court points 3 •-rally ofA court points a match isthe complete, rotate players.

• After • Activity Players down line.

Onand an both appropriate short POut layer starts the point Player A and B rally • Player A starts the point and both Player A and B rally ball players must move into the net.

B Activity 3crosscourt.

- Out of court points cross-court.

• • Players 2players points ifpoint they approch net, •win Both hit and crosscourt until both of their Player A starts themust boththe Player Avolley and Bon rally A Both players must hit cross-court until both of their • the full and win the point. opponents’ feet are outside the singles line.

Activity 3 Out of court points cross-court.

D are out sidewins theline singles line.

• • First player win 11 points theand game.

• players They can then go down the play out the • opponents Player Atofeet starts the point and both Player A of and B rally B Both must hit cross-court until both their can then go down the line and play out the • They D point. feet are out side the singles line. cross-court. opponents B • can Points wonmust down thecross-court line line are worth two, while Both players hit until both of A C • • point.

They then go down the and play out thetheir D D • Points won down the line are worth 2, while points points won crosscourt are worth one point. opponents feet are out side the singles line. point.

B A C C cross-court are worth point.

• The first player to win points the set, a They can then gothe down the line andwins out the • • won Points won down line1three are worth 2,play while points • The first player to win 3 points wins the set, a match is match is played of three sets. point. won cross-court arebest worth 1 point.

A C best ofto3is sets.

•first After aout match complete, rotate players.

Points won down the are worth 2, set, while points is • • played The player win 3line points wins the a match • After a match is complete, rotate players. won cross-court worth 1 point. played best out ofare 3 sets.

The afirst player to win 3 points the set, a match is • • After match is complete, rotatewins players.

Coach Buckets Spot markers Ball direction played best out of 3 sets.

Coach Buckets Spot markers Ball direction Key match is complete, rotate players.

Key A Player Hoops Drop down lines • After aPlayer movement Key

80

Coach Player

A

Buckets Hoops

A Player Hoops Coach| January 2010 Buckets Australian Tennis Magazine

Key

A

Player

Hoops

Spot markers Drop down lines

Drop down 2 lines Spot markers 1 Drop down 1lines

Ball direction Player movement

Player movement Ball direction Player movement

Transition to netto play Transition netplay

By Jodie Logan Jodie Logan TA Club Professional Club Professional Stage:TA encourage (10–12 years), enhance (12–15 years) Focus: tacticalStage: encourage (10–12 years), enhance (12–15 years) Equipment: Spot markers Focus: tactical Time: 20-30 mins

Equipment:

Time:

spot markers

20–30 mins

Objective Objective

Players learn how to move up to a short ball and how Players learn how to move up to a short ball and how essential fast movement is to get into a good volley essential fast movement is to get into a good position at position at the net. the net to volley.

Activity 1 – Spanish feed moving forward

Activity 1 - Spanish feed moving forward • Coach Spanish feeds to forehand and backhand side.

• Coach Spanish feeds to shot forehand backhand • Players hit an approach up the and line and move side.

• Players are to hit an approach shot up the line and through the approach to help gain effective net

A B

D

C

move through the approach to help gain effective net position. poistion.

• Players split step before the marker and shadow step before • Players volley split on marker and exitmarker off courtand andshadow run back volley to onthe marker and exit off court and run back to the alternate side. alternate side.

Activity 2 - Attacking and defending Activity 2 – short Attacking and defending • Coach feeds approach shot to player C. • Coach approach shot toor player C. • Player C feeds mustshort hit an off forehand forehand down B

A

C

D

• Player C must hit an offthe forehand the line and approach net. or forehand down the line and approach the net.

• Player C must move quickly and hit the volley on the • Player C must move quickly and hit the volley on the full. full. A starts on the side of the court and starts • Player • Player Afor starts the side of the court starts running the on approach which theyand need to try and running for the approach which they need to try and pass the volleyer. Play out the point . passpoint the volleyer.

Play out player the point. is completed A swaps with player B • Once • O

nce point is completed player A swaps with player B and player C swaps with player D. and player C swaps with player D.

ball players must move into the net.

• Players win points ifshort they ball approch the net, volley on Activity 3 –2 Attack and volley the full and win thethe point.

• Players rally down line. On an appropriate short • First winmove 11 points wins ballplayer playerstomust into the net.the game.

B A

• Players win two points if they approch the net, volley on the full and win the point.

• First player to win 11 points wins the game.

D C

Key

A

Coach

Buckets

Spot markers

Ball direction Australian Tennis Magazine | January 2010

Player

Hoops

Drop down lines

Player movement

81

MyCoach

Activity 3 - Attack short ball and volley • Players rally down the line. On an appropriate short