Addvantage 1991 March

The New Prince® CTS Response: Our most comfortable widebody.

The combination of three unique Prince technologies offer comfort never experienced before in a mid-widebody racquet. The Double BridgerM/Eiastomer Throat dampens both string and frame vibration.

The Patented Cushion Grip SystemrM provides ultimate feel. The Constant Taper SystemTM (CTS) enlarges the sweet spot and inhibits shoe!?. It's the premier racquet with unprecedented touch, comfort and control.

Available in mid-plus and oversize. See your dealer or caii1-800-2-TENNIS. Prince. The Exclusively Endorsed Racquet of the United States Professional Tennis Assoc1ation. © 1991 Prince Manufac turing, Inc.

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PIIRCB® Playing in the Zone:M

vantage® The Trade Magazine of Men and Women Tennis-Teaching ProfessionalsrM

Volume 15 -

Issue 3

March 1991

The Vo1ce Of The Tennis Teaching Profession

NATIONAL BOARD OF DIRECTORS President First Vice President Vice President ·

Secretary/Treasurer CEO Legal Counsel

Jack Justice Gordon Collins Dave Sivertson Kathy Woods Cliff Drysdale Will Hoag Phil Lancaster Tim Heckler

Director of Operations

Rich Fanning

Coordinator of Tennis Teacher Development

Allan Henry

Shawna Riley

Public Relations and Marketing

John Tamborello

Magazine Coordinator

Michelle Tanner

Corporate Services Manager Computer Services and Club Relations

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FEATURES 4

ACROSS AMERICA TENNIS DAY ENTRY COUPON

6

CONCENTRATION Proper focus can lead to greater success

By DR J M TAYLOR

Paul Waldman

WORLD HEADQUARTERS

Communications Coordinator

On the cover ...

Boris Becker wi ll attempt to regain the No. 1 spot at the LIPC. Photo by Russ Adams.

Christi Call

9

Feedback is a must

By FRED EARLE, JR.

14 16 21

Schelli Dykes

Membership/Education Assistant

Sharon Duste

Membership/Education Assistant

Tawnya Buchanan

IT'S ALL IN YOUR MIND Do anything better by using mental tricks

By GENE W LLIAMS

TENNIS TIP: THE BORIS BECKER SERVE CHALLENGING THE EXCUSE IS THE BEGINNING OF PROGRESS

By GERRY BERKHE MER

Kathy Buchanan

Membership/Education Assistant

SETTING THE STAGE FOR GOOD STUDENT-TEACHER COMMUNICATION

22

USING A GYMNASIUM FOR YEAR-ROUND PRACTICE

By JAY COHEN

25

HOW PEOPLE LEARN

By BOB ANDERMAN

Financial Manager

Renee Heckler

Director of Certification and Academies

George Bacso

DEPARTMENTS

Bill Tym

3

CEO'S MESSAGE

11 12 18 24 27 28 30

PRO PENN QUARTERLY DISCOUNT

Co-Director of Academies Advertising/Marketing Information

Phone (713) 97 -USPTA

ADDvantage is published monthly by the United States Professional Tennis Association.

For information, write World Headquarters One USPTA Centre 3535 Briarpark Drive Houston , TX 77042 phone (7 13) 97-USPTA, or fax (7 13) 978- 7780 Office Hours: 8:00-5 00 CST Copyright© United States Professional Tennis Association, Inc. 1991 . All rights reserved.

Reproduction of any portion of this magazine is not permitted Without written permission 1 from the publisher.

32

NEW MEMBERS QUIZ DATES THAT RATE ASK THE PROFESSOR DRILLS INDUSTRY ACTION GUEST MESSAGE

EXECUTIVE COMMITTEE NATIONAL BOARD OF DIRECTORS JACK JUSTICE President (803) 642-6642

DAVE SIVERTSON Vice President 512) 453-7249

CLIFF DRYSDALE Vice President (919) 256-6735

PH L LANCASTER Secretary ITreasu re r (214 233-5312

PAUL WALDMAN Legal Counsel (212) 354-8330

GORDON CO LLINS First Vi ce President 408 395 -7111

KATHY WOODS Vice President (908) 3 29-9146

WILL HOAG Vice President (305 564-1271

ROD DULANY Past President (703) 524-3227

TIM HECKLER CEO (713) 97-USPTA

DIVISION PRESIDENTS AND REGIONAL VICE PRESIDENTS - -CALIFORNIA DIVISION

MIDDLE STATES DIVISION

PACIFIC NORTHWEST DIVISION

DON GOMSI Prest dent (714 792- 4829· HANK LLOYD Regtonal Vice President (7 4)535-7740

BECKY DESMOND President (215) 269-8037 ANDREW PO GONYI Regional Vice President (215)233-3191

LISA MOLDREM President (206) 526-0435 CAROLYN LUMBER Regional Vice President (503) 287-0250

EASTERN DIVISION GORDON KENT Prest dent (212) 243-2386 STEVE DIAMOND Reg tonal Vice President (201 857 7476

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FLORIDA DIVISION MARK McMAHON Prestden t (407) 483-9227 WOODY NEWSOM Regional Vice President (407) 468-1525

HA WAll DIVISION DINO BONDALLIAN President (808) 332-3441 DAVID PORTER Regional Vice Presiden t (808) 293-3755

INTERMOUNTAIN DIVISION DAVE ROMBERG President (303) 761-9900

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MIDWEST DIVISI<;>N

SAN DIEGO DIVISION

JIM DAVIS Presiden t 419) 865-1141 MIKE HURLEY Regional Vice President (216) 4 78-2712

JUDY PRESTON President (619) 280-7355 DON HENSON Regional Vice President (619) 435-7133

MISSOURI VALLEY DIVISION

SOUTHERN DIVISION

JAIME VARGAS Preside nt (314 449-1332 DOUG BOSWELL Regiona l Vice President (918) 496 -1523

FRED BU RDICK President (404 832-6570 RANDY STEPHENS Reg ional Vice President (912) 4 7 4-5075

NEW ENGLAND DIVISION

SOUTHWEST DIVISION

HOWARD BURNETT President (603) 772-6191 DAVE FLEURY Regi onal Vice President (207) 846-3675

JOE LONG President (505) 822-0455 BRIAN CHENEY Reg ional Vice President (602) 840-6412

NORTHERN CALIFORNIA DIVISION

TEXAS DIVISION

DAVE HOUSTON President (415) 388- 1727 BILL RAPP Regional Vice President (415) 364-6272.

RON WOODS President (512) 991 7561 BOB KING Regional Vice President (713) 622-5921

MIDDLE ATLANTIC DIVISION

NORTHWEST DIVISION

CHI P KING President (703) 273-2 056 TED MEYER Regional Vice President (804 320-3244

RAJAN KESWANI President (612) 426-1 308 STEVE WILKINSON Regional Vice President (507)931 1614

JIMREFFKIN Past President ( 1988) (602) 791-4896 MIKE EIKENBERRY Past President ( 1986) (703) 893-4428 BILL TYM Past President ( 1984) (615)297-3340

CEO's message

USPTA at the Super Show-

buying, selling, promotions -

The SGMA Super Show in Atlanta was a g reat success for USPTA. Yet, many members may not be familiar with the scope of USPTA's involvement in such an event This might be a good opportunity to explain our Super Show¡ activities to you .

The Super Show the largest sports and new product show in the world , is a combination of selling , buying and promoting for everyone who attends, and USPTA is no exce ption . Our efforts in these endeavors usually take place from three (3) separate booth locations.

Our primary selling and promotion involves the areas of membership sales to potential members, membership services to existing members and endorsement and adverti~ ing sales to industry exhibitors. These activities are conducted from the USPTA Trade Association booth which is accessible to thousands of people entering the show We also publicize special USPTA activities, such as Across America Tennis Day and Coaches Workshop , to everyone n attendance.

Our second Super Show function is the promotion of USPTA's educational programs for bgth the tennis-teaching professional and the general public. As you know the Association has a wide array of programs that must be thoroughly outlined and explained to garner the support and participation of our membership. This booth allows us to publicize our Educational Foundation , and especially our new mandatory continuing education program. It further provides us the opportunity to discuss the newest programs with our members, and the. positive effects the programs have Of) the tennis-playing consumer A third function involves contact with entities that impact the job market of our members. Promoting and selling the pro as part of the Professional Management Team to owners and managers is very important to this endeavor The location of this booth is in the commercial section of the show Booth graphics are geared to attracting club owners, managers, buyers, and par ticularly those people who would be inter-ested in hiring the top teaching professionals.

The melding of these tasks through our various locations, creates the ultimate goal, which is: USPTA goes to The Sup'er Show to promote the total image and welfare of its membership in the eyes of the public and

all In a week's work

all industry groups with which they do business.

While USPTA staff members are working at these booths, our president, Jack Justice, and spent most of the show representing USPTA in meetings with other industry executives. The Super Show is the most effective place for us to meet everyone with whom we do business, and we liter9lly had appointments every hour on the hour for four days.

The following is a short update on some of our meetings at The Super Show¡

Harry Hopman/Saddlebrook International Tennis We talked with Tom Dempsey of Saddlebrook, USPTA's Official Resort Headquarters and former home to the USPTA National Headquarters to discuss our ongoing joint projects.

American Tennis Industry Federation (ATIF) - USPTA will more than likely receive assistance grants from ATIF for Across America Tennis Day and for Across America Coaches Workshops. During the ATIF general meeting, we were encour aged that the ATIF like USPTA, is working to promote the sport of tennis at all levels, including the non-commercial as well as commercial segment of the sport.

Penn Athletic Products - Penn was pleased with the support of our National Directors for the Pro Penn ball and Pro Penn shoe among our membership. The shoe is the newest of our exclusively endorsed products, and it has given pro shop owners a selling edge over products sold through larger outlets. We should seriously appreciate and support the companies that have offered us exclusivity in pro shop product sales.

Prince Manufacturing Prince expressed a desire to further enhance its visibility at our National Convention . The company has been a great friend to USPTA members and continues to show this in its endorsement support along with its assistance in the racquet product offer to our members.

Magazine Meetings - We had the pleasure of speaking with the representatives of some industry magazines including Tennis Week and TENNIS magazine. We discussed the possibility of enhancing the magazine benefits to our members through these publications.

Cliff Drysdale We talked with Cliff, a

rm Heckler, CEO member of the USPTA Board and a worldrenown commentator He is very instrumental in our sports marketing program, especially in the area of leagues. Cliff is cochairperson , along with Pam Shriver of our 1991 Across America Tennis Day USTA We visited with Henry Talbert and Rodney Harmon, from the USTA Education and Recreational Tennis Center We assured them of USPTA's continued support of the great programs generated by USTA such as the Schools Program, the National Junior Tennis League (NJTL) and others in which we encourage our members to participate USTA Tennis Industry Council .- We also talked with Miles Dumont of the Tennis Industry Council. As you know it was with encouragement from the TIC that USPTA started its major grassroots event, Across America Tennis Day The project has proven to be advantageous to everyone in the industry including USPTA. Southern Division Meeting Our Southern Division held its board meeting during the Show The group was very enthusiastic about the upcoming National Convention at Hilton Head, S.C. Members of the Southern Division are very organized and plan to make this the biggest convention yet. They hope to achieve an attendance of at least 2,000.

United States Racquet Stringers Association (USRSA)- Don Hightower of USRSA met with us and was interested in generating more USRSA activity at divisional and national conventions. Membership in USRSA is an excellent compliment to USPTA membership.

As you can see, USPTA is extremely active within the industry and we endeavor to promote our professionals through every possible avenue. Our busy schedule illustrates just how important the tennis-teaching professional is to the overall picture of tennis and that USPTA is most assuredly a very influential component within the sport o-

3

Across America Tennis Day May 11,1991

wHAT IS IT? USPTA's Across Amer. ica Tennis Day is a nationwide grassroots tennis event sponsored by USPTA.

WHEN IS IT? Saturday May 11 1991 The event will be held annually.

WHAT IS THE PURPOSE? To stimulate interest in tennis as a participation sport and a means of maintaining physical fitness. New existing and former players of the game are being targeted in order to have illions of tennis balls played simultaneously across the country on May 11 WHERE WILL IT BE HELD? At registered clubs and public facilities across the nation.

IS IT LIMITED TO USPTA PROS? No. Any teaching pro is eligible to host activities at his or her facility.

HOW DO I REGISTER MY FACILITY? Simply fill out the registration form or call the USPTA World Headquarters at (713) 97-USPTA.

WHAT ARE THE AGIVITIES? Each registered facility will offer a free basic tennis clinic followed by social round-robin competition. The size and scope of the activities will be determined by the participating pros, each of whom will be provided with an event Starter Kit with an outline of suggested activity guidelines.

NEW FOLLOW-UP PROGRAM A sur:>plemental project that Across America Tennis Day teaching professionals can use to extend the participation of the one-day clinic pupils for five additiona, weeks through an organized lesson and league play program.

WHAT ABOUT NATIONAL TENNIS MONTH? USPTA's Across America Tennis Day is being held in conjunction with National Tennis Month. Activities produced for USPTA's Across America Tennis Day may be credited toward participation in National Tennis Month.

Join your fellow US PTA pros on May 11 for what could become the largest singleday grassroots event in tennis history. For further details on USPTA's Across America Tennis Day call the USPTA World Headquarters at (713) 97-USPTA.

,-----------------------,

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My clinic social round-robin will be open to:

0 Public

0 Members only

l

Gty _ _ _ _ _ _ _ _ _ _ _ State _ _ Zip _ _ _ Phone _ _ _ _ _ __

l I I I I I I

I

l

Club/FacWty

Street Address _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

I

I

Host Professional Location where event will be held: Call USPTA with questions: (713) 97-USPTA

I I I

I I

D Yes, I will participate in USPTA's Across America Tennis Day

Ship all materials to: (NO PO. BOXES PLEASE) Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____ Club/Facility _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____

Street Address _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ City _ _ _ _ _ _ _ _ _ _ _ State _ _ Zip _ _ _ Phone _ _ _ _ _ __

0 Please count my event as a National Tennis Month Clinic.

T-Shirt size:

0 Lg.

0 XL

Send to: US PTA World Headquarters • One USPTA Centre • 3535 Briarpark Dr. • Houston, TX 77042 ~

L _______________________

************* January 3, 1991

To Tennis Players Everywhere: America•s couch potatoes are on the run! Following the 1990 Great American Workout on the South Lawn of the White House, the President and Chairman Arnold Schwarzenegger announced the kickoff of the nineties as the Fitness Decade.

The USPTA and the country•s tennis players were a .part of this historic event.

The USPTA and its tennis-teaching members are important to our national fitness team and we will work together once again in 1991 to celebrate Across America Tennis Day and May as National Physical Fitness and Sports Month.

We have a tremendous challenge facing us in the Fitness Decade, to get millions of Americans to become healthier and more active. The President•s Council on Physical Fitness and Sports is counting on each of you to do your part.

E. Onnen ector of Program evelopment

Tim Heckler Chief Executive Officer United States Professional Tennis Association Houston, TX 77042

Concentration Proper Focus Can Lead to Greater Success

by Dr J m Taylor

C

Concentration Styles Individuals possess a variety of concen trati on styles. From my work with junior ten nis players two dominant styles emerged.

The first call the "overly internally focused ."

Th is involves players who tend to think too much and ruminate on their thoughts and fee lings. This obsessive thinking is often negative and hurts their performance. Also, they become so inner directed that they forget to attend to external cues. Prior to a match, they are the ones who want to go off by themselves and sit quietly away from the activity of the courts. This type of athlete should work on directing their attention outward to keep them from thin king too 1 much about the match . For example , they can listen to music or interact with other players around the courts.

6

since people cannot th ink of two th ings at once, if a player is repeating the key word, he cannot focus on some distracting thought.

Second, using the key word constantly prompts the player to th ink of someth ing that will help him play his best.

Key words can be motivational such as "go," technical such as "block," or psycho~ logical such as "calm ." Coaches can help players to identify the most crucial factor for good play and then have them devise a key word to focus their attention on that area.

oncentration is one of the most mis-

understood mental factors in sports. Typically people thin k of concentration as the ability to focus on one thing for a long period of time. However concentration in tennis is a much more complex process.

The basis for understanding concentration lies in the term, "attentional field." The attentional field is eve ryth ing outside of a' person , such as sights, sounds, smells, and everythi ng inside of a person , such as thoughts, emotions and physical sensations, th ings a person can focus on at any single moment.

Good concentration may be characterized as focusing only on performancere levant aspects of the attentional field. In other words, concentrating only on those things that are necessary for good perfor man c~..For tennis, these factors include the ball, th e opponent and the player himself In contrast, bad concentration involves focusing on performance- irrelevant aspects of th e attentional field. That is, attending to th ose things that are not necessary for good performance. For example, how a player did in the first set, the size of the trophy or who is watching .

Jim Taylor is d irector of the Sport Psychology Program at Nova University in Fort Lauderdale, Fla. He is a con sulting clinician for USTA He has served as an auth or for Journal of Personality, The Sport Psychologist and TENNIS magazine, and is a featured speaker at universities and sports clubs.

The second style call the "overly exter nally focused ." These players tend to concentrate too much on external cues such as the activity around the courts and other matches. They are easily distracted and find it hard to focus on their match . These players are often the ones who are constantly interacting with others; talking , joking, wrestling . For these athletes, it may be more effective for them to focus on performance-relevant information such as imagining the match. In addition, prior to their match, it may be ¡helpful for them to go off by themselves away from the courts in order to minimize the external distractions.

Key Words Coaches can assist players in developing a key word that can be repeated to remind them of what they need to focus on .

Using key words has several benefits. First,

Key Objects An alternative to using a key word is to identify a key object on which to focus. The benefit of a key object is that it may be a salient part of the player's attentional field .

As a result, it is easy to concentrate on. For example, pounding a fist into their th igh provides a noticeable physical sensation and acts as an effective focusing tool. Other key objects may be the ball or squeezing their racquet grip.

Breathing Another effective focusing and centering technique is simply breathing. In other words, when a player is distracted, coaches can tell them to take several slow deep breaths. This focused breathing has two functions. First, it relaxes the body which results in a broadening of concentration and redirecting of focus away from anxiety Second, by attending to the breathing, concentration is shifted from distracting thoughts. From this point, focus can then be directed to more performance-specific cues.

Keys on Racquets One problem with re-establishing con centration is that players often become so absorbed in the competition , they literally forget to do the things they need to do to play well. As a result, writing appropriate key words on their racquet will provide a tangible reminder of what to concentrate on , thereby making refocusing easier a

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Ball Machine Drill

Angle Deflection Drill PURPOSE OF DRILL To mprove your skills in changng the angle of the shot.

SKILL LEVEL ntermediate-Advanced

PREPARATION Place Bal Mach ne 3' from the side I ne Set shot #1 for deep down the ne Set shot #2 for deep cross court.

Set nterval for 3-4 seconds. Set speed for ski level of the player Practice first with top spin delivery then change to back spin

\

\ \ \ \ \

\

•

\

2

THE DRILL Hit alternate shots nto targets A and B. Each bal returned to the opposite court from Ball Mach ne requires angle defl.ection T = Target Areas /:::,. = Player Locations

Ball Machine Tip Using the targets on the court ncre~ses players concentration

• = Shot Locations

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Path

This drill was submitted by Fred Earle, USPTA Master Pro, Modesto, CA.

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Setting the Stage for Good Student-Teacher Communication Feedback Is a Must

by Fred Earle, Jr

Fred Earle, Jr began playing tennis in 1908 and was declared a professional in 1926. He now teaches tennis at Modesto Racquet Club in Modesto, Calif. Born in San Francisco in 1901 Earle went on to graduate from Illinois Coaching School. He then went on to coach the Modesto Junior College tennis team, whi ch was undefeated for 14 years, and also started various men 's and women's state clinics.

Inducted into the Northern California Tennis Hall of Fame, Earle is credited as a co-inventor of the first oscillation ball machine.

Earle has been a member of USPTA since 1976 and earned his Master Professional rating in 1984.

- . :e most important element in teaching is communication . Of course there are oth er important elements in teaching but unless there is communication with the pup i the ability to share your knowledge is greatly diminished.

Our pupils are like us. They pay attention to th e instruction in a direct ratio' to the value or benefit they see in the instruction . If the pupil does not quickly see the value of

the teacher's advice, he quickly loses inter est in the teacher and the advice. The experienced teacher understands this and is always alert to the drifting interest of his pupil.

As tennis-teaching pros, we are all very aware of the importance of communication ; we read about it, we talk about it, and we all work hard to try to improve this skill. But we also know that the feedback we get from our pupils is every bit as important as the directions we give . It is easy to forget that the teaching-learning situation is a two-way street.

You get feedback in several ways from your pupils, ranging from listlessness, an xiety body language, facial expressions as well as the obvious inability to stroke the ball as we would have them do. You must be alert to these signs. Once you recognize that you are not getting the feedback you need, you are in a position to do some real teaching. This is the moment to re -establish contact with your pupil.

Go slowl Approach your pupil at the net with a reassuring look. Tell him that you need some feedback on what you two are doing. Tell the pupil what you are trying to accompl ish at that moment. Ask the pupil if he or she can tell you in their own words what you both are trying to accomplish . You will often be amazed at how differently the pupil understands what you are attempting to do.

So, there you are at the net, eye-to-eye with your pupil , who for a variety of reasons is not hearing you or at least you think th is is so. Review with the pupil the specific th ing you are working on . Tell him whether it is a fundamental of the game or a refinement. It won 't hurt a beginner's ego a bit to tell him he 's already working on a refine ment to his stroke. You only want to break the ice at first so it won 't hurt. Then ask your pupi if he can put in his own words what it was that you just told him. like to ask open-ended questions such as ; 'What are your thoughts on condition-

ing for tennis?" "What do you think of top spin?" "Why is it easier to defend against a cross-court shot than a down-the-line shot?"

If he can 't give you a ready answer he 'll at least think about it between lessons. I find that two things happen when you do this: 1 You discover how well you are getting your points across. (2) You get closer to your pupil. In summary you should never take for granted that they understand per fectly what you have been trying to explain .

Losers let it happen, winners make i t happen.

Having relaxed your pupi l and given him some confidence, you now are ready to make it easier for him to talk to you . This is the second part of communication ; the rece iving part. When a pupil begins to talk to you , slow down both physically and mentally Get close to the pupil. Stop all movement so the pupil or pupils feel they have your complete attention . Be sure to maintain good eye contact and really listen to what each pupil has to say Hold off on your evaluation ; let the pupil give you the infor mation. A wise physician is often quiet and allows the patient to tell him what is wrong.

Then , if necessary square up both per ceptions of the same lesson point. Once your pupi knows that you will use this review technique he is more apt to listen to what he is being told. And don 't forget to praise your student for his assistance in giving you the feedback that you need .

Any good teaching pro will tell you that getting the feedback from the pupil is more than half the task of teaching . It is a subtle process ; one that tests all our powers of observation , not only of our pupils but also of ourselves . The easy part of our work is to pick up on the errors of our pupils' attempts.

The hard part is to put the distracted pupil in a condition in which he can still hear and accept the help that we can offer

9

Setting the Stage

(continued)

Although it might seem to be a waste of time to pursue the obvious, the payoff comes when the student realizes that you really are interested in his progress. Be sure to encourage the pupil to give you feedback at every step of the way and soon you will both be comfortable in what you are doing. From this point, a lot of progress can be made. So, when you contemplate the poor progress that you are making with a particular student, step back and think about what you can .do to open up the twoway feedback channels.

The new and not-so-new student is sometimes tense and anxious. They want to do well for you . This is when you must do your best work to reassure, praise , recognize and bring confidence to the player We can set the stage for failure in those first few moments if we are not completely tuned to giving and receiving good feedback. have to admit that as teaching pros, the cold and analytical phase of our work takes over with some players. But by concentrat ing on feedback with beginners, you will be

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rewarded later with some very accomplished pupils.

Regardless of how well you run practice, if you can't convey understandable information to everyone in the group and get favor able feedback, you need to work on that part of your teaching . It is crucial , that the pupil understands and believes in the fundamental principles of the game that you have taught them .

Once your pupil is out on the court playing a match, he will have to think and act for himself You can only hope that you have communicated well enough in practice so that he understands and believes in your teaching to such an extent that he has formed desirable patterns appropriate for the game. If you have done this for your pupil , you have done a good job and deserve a pat on the back.

Give Students Food For Thought In our teaching we instill all the best of thoughts of our own teachers as well as many others, including players and other keen observers of the game. It is always a joy to see a pupil 's face light up when he suddenly understands that "life is a do-ityourself program ." Some of these truths that we share with our pupils help them not only in their tennis but in their daily lives as well What follows are some of the thoughts that my pupils have responded to with great enthusiasm.

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Practice doesn't make perfect; perfect practice makes perfect! You play like you practice!

Take the credit as well as the blame for your own decisions.

Losers let it happen, winners make it happen .

You must take the responsibility to cause the effects in your own life.

You sew a thought, you map a habit.

Be sure to tell your pupils that every successful athlete uses the art of visualization to help him achieve success. They should visualize themselves as winners. In other words: you will never be what you would like to be until you pretend to be what you want to be. You are what you think you are, no better no worse!

Some Advice from the Sages " Success in tennis," said Harry Hopman, "comes 75 percent from character and only 25 percent from strokes and natural ability to produce good strokes."

'II never forget a lesson learned from Bill Johnson in 1917 He told me to go in and take a shower asked , "Why?" He said, "You are learning bad habits by not concentrating 100 percent on what you 're doing. Twenty minutes of deep concentra-

tion and all-out playing would do a lot more for you than the two hours you 've spent on the court. " While playing with Helen Wills in 1918 she said to me, " How can you concentrate and talk too?" The only thing she ever remarked on was the score and it usually was in her favor In 1919 at the Berkeley Tennis Club, Bob Fuller said to me, " Fred , I'm going to teach you the bounce-hit method of playing the ball so that you will develop sustained concentration ."

In 1923 Bill Tilden told me, "Fritz, try to make contact with a hunk of court with your back foot (the one furthest from the net) before the ball gets there so you can step toward the net with your front foot when you stroke the ball. " Don Budge said to me in '38, " I am only a good vollier but my approach shots are so deep and forcing , am hard to pass." think Don would have agreed that Performance = Habit X Drive.

Tom Stow told me in 1938, "You must have early preparation if you expect to play championsh ip tennis. Turn everything sideways except your head and you have completed half of your backswing."

Pancho Gonzales told my players at the L.A. Tennis Club in 52, "Anticipation is not guesswork, it is analysis watch your opponent's feet, body and racquet. Have awareness of the likelihood of him !)laking certain shots from certain areas of the court. " Jack Kramer said to Jerry Moss during Jr Davis Cup Practice in 1952, "You are as good as your second serve."

Some other old chestnuts recall are: "Ambition feeds on success, so think big! " "When in doubt, hit the ball cross court."

Jason Morton used to say "It's not how you hit it, but where!"

One of the greatest enemies of accuracy is tension . Most players are beaten by their own mistakes often due to impatience.

Russell Seymour advised , "Win by ball placement and mental attitude."

One night at a dinner in Scottsdale was talking with Bjorn Borg . He told me that he worked harder to get back into position so he wouldn 't have to work so hard to get to the next ball. He also said, "I don't try to hit the lines aim three feet from the sidelines and six feet from the baseline. sometimes hit the lines but didn't usually aim at the lines."

In closing, will add that will never tell a pupil to do anything would not be willing to do myself You will sometimes wonder about contradictions in your teaching . You wonder " Is what say really what do?" If so, the rewards can be really great. o

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It's All in Your Mind Do Anyth1ng Better By Us1ng Mental Tncks

by Gene w¡111ams

Com petition, sports. mental toughness. The three seem to go hand in hand, and many people bel ieve success is d e p~ [l d e nt on a combination of these qualities. Competition , for many is a natural nstinct. Sports provide an outlet for civilized com petition . But how does one develop a me ntal toughness?

People aren 't necessarily born with a tough mental mind set. It is a quality that is learn ed by those who desire to do so. And , sports psychologi sts promote many differ ent tec hniques for attaining this mental state The fo llowing exercises can be used to enhance your player's or student's performance in many areas. A strong mental attitu de can heighten the strength and endur ance of a tennis player or boost the confidence of a junior high debate team Inner Calm Visualization is probably the most productive strategy used in our field .

Exam ple: Have your players recall a time wh en th ey were totally at ease Ask them to imagine that picture and try to remember eve ry possible sensation of that totally relaxed moment unti they feel its full and calmi ng force .

Have the players recall this scene many ti mes to enhance the effect of i he sensation and the more quickly and easily they wi be able to relax when that memory is again called up.

14

High Energy Level - No matter what the goal if you want an intense dose of short term energy visualization is again the key Have the players relate to something that pumps them up ike a sight, sound or feeling. For example , one professional tennis playe r on the circuit used to sit and stare at a tenn is ball for 10 minutes before any big match.

Switching States of Mind Some activi ti es require relaxation (business meetings at lunch); while others making a proposal), demand that you be energetic. For peak performance during the day¡ however a person may have to switch from one state of mind to another immediately High positive energy is the tennis player staring at the bal for 10 minutes before an important match Low positive energy ncludes moments of deep and pleasant relaxation.

High negative energy .is marked by feelings of fear and loathing . And , finally low negative energy is marked by a feeling of depression, malaise and defeat. Have your players identify one real-life example of each state and have them write down in detail just how they felt during that experience Once they are familiar with the energy state levels, have the players write them down at six times during the day¡ an hour after they awaken , mid-morning, just after lunch , late afternoon , after dinner and an hour before they go to bed . The players should write down any noticeable shifts as wei Then they should use the first two exercises to get into states of inner calm and high energy Facial Expressions For many people , changing from one emotional state to another is most easily accomplished by rearranging facial muscles in specific ways. Something as simple as a smile transmits nerve impulses to the limbic system , the emotional system of the brain The result: positive feelings of happiness or relaxation . A frown or a grimace, which creates tension in facial muscles, on the other hand, tends to induce an xi ety Psychologists say "Emotional changes induced by body alteration are powerful and swift."

Begin the facial exercises by having your students tell themselves, " I want to do this right. " Then , have them check their present emotional state. Finally at this time , have them put the desired expression on their face A confident smile makes them feel secure. By looking angry for a few seconds,

they will probably feel angry Remember this really works, according to sports psychologists' Practice these facial changes as often as possible .

Have each student Personal Best imagine an image of himself at his very best, a time when he/she was about to respond effortlessly no matter how demanding and difficult the challenge . Even those who are not high-level athletes, sports psychologists say often draw their peak per formance memories from sports. For instance, recalling a tennis tournament that he/she won , storming back to win after being down , might gear him to winning in a completely unrelated event. Tell the players to sketch it nto their minds so that when a crisis appears, they can recall that instant immediately Positive Thinking Sports psychologists have developed a series of techniques geared toward putting both athletes and non-athletes in a positive, "can do" mental framework. Though the concept may seem simple, the effect can often be pJofound .

One effective exercise is the "stop drill," probably the first positive-thinking technique ever used by athletes, it is drawn from the domain of strict behaviorism. The goal: to banish all negative thoughts from the mind. If your player is bothered by thoughts such as, "No one likes me" or ''I'll never beat that player " you might have him try snapping a high-tension rubber band against his finger until they burn saying, 'Stop' Stop' " Use the unpleasant sensation and the language that is best for the player Brainwashing Brainwash ing attempts to not only obliterate negative thoughts, but also to turn those negatives into positives. In general , identify the negative thoughts and attitudes that consistently produce a pattern of negative thinking . Then have the player repeat over and over the positive attitude you want him /her to acquire. Have the student write it down, sing it out, even chant it to himself/herself!

Self-Talk Self-talk, or cognitive shifting , constitutes a more sophisticated version of the positive thinking techniques. Self-talk attempts to shift the range of negative, includperformance-defeating feelings ing anger and aggression into sensations that enhance success. To use selftalk, follow these instructions: If a particular task makes your student angry hostile, or even uncomfortable, have him/her use self-

talk to fil him / her with feelings of affection, even love. Simply determine the precise language to use to address a lover parent, grandparent or closest friend during an intimate moment. Then , using that same tone of voice and the exact same words, have your student address the task and all the objects associated with it.

Pumping Iron - Fearful , angry images help performances if and only if the athlete is easily aroused by a variety of other stimuli Calm images, on the other hand , hurt performance a lot. The suggestion is clear To increase physical strength , first of all you must know your student. If your student is aroused or angered by emotional cues , you can increase his strength by havng him envision an angry, hostile scene If visual stimuli do not ·cause your student to feel strong emotionally you would do better to immerse the student in a charged but positive energy state , seeing him/ herself performing at his very best. No matter what ' the level of arousal don 't let the student attempt to demonstrate super-strength after seeing him/ herself in a pastoral scene, a mountainside, or a resort by the sea' Brain Power Psychologists who study the brain waves of athletes have learned that different skills require increased activity in either the right or the left hemisphere of the brain. The following, represent the different phases of the brain power exercise: Progressive Relaxation , phase one First, get your student into a physically relaxed state by having them lie down and tense up and then release virtually every muscle in his body If he/she doesn 't feal calm after one go-a-round, have him/ her repeat the procedure again and again , up to five or six times in a single session, until he /she is totally relaxed .

• Choosing a Visual Mantra, phase two -Have your player think through the past for the most calming personal image he /she can think of Once he /she has chosen the image, you should ask questions ike: " Is the sun shining brightly?

What kind of food are you eating? Who is with you? Are you sitting or reclining on the patio? " Imagining this scene after progressive relaxation should further relax your student. If it doesn 't, repeat phase one and two.

• Choosing a Cue Word , phase three Choosing the right word will allow your student to enter the state without going through phases one and two . For instance , if your student best achieves relaxation by seeing a picnic by the lake, the particular word might be " lake," or even something as obscure as " soda."

Just repeat the word to the player let the image wash over him/ her and his right brain should recharge automatically • Dream State, phase four Controlled dreaming enables your student to get ready for dress rehearsal. In the relaxed , receptive state , the left brain will be tuned down and the right brain will be at

the apex of its powers Simply have the student close his eyes and immerse him / herself in mental images of the task he /she wi shes to perfect. Have him/ her turn to the script you created in phase one playing it in his head until it feels real . Remember avoid phrases such as " I want to " or " i.:,m feeling calm " This is not pep tal ~. nor is it wishful thinking .

The benefit derives from experiencing the task he /she wants- to perfect. And remember the sessions should revolve around the anxiety This allows the player to take the leap from anxiety to performance , experiencing victory and the elation that comes with it. Because the right brain wi be working full force during the mental practi9e sessions, it will be more experienced and confident during the actual event.

•

Setting Long-range Goals To set the overall goal, have the player first write it down. The next step is "superanalyzing" the goals. That is, you and your player must break each large goal into tiny goals that can be easily accomr;>lished in a relatively short span of time . For example: If the student wants to be prepared for a big tour nament in three months, make sure he/she competes in several smaller tournaments every week before that time . As the weeks pass, the skills should accumulate , and by the time of the big tournament, your student should be totally prepared for it. The next step is mentally rehearsing the big event.

First, the student should put on some loose clothing, lie down and then relax, using either the progressive relaxation presented in the brain power exercise or by listening to music. Finally he/she should run through the big match in his mind. Have your player imagine him/ herself on the actual court, surrounded by the crowd . How does he/she feel? At what point might he/she lose con trol, get nervous? As he/she works through the match, have him/ her talk out loud so it is more convincing . Go over the past tournaments, and remind him/ her to take deep breaths from his diaphragm. Have the student slowly breathe in and out through his mouth for five to 10 minutes. According to sports psychologists, centered breathing seems to change your body's center of

gravity increasing the feeling of internal stability and enhancing the ability to focus .

Achieving Flow The student wi benefit from visualizing the performance in a controlled dream state almost every day But right before the event, a shorter form of exercise will help as well Whether presenting a paper or entering the U.S. Open , have your student spend a minute or so doing centered breathing . This wi slow the body and clear the mind, ridding him / her of distractions and freeing him /her for perfor mance. Then have the student enter a brief controlled dream , rehearsing just one or two scenes from the script you both have produced . This will get him/ her into the flow needed to stage the whole event. If his/ her breathing attention wanders during the per formance , a few seconds of centered breathing will help.

Dreaming for Endurance If the problem with the task is the tedium it induces, your student may have trouble achieving success . Whether he/she is running a marathon or typing a book manuscript, boosting the energy and increasing endurance is the key A variation on the controlled dreaming presented in the fourth phase of the brain power exercise will help. To increase endur ance during a tedious task, the student must first correctly analyze the goal. This time , though , instead of pinpointing all the places he/she stutters and slips, have him/ her focus on th e instances in wh ich boredom sets in. If the aim is to endure a task he/she considers absolute drudgery use your analysis to link the tedious part of the project with another part, or result, that is more interesting . Significant improvements in endurance should result.

• Energy Boosters and Pick-me-ups If you feel your student is running out of steam , a few minutes of vigorous activity will give him/ her some get-up and go.

Releasing Tension Have your student stand up, clench his fists and tense his arms and legs. Have h m/ her jerk his shoulders as high as they wi go and hold the pose 10-1 5 seconds . As he / she does thls , have h m/ her close his eyes and imag ne that massive weights are sit ting on his/ her shoulders . The only way to release the burden is to let the weights slide down through the arms and legs as he/she slowly drops his shoulders . Repeat three or four times to release tension If he / she is n a classroom have h m/ her do desk isometrics. This exercise he ps release tension while sitting at a desk.

Moving easily have the student push upward and downward and outward against the desk and chair with is arms and hands. Make sure the chair is stable and has a hard armrest , and have the player ift h m / herself up and down within the seat . If the chair is not stable he / she may push against the arms .

Many competitive athletes , as we as people from al walks of ife have used these techniques to bu ld mental toughness . Try these exercises with your students, and udge the results for yourself 0 15

â&#x20AC;˘ Topic: Business Planning True or false: It is important to list political and religious affiliations when preparing a resume.

2. True or false: In most states you can fire a person for any reason, even no reason, as long as it is not a discriminatory one.

3. Most business failures are the result of: 0 A Shortage of funds 0 B. Poor record keeping 0 C. Inadequate planning 0 D. Lack of knowledge 4. True or false: A person must know himself or herself in order to accurately identify those job opportunities that might offer the most personal success.

5. What are the three most important items that should be clearly stated in a contract?

6. If you cannot act immediately upon a letter you have received, what steps should betaken?

0 A File it 0 B. Acknowledge receipt of it 0 C. Let someone else handle the letter 0 D. Let the person know when they can expect a response 0 E. All of the above 7 True of false: During an interview, always respond to questions with the type of answers the interviewers would like to hear 8. Before a job interview takes place, you should: 0 A Anticipate questions so you will be prepared 0 B. Research your interviewer(s) 0 C. Research the club or company 0 D. All of the above 18

9. Immediately after the interview, what should the prospective employee do?

0 A Tour the facility 0 B. Try to meet members to better understand the job 0 C. Send a letter to the interviewer thanking him or her for his or her time 0 D. Call the interviewer to see how he or she felt the interview went 10. Why should most agreements between a professional and his or her employer be put in writing?

11 The most successful business people are those who have a personal philosophy of replying to all correspondence within 0 0 0 0

A 24 hours B. 48 hours C. One week D. None of the above

12. True or false: In purchasing a club, one should have enough cash and staying power to last triple your worst estimates.

13. The two types of clubs to avoid purchasing are: 0 A Health/fitness clubs 0 B. Real estate or development related clubs 0 C. Commercial clubs 0 D. Swim/tennis clubs

16. goes hand-in-hand with successful buying when operating a shop.

0 A Inventory control 0 B. Merchandising 0 C. Marketing 0 D. All of the above 17 True or false: During an interview, a professional may get a "gut feeling" about his or her future employer It is best not to make a decision based on this feeling.

18. What fundamental considerations ml)st be weighed before setting up an accounting system?

D A Simplicity 0 B. Consistency 0 C. Regularity 0 D. Control 0 E. All of the above 19. True or false: In preparing a resume, it is best to list schools and colleges in reverse chronological order and work experience in chronological order 20. Persons between the ages of are protected by the federal anti-discrimination laws pertaining to employment.

0 A 35-65 0 B. 40-70 0 c. 45-75 0 D. 50 and over

14. True or false: One of the major pitfalls in retailing is overbuying.

15. When you open a pro shop, you automatically have a new silent partner Who is it?

â&#x20AC;˘

Answers on page 31

â&#x20AC;˘

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Challenging the Excuse Is the Beginning of Progress

by Gerry Berkheimer

''L

obbing is not real tennis."

"I'm an afternoon player not a morning player " "I hate pushers." . "I'm psyched out against lefties."

"I can't play in new shoes. " 'The draw favors other players."

"Sweating ruins my make-up."

"My strings are too tight/loose." and one of my favorites, 'This is not my surface."

Whew!

Progress in tennis is wonderful. Whether we're hitting on the backboard, taking a private or group lesson or getting experience in actual match play we seem to get a little extra boost in our self-confidence on or off the court by working on our strokes or learning how to handle competitive pressure more aturely Over the years, have found that the top players in all areas of tennis share numerous common bonds. One of those common bonds is the desire and persistence they exhibit in overcoming the many barriers and/or excuses to becoming better tennis players. Once the obstacles to success are conquered, the road to progress is easily definable, and consequently, more enjoyable.

Excuses tend to arise when a player faces his own inabilities in competing with a better player giving in to competitive pressure, pondering the fear of losing or just losing. Rarely if ever does the winner of a match or tournament make excuses and even the most prolific excuse-maker feels the world is in proper alignment with a 6-2, 6-1 victory Excuses act as momentary placebos to protect win-oriented programming, and in most cases, seem to prevent a person from doing what is necessary to grow as a player To be outgunned, to choke, or to lose is natural. These experiences are essential ingredients in the creation of a mature competitor The continuous use of excuse's to explain away those unpleasant situations is unacceptable. Instead, a player

playing surface excuses and can be dealt with as a group.

Third, replace the excuse with a positive, decisive course of action. "This wasn't my surface" is the excuse. Work with the player on understanding the difference so he or she can adjust his or her game. Perhaps a call to the USTA reference library or a trip to your city library will shed some light on how to play a particular surface. Remember you must initiate the change; the court is the constant factor Let's take a look at one more example.

"I can 't (won 't) play pushers. " Gerry Berkheimer is the Tennis Director at Blairwood Country Club in Louisville, Ky. He was honored in 1990 as the Kentucky Player of the Year and Pro of the Year by the Southern Division of USPTA He has a P-1 rating. Berkheimer attended Carson-Newman College on an ath letic/academic scholarship where he was ranked No. 1 for three years, and an All -American Honorable mention for singles and doubles. He has created charity tennis for the underprivileged , handicapped and imprisoned. During his career as a tennis professional, he has over 15 years of experience , teaching at resort facilities, clubs and college level coaching.

should examine the reasons behind them and work to improve his or her game.

The process of challenging excuses is amazingly simple. First, listen to your own words before, during and after the match.

What do you really say? Are your words well -i ntentioned and encouraging or do you offer the typical pre-game excuse, or per haps in the post-game conversation do you try to take a little air from the opponent's sails because this "wasn't your surface"?

Second, identify the "E" word or phrase and categorize it with similar excuses. "This wasn 't my surface" falls into the category of

This is obviously an excuse. If your player intends to play the game well, he or she must learn to deal with the var ious ways the game is played.

2. This excuse falls under the category of understanding game styles.

3. Create a project in which the student plays this type of hitter With practice, some enlightening articles and your player's analytical mind, you and your player can find the answer It may be slowing the ball down , using the dropshot-lob combination, serving and volleying or any number of possibilities.

Please note that failure to address this problem merely allows the excuse and problem to build.

After a very short period of time you can use this easy method in all areas of the game, including excuses for equipment, weather conditions, player personalities, physical conditioning, game styles and many more.

Once you begin to understand why excuses are made, challenge them with the appropriate answers and actions. After a while, these same excuses will become stepping stones for you and your player's progress in tennis.

H 21

Utilize a Gymnasium to Keep a Team in Shape Year Round

by Jay Cohen

When took the USPTA written test, there was a question that asked how to go about giving a lesson using a gymnasium.

At that time , had thought very little about using a gym, because was never in a situation where needed to use one to teach tennis. However while in Germany during the winter months, worked with junior tennis players in a gymnasium. Ironically at the same time , my brother wrote to ask me for some ideas for his high school coach , since they have no access to indoor courts dur ing cold or rainy weather In Germany we used the gym because indoor court time was limited and expensive . Just about every town in Germany has a tennis club and a club team . It was my job as the club's trainer to get the junior team ready to compete in the spring season. The following are the guidelines suggested for my brother's team , based on my experience in Germany Before beginning , the coach and players need to be aware of the safety factors involved . Tennis on a gym floor is unlike any other surface, because the floor is slick and the¡ balls travel fast. Players must take precautions not to hit balls wildly and haphazardly Also, shoes with good traction are important for slick floors. Worn out tennis shoes can make players lose their footing while making quick starts and stops. As you might guess, some running shoes grip the gym floor better than tennis shoes, but can be a problem for lateral movement. The coach can help players become sensitive to what footwear works best on this surface so they can work out safely Space and equipment availability in relation to the number of players is another consideration . The tennis coach must try to utilize all resources and must be imaginative and flexible to keep players active, enhance their conditioning and skills, and enable everyone to have fun .

To begin a gymnasium practice, a coach should do a proper warm up, even if there are 40 players in the gym. Start by having players jog cautiously around the gym for about five minutes. Then emphasize and practice proper stretching to prevent injur ies and maximize performance.

After five to 10 minutes df stretching, have everyone jog again . played music during workouts and this helped to keep

22

Jay Cohen is currently the Assistant Men 's Tennis Coach at Mississippi State University. He is working on his Master's Degree in Sports Administration.

Previously, he was a teaching pro at Limestone Tennis Club in Manlius, N.Y Cohen coached at the High Tech Tennis College in Rei! lm Winkl, West Germany and taught and played tennis for Club Ubersee in West Germany. He received a Liberal Arts degree from Southwest Texas State University, where he played varsity tennis.

motivation high. In addition to straightfor ward jogging, add side stepping for lateral movement, then some skipping and changing directions. Running backward can be added , but should be done slowly and with caution. When you are working with large numbers of players, coaches can't go wrong if they emphasize conditioning and foot work, especially during the off season.

Tennis aerobics was popular with the players in Germany With tennis racquets in hand, we worked on movements and strokes, shadow swinging and low volleying, while listening to music. Regular aerobics is excellent, not only for conditioning, but for flexibility and coordination.

My workouts in Germany were done in a small gym about half the size of a regulation basketball court. There was enough room to set up one volleyball net at tennis net height in the middle of the gym. This worked well, but we had to limit the number of players at this activity so they could rally back and forth safely in the limited space.

Players found it difficult to keep the ball in play because they had only played on red

clay and the ball bounces much faster on a gym floor To make practice more beneficial, strongly recommend that there be a player on one side up at the net and one player on the other side of the net about 40 feet back.

The net man must volley easily to give the player on the other side a chance to return the ball and keep the rally going. This drill will help players' timing and should improve their half volley because they have to use a shortened swing.

Players can get the same benefit hitting against the wall and this would be a better way to utilize space in the gym. The wall.is an obvious backboard, and works well particularly if players are far enough apart to avoid hitting one another After players become bored with the wall , there are a number of activities that provide for variety and keep players in the gym active.

Sports like basketball, soccer and hockey also help with conditioning. introduced basketball to the players. Most had never played and found it novel and seemed to like it. However the boys still preferred soccer We also played hockey in the gym.

Instead of using a hockey puck, we used a tennis ball, and empty-one gallon plastic laundry detergent containers with the bottoms cut out for¡ hockey sticks. This went over very well.

Sprints can also be done in the gym, along with other types of conditioning exer cises and footwork drills.

For more tennis drills, close contact volleys are the best way to utilize space and enable players to work on one aspect of their game. This keeps many people active at the same time. Another effective technique is mini-tennis, which is played by hitting the ball over a volleyball net or over other available apparatus like a vaulting horse. Since Boris Becker is so popular in Germany kids tried to imitate him by diving for the ball. So, we set up gymnastics safety mats next to the volleyball net and had the kids practice diving for volleys and landing on the mats.

With just a bit of imagination and ingenuity coaches can get an edge on the competitive season by utilizing a gym dur ing bad weather It is a wonderful way to help players stay in shape and it builds team spirit as well. n

There is no such thing as an easy victory Every win is the result of years of hard work, years of dedication. And the sweetest success is hardest won.

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It means pushing ourselves a little farther every day. But no one said winning would be easy. The best just make it look that way.

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Dates That Rate Exams and Upgrades April * April 3-4 April 14-15 April19 April 20-21 Apr il 20-21 April 21-22 April 27 -2S April 27 -2S Apri 2S-29 April 2S-29 May 4-5 May 5-6 May 6* May 10-11 May 10-11 May 10-11 May 11 12 May 12 May 14 May 17 1S May 17 19 MeW 1S- 19 May 9-20

San Francisco, CA Las Vegas, NV Baltimore , MD Flushing, NY Stow OH Tampa, FL Kailua-Kana, HI Boca Raton , FL Oklahoma City OK Murrieta, CA Tyler TX Chicago, L St. Louis, MO Sacramento, CA Orlando, FL Richmond , VA Bradenton , FL Big Rapids, M Redlands, CA Flushing , NY Stowe , VT Tucson , AZ Wilm ington , DE Austin , TX

Tennis Teachers' Courses May 1-3 May 7-9

Chicago, IL Richmond , VA

Specialty Courses Apri 4 April 5 April?

AprilS April 1S Apri 19 April 2S May 3 May 4 May 5 May 17 May 17 May 19 May 20 May 30

Las Vegas, NV Middle Atlantic Division Las Vegas, NV Las Vegas, NV Hawaii Division Hawaii Division Bronx, NY Ft. Lauderdale, FL Ft. Lauderdale , FL Ft. Lauderdale, FL Stowe , VT Toledo, OH Toledo, OH San Francisco, CA Naples, FL

Convention Seminars April 5-7 April 5-7 April 19-22 May 17 19

Western Region Mid . Atlantic Division Hawaii Division New England Division

* upgrade only

Certification Training -courses April 3- 4 April 14-15 April 20-21 April 20-21 April 2 1-22 April 2S-29 April 2S-29 May 4-5 May 10- 11 May 10-11 May 17 19 May 1S- 19

Las Vegas, NV Baltimore , MD Stow OH Tampa, FL Kailua-Kana, HI Murrieta, CA Tyler TX Chicago, IL Orlando, FL Richmond , VA Tucson , AZ Wilmington , DE

Coaches Clinics Apri 19-21 Apri 26-27 May 31

24

Indianapol is, IN Bron x, NY Naples, FL

Franklin International Institute April2 April2 Apri 2 April 3 April3 April4 April4

Albuquerque, NM Morristown, NJ San Bernadino, CA Fort Worth , TX Hartford, CT Rochester NY Salt Lake City UT

April9 April9 Apri 9 April 9 April 10 April 10 April 11 April 11 April 11 April 11 April 16 April 16 April 16 Apri 17 April 17 April 1S Aprii1S Apri 23 April 23 April 24 April 24 April 25 April 25 April 30 May 1 May 1 May 1 May 2 May 2 May 2 May 7 MayS MayS MayS MayS May9 May9 May9 May9 May9 May 14 May 14 May 14 May 14 May 15 May 15 May 15 May 16 May 16 May 16 May 16 May 21 May 21 May 21 May 22 May 22 May 22 May 22 May 22 May 23 May 23 May 23 May 29 May 29 May 29 May 29 May 30 May 30 May 30

Denver CO Las Vegas, NV New York City NY Santa Monica, CA Phoenix, AZ Pittsburgh, PA Honolulu , HI Salem, OR Ventura, CA Washington , D.C. Dallas, TX Kansas City MO Long Beach, CA Atlanta, GA Tucson, AZ Houston, TX Long Island, NY Pasadena, CA Portland , OR Philadelphia, PA San Diego, CA Boston, MA St. Louis, MO Seattle, WA Irvine, CA Oklahoma City OK Syracuse , NY Baton Rouge , LA Phoenix, AZ Salt Lake City UT Santa Monica, CA Boise, ID Eugene, OR Newark, NJ Stamford , CT Austin , TX Honolulu, HI Idaho Falls, ID Nashville, TN New York City NY Atlanta, GA Denver CO Kansas City MO Long Beach , CA Dallas, TX Princeton , NJ Washington , D.C. Houston, TX Memphis, TN Raleigh , NC Woodland Hills, CA Cedar Rapids, lA Omaha, NE Pasadena, CA Chattanooga, TN Des Moines, lA Lou isville, KY St. Louis, MO San Diego, CA Columbia, SC Knoxville , TN Spokane , WA Boston , MA Charlotte , NC Portland , OR Tampa, FL Ft. Lauderdale , FL Manchester NH Seattle, WA

How People Learn

by Bob Anderman

After 32 years of teaching tennis, am stil trying to discover how students learn.

The old concept that students learn by repetition has validity The problem with repetition is that we may not know how much is enough. It is Clear some people learn more quickly than others. In a school ' setting an unsuccessful student will be back tomorrow While in a tennis setting, the unsuccessfu student will not return.

The question asked myself was, "Why is the student not more successful?" As contemplated this question, another one crossed my mind, "If there was nothing basically faulty with my methods of teaching and how was presenting information, then why did some students never grasp the explanations? " â&#x20AC;˘This bothered me so much that started doing some research , attending conferences and discussing my concerns with learning specialists who pointed out that people differ in how they learn. Especially instructive was the article by Waynne B. James and Michael W Galbraith in the periodical Lifelong Learning which delineated the different learning styles and modalities.

Modalities are the channels through which people learn and we al use these to differ ent degrees, either kinesthetic, auditory or visual. Kinesthetic learning is accomplished by "doing." Students who are kinesthetic will generally learn best if they are moving the part of the body they are learning to change . For example, when teaching a student to loop the serve, the instructor would actually move the student's arms in the correct motion. On the first step forward on the forehand, the instructor would place the left leg forward (for a right-handed player).

Visual learning is done by watching .

These students learn through the use of

video taping , pictures, slides and demonstrations that emphasize a particular skill (such as a follow through) . They are also comfortable using visual imagery as a technique for learning.

thing is very logical. For example: when he teaches the volley he breaks it down into five separate steps. This method is in con trast to Vic Braden who uses visual modality He uses pictures, diagrams, and TV to instruct students (of course we also know that when Braden speaks, he goes into a kinesthetic whirlwind) . It appears to me that other instructors like Bollettieri, Galloway Smith and Estep stress the kinesthetic approach , for example learning by doing, and feeling .

One of the keys to learning is perce-ption.

Individuals learn through organizing and interpreting raw data brought in through the senses. When asking a student to tell you what they just learned they will do this through the modality which dominates their perceptual pattern because they use this modality to access information. For example, a student whose modality is auditory will usually cross his arms and proceed to explain in a very logical step by step response. If the modality is visual, he will include other items in his explanation; such as when you crossed over to his side to explain something or how the ball went high over the net. Someone who is kinesthetic will wave his arms or move his feet to demonstrate what he has learned.

Auditory learning is accomplished through hearing . This type of student wants discussion , time to ask questions and try to figure it out for themselves. They should be taught in a logical step-by-step approach with spoken instructions, such as "first do this, second do this."

In terms of teaching approaches you can see that Dennis Van Der Meer teaches primarily using auditory techniques. Every-

The implication of this is that the student will interpret information you teach in his own modality This may help explain why some people catch on quickly and others slowly Robert Stensrud and Kay Stensrud point out in their article "Teaching Styles and Learning Styles of Public School Teachers" that teachers are overwhelmingly visual learners and therefore are visual instructors. This helps to explain why some people will react differently to an excellent pro. It may be modality interfer ence, not personality conflict.

25

How People Learn

(continued)

With this knowledge pros must sidestep their modality comfort zone and become aware of the student's learning modality All pros have experienced giving the same lesson to two different students, only to discover that one picks up the information quickly while the other doesn't. It may not be a function of practice or skill but modality interference.

These issues get even more complicated when we consider that there may be gender and age inclinations toward a par ticular learning style. Dr Gary Ganahl, a USPTA professional and PhD. in Psychology has vast experience in this area. He suggested an easy method for discovering

a student's learning modality Ask the student to explain how to get home after the lesson. He will explain this using his dominant modality If he describes the tree on the corner you know he best learns through visual techniques. If he uses his arms and hands to point out different turns you know this student is a kinesthetic learner The student who crosses his arms and gives verbal straight directions, "Turn here, go there ," is auditory Once you have established the student's learning modality the rest is easy Finally it is time for USPTA members to realize that it is not enough to say that a good professional should use different

methods of teaching. Educational research may hold some clues on how we can do a better job for ourselves and our students. o Bibliography Bandler Richard . "Using Your Brain for a Change " Moab: Real People Press, 1985.

James, Waynne B. and Galbraith, W Michael Perceptual Learning Styles: Implications and Techniques for the Practitioner" Lifelong Learning Vol 8 (1985 pp.

20-23.

Martin, Thomas. "Movement Analysis for the Teacher/Coach " Physical Educator Vol 38 (1981 pp.123- 25.

Stensrud, Kay and Stensrud, Martin.

"Teaching Styles and Learning Styles of Public School Teachers" Perceptual and Motor Skills Vol 56 1983) p.414 .

..

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26

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Bob Anderman is the head Pro at Norbeck Country Club in Rockville, Md. He has been a member of USPTA since 1975 and is a Master Professional. He has both spoken and written extensively on tennis and education.

Anderman was the 45 and Over Player of the Year in the Middle Atlantic Professional Tennis Association for 1986-88. Currently he holds an Advanced Professional Teaching Certificate from the State of Maryland.

ask the professor

Jack L. Gro

el Ph.D.

Continental Grip Choice for Champions Student needs to change gnp for better results, less nsk of InJury

Before Contact

QUESTION: I have a student who has a very good one-handed topspin backhand using and Eastern grip. He is now developing his slice backhand, but refuses to change to a Continental grip for the shot. My question to you is this: Is it possible to develop an effective underspin backhand with an Eastern backhand grip, or should I make him change to a Continental grip as he uses a slice backhand? Also, he is using a wrist flick when he uses the Eastern backhand grip to generate the underspin.

ANSWER: First, let me say that it is definitely possible to hit a slice backhand with an Eastern backhand grip. However have two concerns about this shot. The first concern is that when hitting the slice with a one-handed backhand using an Eastern backhand grip, there is the potential for great stress in the wrist area due to the

At Contact

speed of the downward motion as the player swings from high to low Combine the stress from this stroke with the impact point and there is the potential for a young player to develop some inflammation in the wrist area. The second concern have is that, if your player is using a "wrist flick" to accelerate the racket even more, he is simply adding another segment to the body's linked system. My philosophy is that the more body parts you have in motion beyond what you need, the greater the risk for a mistake or injury With that in mind , would recommend that he learn to make a slight grip change toward the Continental grip so he relieves the stress on the wrist and rids himself of that extra wrist action that he is now using.

By using the Continental grip, the racquet face is naturally open . In addition, there are several other areas in which the Continental grip will help your young player In prepara-

After Contact

tion during the backswing , as the player lays the racquet back, the Continental grip enables the athlete 's forearm and upper arm to rotate into the proper position. This "laid back" position is a natural articulation of the elbow and shoulder joints. As the player accelerates toward impact in a high to low action, the shoulder and elbow natually rotate the racquet into its impact position. Following impact and into the follow through, the elbow and shoulder again rotate which relieves the stress on those joints.

As you can see, am a firm advocate of using a Continental grip to hit a onehanded underspin backhand. However it is possible to hit a slice backhand with another grip. But, anatomically it makes sense to make the change to the Continental grip, especially if your player is headed for championship play

27

Offensive and Defensive Lobbing Drill Purpose: To help the player recognize when they are in an offensive or defensive lobbing position , make the correct lob and work on the lobbing technique .

Player A is positioned at the net in anticipation of a down-the-line passing shot.

Player B is behind the baseline in the center of the court. The instructor feeds the ball down the line to Player B, who in turn hits a passing. shot at Player A, who then volleys the ball crosscourt and proceeds to get in position for the second volley Depending on the quality of the volley Player B must run the volley down and determine whether he/she is in an offensive or defensive position , and then must lob accordingly If this dril is used in a competitive game, points should be given for proper recognition of which lob to hit, as well as for the quality of the lob. After a few rounds, players can switch positions and sides in order to incorporate both the forehand and backhand lob. This drill can be done with players of all levels.

Nick Saviano Wesley Chapel , Fla.

""'''lf'--

-----s

No Bounce Doubles Drill

â&#x20AC;˘

Purpose: To encourage aggressive net play and to promote the use of specialty shots.

The rules of this drill are simple. With the exception of the serve, any ball that bounces in front of a player results in a loss of the point by the team allowing the bounce.

As a result, the only practical solution for the teams is for the serving team to serve and volley and for the receiving team to either A) chip returns and approach the net, or B) for the partner of the returner to poach the next shot to their side after the return of the serve.

In addition to encouraging aggressive net play an ancillary benefit is that it also promotes the use of specialty shots such as drop volleys and drop shots as a strategy to get the ball to bounce in front of opposing players.

A

B

D

\ \ \ \

Bruce J. VanAllen .Canton, Ohio Player A Player B Player C Player D

Server Partner of Server Receiver ' Partner of Receiver Player Movement Ball Movement

c

Win a Trip to Newport Be a part of the International Tennis Hall of Fame 1991 Enshrinement Weekend As a United States Professional Tennis Association (USPTA) member ENROLL THE GREATEST NUMBER of donors in the Tennis Hall of Fame and win a trip to the legendary seaside resort of Newport, Rhode Island, home of the International Tennis Hall of Fame The contest started on January 1 and will run through June 30, 1991 To participate, you must first become a donor yourself at the level of your choice ($50, $100, $500 or $1,000) As the winner, you'll watch history in the making by attending the 1991 festivities honoring the champions of the game And, that's not all- you'll attend the activities that make Enshrinement Weekend so memorable Players like Arthur Ashe, Billie Jean King, Stan Smith, and Virginia Wade are among those who have been inducted over the past several years The winner's trip for two includes roundtrip coach airfare, first-class hotel accommodations for three nights, two choice seats for the Hall of Fame Championships, and $350 in spending money And, as a Tennis Hall of Fame donor, you'll receive a press kit on our 1991 inductees, a subscription to the Hall of Fame News, free admission to the museum, discounts on grass court play and museum shop purchases, plus much more As a BONUS during the USPTA contest, you'll receive a FREE copy of the videotape "Great Moments in the History of Tennis;' only available through the Tennis Hall of Fame Spanning more than a century of events and featuring some of the most legendary players, this video is an absolute must for fans and collectors alike Show your support for the birthplace of American championship tennis Participate in the contest today!!!

This contest is open to USPTA members only. Contact your USPTA regional representative or the International Tennis Hall of Fame (ITHF) Development Office at 212/ 880-4179 for further details on the USPTAIITHF donor contest.

INDUSTRY ACTION US PTA • The National Nominating Committee is now accepting applications from members who are interested and available to serve on the USPTA National Board of Directors for 1991-92. Applicants must submit a resume and a 250 to 500-word essay outlining their opinions on the goals, directions and objectives of USPTA These materials should be postmarked no later than April 15, and sent to: Dave Houston P.O. Box 1033 Tiburon, CA ~4920

..

• Lynn McWilliams, USPTA pro, has received the USTA No. 1 Professional Doubles Team ranking in the nation for women over 30 . McWilliams is the Director of Racquet Sports at the Four Seasons Resort and Club in Las Colinas, Texas.

• USPTA pro Tim Wilkison will be competing for the Raleigh Edge in the 1991 TEAMTENNIS competition .

• The Midwest Division award winners for 1991 are as follows: Midwest Pro of the Year Tom Gray; Wisconsin Pro of the Year Dave Saxe; llinois Pro of the Year Scott Simpson and Rod Workman; Indiana Pro of the Year Mike Owens; Michigan Pro of the Year Jorge Capestany; Ohio Pro of the Year Jim Davis; Coach of the Year P.A. Nilhagen; Rookie of the

Year Mike Lange; Playing Pro of the Year Karl Johnson; 35-0ver Playing Pro of the Year Bill Blankenbaker; 45-0ver Playing Pro of the Year Sheila Evans; Dr Fay Tooley Award, Dale Steiss; Sponsor of the Year Will Cleveland; Nancy Mickler Award , Sylvia Gothard; Media of the Year Midland Daily News; Seminar Contest Winner John Korpi; Seminar Contest Second Place,

Art Steiger • USPTA pro Eve Kraft received the Mangan Award for the Middle States Tennis Association . This award is given to individuals who have made a significant contribution to Middle States tennis either through a specific noteworthy achievement or a long and distinguished record of service . Kraft is the Director of Resources at the USTA

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• Twelve USPTA members received USTA/ USPTA Schools Program Grants for 1990.

The recipients are: Paul Bates (St. Cloud , Minn ), Jeff Boren (Shelby N.C.), Tim Conroy (Pittsburgh , Pa.), Terry Harper (Daytona Beach, Fla.), Bob Osipower (Quakerstown , Pa.), Sylvia Palmer (Bremerton, Wash.), Daryl Paluch (Rapid City S.D.), Mike Quinn (Bethel Park, Pa.), George Smith (Tacoma, Wash .), and Karen Wroten (San Antonio, Texas) .

• USPTA will not have a nationwide tennis league until1992. During 1991 independent regional leagues and pilot studies will be conducted to determine the best possible considerations for an effective national adult, senior and junior league program . If you are interested fn a league program, please contact your division president.

the newly-formed Atlanta team and Connors will be playing for the 1990 champions, the Los Angeles Strings. Also committed to playing this year is Anne Smith for the San Antonio Racquets.

• Stefan Edberg reclaimed the No. 1 ranking at the Donnay Indoor Championship in Brussels, Belgium. Becker's No. 1 reign was the shortest for a first time No. 1 player lasting only three weeks.

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• Wilson Sporting Goods Co. and MacGregor Golf Company have named Erkki E. Raila as the Chairman of the Board. Raila succeeds Olli Laiho, who is the new chair man and CEO of Amer Group, LTD, the parent company of Wilson and MacGregor

• Pro Penn shoes has expanded their shoe line with three new mqdels of tennis shoes. These include a men 's mid-cut shoe, a men 's low-cut shoe and a women 's low-cut shoe.

USTA • The USTA is now accepting applications for the 1991 USTA Tennis Facility Awards program . To qualify facilities must be under the jurisdiction of a parks and recreation department, an educational institution or an industrial complex. All applications must be postmarked no later than May 3. Contact the USTA for more information.

• The 1991 USTA Tennis Teacher Con- · ference will be held in New York City at the Marriott Marquis, August 30-September 1 For registration information, write to the USTA, 707 Alexander Road , Princeton, NJ 08540.

• Nominations for the 1991 USTA Community Service Awards are now being accepted. Applications must be postmarked no later than August 1

Associations • The United States Tennis Court and Track Builder's Association (USTC&TBA) will hold its 1991 Technical Meeting in San Antonio, Texas on December 8-11 at the Hyatt Regency For more information on this event, please call the USTC&TBA at (301 752-3500 or write to them at 720 Light St., Baltimore, MD 21230-3816.

• The United States Racquet Stringers Association (USRSA) has announced a cer tification test at Hilton Head Island, S.C., April25 . For more information , contactTom Jilly at (803) 785-8656. Also, there will be a certification test on April 14 in Cleveland , Ohio. Contact Bud Nihiser for more infor mation at (216) 442-9139.

Erkki E. Railo

Th e n ew Pro Penn tennis shoes.

• Prince has announced the production of the Vortex racquet, a new widebody that helps to compensate for off-center shots.

The racquet is composed of visoelastic polymers and carbon fibers to give it

Answers to Tennis Quiz on page 18.

1 False 2. True

c

3.

4. True 5. 1 Your responsibilities 2. What you are given to work with 3. How much you are paid in each area

6. 8& D 7 False 8. D 9.

10. So that neither party forgets the points that were agreed on , forcing a re-negotiation down the line.

11 A 12. True

c

13. 8 & c

Professional • Jimmy Connors and Martina Navratilova will be playing TEAMTENNIS for the 1991 season . Navratilova will be playing for

• Wilson has been named the official tennis ball of the NCAA Championships for the next three years. Also, the company's agreement as the official ball of the Intercollegiate Tennis Coaches Association was renewed for another three years.

Prince Vortex racquet feature s new string pattern with staggered grommet holes

14. True 15. Uncle Sam 16. A 17 False 18. E 19. False 20. 8 Source: The USPTA Tennis Professional 's Business Manual

31

Creating Career Alternatives Don't become a v1ctim of JOb burnout Kathy Woods Vice Pres 1dent

W a t is a tennis professional? How would you describe the job functions of such an ind ividual.¡ doubt that many of the 9,000 members of USPTA would have identical job descriptions. The responsibil ities and visions of each tennis-teaching professional vary drastically But, what happens to professionals who find themselves "trapped " in a job. Perhaps th ey believe they can perform only one or a few duties as a teacher They may not recognize the options that are open to people with such specialized skills, or be unable to envision or take advantage of the potential gr.Owth within a specific job description.

Eventually many of these same people will experience job burnout.

Tennis is not only my chosen profession , but a large part of my life. My 6-year-old , (not yet certified) , already orchestrates a neighborhood club for young players, and my husband works to assure the development of jun ior players.

The fact that am constantly surrounded by tenn is and those involved in the game in one way or another provides even more reason to protect myself against the negative aspects of job burnout. fashioned myself a "typical club professional " with programming and on-court teaching duties on a year-round , day-today basis. may have been a victim of job burnout myself but managed to circumvent the syndrome quite by accident.

In February of 1989 suffered a career threatening back injury and was sidelined from active duty It may have meant an end to my career as a tennis professional , or worse, an end to my active participation in any tennis-related work.

Instead, it turned out to be blessing in disgu ise . Why? Because it forced me to evaluate additional skills and interests that

a

32

had and thrust me into new career paths.

Since that time, have recovered physically and I'm back on the court teaching .

But during my recovery period and throughout the last two years, had the good for tune of working with a professional tennis management firm. was involved in everything from sales and promotion to marketing and public relations. consulted with a golf-only country club that expanded to include tennis, and continue to work with a hotel /conference center to provide corporate outing support for tennis events.

With new career alternatives, my renewed ability to teach , my local involvement in my USPTA division and USTA section , county tennis council and my role as adviser to my 6-year-old 's "Just Us Kids Tennis Club," have no time to consider job burnout.

But, the problem is real, and must be addressed. A healthy blueprint for most successful professionals includes variety and balance. Somewhat like cross-training in fitness and periodization in training schedules, the tennis professional must organize and plan for healthy day-to-day and long-term performance.

Your personal plan should include the following :

2.

3.

4.

5.

Income-producing career activity Goal short-term$$$$$.

Networking within community and industry Goal long-term $$$$$.

Mentoring/Continuing Education. Goal(s) apprenticeships, professional stimulation, self improvement.

Personal Fitness Plan . Goal(s) wellness, pride, stress relief Family/ Recreation . Goal fun .

Check your own life blueprint and see how much variety and balance it includes.

Prepare to change if you are unfulfilled.

Certainly many of you have career histories that combine unique skills and duties. Your individual long-range plans will play an important part in determining your success, not unlike the long-range plans of our Association .

Constant re-evaluation of your career situations and the pursuit of new interests will keep you fresh in the '90s. Your goals may include more recreational quests or perhaps an educational update on your particular area of interest. You should have a natural desire to discover different aspects of your personal and professional life.

USPTA's new Mandatory Continuing Education Program , complete with Specialty Courses that embrace the varied skills we need, is one way to enhance and update your professional image. Through these courses, you can accomplish a per sonal sense of growth within the dynamic profession of tennis-teaching .

From inner-city to country club programming; from high school to college coaching ; from teaching the disabled to the elite junior¡ from local cable television instruction to world-wide network broadcasting; as USPTA members we possess a multitude of diversified skills. My message is simply this: Prepare for and expect change . Don 't wait for an injury burnout or a job dismissal to evaluate your goals. Do it while you are able to control the variables. And when the unexpected happens, it will not have a negative impact, but will feel like a planned "opportunity " urge you to look for one new opportunity in 1991 and throughout your lifetime. My continuing goal is to play the gamel o

The same kind of German engineering responsible for some of the world's fastest cars is behind the new Pro Penn tennis shoe. Created by a famous German designer, this shoe embodies the same obsession with performance and refined sense of style that you might see in a 911 Lookbeyond the Pro Penn's uncluttered, white leather exterior and youTI find high-tech features and ex0tic materials. .Gike an interior

strap of nonstretching Hytrel* which anchors your foot in the shoe. And a sole made of Long Play Formula 144A: a new rubber compound which will wear for hundreds of hard matches.

This brilliantly conceived shoe is manufactured with the stringent quality control that bas

Part tennis shoe, part Porsche.

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UNITED STATES PROFESSIONAL TENNIS ASSOCIATION , INC. World Headquaters One USPTA Centre 3535 Briarpark Drive Houston, TX 77042

BULK RATE U.S. POST AGE

PAID Perm it No . 3887 Tampa . FL