Addvantage 1992 October by RSPA

The Prince VORTEX: The only racquet that actually adjusts to improve every shot.

The staggered string bed improves sweet spot responsiveness for more control.

Prince has brought Stealth aerospace technology to racquet design with an advanced material called viscoelastic polymer-to give you unparalleled control. This space age material physically changes properties upon impact: the harder the swing, the stiffer the racquet for more power. The softer the swing (lob or drop shot), the more relaxed the racquet becomes for the softest shot possible. Unlike any other racquet, it actually adjusts to complement the variety of strokes and swing speeds in every player's game. Plus, its unique staggered string pattern puts the entire string bed into play, enhancing the sweet spot for more response, accuracy, spin and control. Demo a VORTEX today in e either midplus or oversize. Simply see a dealer or caii1-800-2-TENNIS.

nr1ft#IIJ ÂŽ

Jll IIIIIII

Playing in the Zone:

@ 1991 Pnnce Manufac lunng. Inc

The Trade Magazine of Men and Women Tennis-Teaching ProfessionalsTM

Volume 16 - Issue 10 The Voice Of The Tennis Teaching Profession NATIONAL BOARD OF DIRECTORS President Gordon Collins First Vice President Dave Sivertson Vice Presidents Kathy Woods Cliff Drysdale Will Hoag Joe Thompson Secretary/Treasurer Kurt Kamperman Past President Jack Justice CEO Tim Heckler Legal Counsel Paul Waldman WORLD HEADQUARTERS Director of Operations Rich Fanning Executive Assistant Marty Bostrom Coordinator of Tennis Allan Henry Teacher Development Communications Shawna Riley Coordinator Communications Gayden Cooper Marketing/Business John Tamborello Operations League Administrative Karen Unger Assistant Secretary Christine Fouts

On the cover Jennifer Capriati 's winning style captured a gold medal for the United States at the Olympic Games. Photo by Russ Adams.

SPECIAL SECTION

Secretary Dale Henry

Membership/Education Sharon Schmuck Assistant Membership/Education Karen Mahon Assistant

In this edition ... Book I - Tennis Teaching Skills Chapter 2 Group lessons maximize teaching potential Âˇ by Ann Grubbs

FEATURES 7

10 13 14

Membership/Education Vicky Tristan Assistant Financial Manager Renee Heckler Bookkeeper Terri Fugman Accounting and Trina Gambrell Merchandise Services Director of Certification George Bacso and Academies Co-Director of Academies Bill Tym

18 21

USPTA Playing School hones skills of teaching professionals '92 U.S. Open finalist Sampras proves valuable model for teaching the serve Giving credit where credit is due The appeal process for USPTA's Continuing Education Program The sliding server: Changing positions can give server winning edge over competition by Gerry Berkheimer USPTA League keeps competition warm during fall chill USPTA pros share teaching tips

DEPARTMENTS 3

Advertising/Marketing Phone (713) 97-USPTA Information

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 (713) 97-USPTA or fax (713) 978-7780 Office Hours: 8:30a.m.- 5 p.m. Central time.

USPTA's newest educational manual is being published for the first time in ADDvantage magazine. Look for this exciting book in this and upcoming issues as it is excerpted in its entir~ty - part of our efforts to bring more education free of charge to our members. The chapters form special monthly pullout sections that are conveniently hole-punched to insert in a three-ring binder. The USPTA Education Manual: A Career Guide to Professionalism is divided into Book I - Tennis Teaching Skills and Book II - Tennis Business Operations & Management. With chapters by Vic Braden, Peter Burwash, Cliff Drysdale, Ron Holmberg and Stan Smith, these two volumes will cover teaching private and group lessons, playing strategies, business plans, career development, and a myriad of other subjects vital to the successful tennis professional. And best of all - it's free.

Corporate Services Christ! Call Manager

Computer Services and Kathy Buchanan ~ Club Relations

October 1992

President's message The USPTA professional: The key to the future of tennis!

4 CEO's message Tucson convention forecasts bright future for USPTA and members

6 12 17 22

Letters Quiz Rehabilitation concerns following injury or surgery Dates that rate Industry action

EXECUTIVE COMMITTEE NATIONAL BOARD OF DIRECTORS GO RDON COL LI NS President (408) 395-71 1

KATHY WOODS Vice President (305) 361 -9819

WILL HOAG Vice President (305) 564-1 271

KURT KA MPERMAN Secretary-Treasurer (803) 842-1893

PAU L WALDMAN Legal Counsel (212) 354-8330

DAVE SIVERTSON First Vice President (512) 453-7246

CLI FF DRYS DALE Vi ce President (919) 256-6735

JOE THOM PSON Vice President (303) 278-1130

JACK J USTICE Past President (803) 642-71 71

TIM HEC KLER CEO (71 3) 97-USPTA

DIVISION PRESIDENTS AND REGIONAL VICE PRESIDENTS - - - - - - . CALIFORNIA DIVISION DON GOMSI President (714 792-4829 HANK LLOYD Regional Vice Presiden t (714 535-7740

EASTERN DIVISION

MIDWEST DIVISION

SAN DIEGO DIVISION

JIM DAVIS President (419) 865-11 41 TOM GRAY Regional Vice President (313) 652-1 500

JUDY PRESTON Preside nt (619) 565-2260 DON HENSO N Regional Vice Pres ident (619) 435-7133

HARRY GILBERT President (904) 437-2427 MARK Mc MAHON Regional Vice President (407) 488-6996

MISSOURI VALLEY DIVISION BRA D RICHISON Presi dent (91 3) 649-6272 JOHN WILLIAM S Regi onal Vice President (405) 242-5153

GREG GROVER President 404 392-7788 FRED BU RDICK Regional Vice Presiden t (404 832-6570

HA WAll DIVISION

NEW ENGLAND DIVISION

SOUTHWEST DIVISION

DINO BONDALLIAN President (808 322-34 41 DAVID PORTER Regional Vice President (808) 293-3755

DAVE FLEURY President (20 7) 846-3675 JACK DUN MEAD Reg ional Vice President (508) 238-6210

TOM BREECE Presi dent (602) 99 1 1414 JOE LONG Regional Vice President (505) 822-0455

INTERMOUNTAIN DIVISION

NORTHERN CALIFORNIA DIVISION

TEXAS DIVISION

JOE EDLES President (303 ) 985-3240 DAVE ROMBERG Regional Vice President (303) 76 1-9900

BILL RAPP Pre si dent 415 364-6272 JIM McLENNAN Reg ional V1ce President 4 15 948-1 656

RANDY MATIIN GLEY President (817)73 1 1631 RO N WOODS Regional Vice Pres ident 512) 991 7561

MIDDLE ATLANTIC DIVISION TED MEYER Pres iden t (804 320 -3244 FRANK HAD EN Regional Vice President (301 469-6286

NORTHWEST DIVISION

GORDON KENT Presiden t (21 2) 293-2386 STEVE DIAMOND Regiona l Vice Presi dent (20 1 857 7476

â&#x20AC;¢: FLORIDA DIVISION

PACIFIC NORTHWEST DIVISION

MIDDLE STATES DIVISION BECKY DESMOND President (215) 269-0738 AND REW POGO NYI Regional Vice President (215 233-3191

TIM BURKE President (61 2) 926-4408 STEVE WILKINSON Regiona l Vice President (507)93 1 1614

CRAIG KO ESSLER President (503) 223-6251 TED WATSON Regional Vice President (2 06) 292-04 73

SOUTHERN DIVISION

ROD DU LAN Y Past President (1990) (703) 524-3227 JIM REFFKIN Past Prestdenl ( 988) (602) 791 -4896 MIKE EIKENBERRY Past Prestdent ( 1986) ( 703) 893 -4428

President~s

message

The USPfA professional: Key

the future of tennis! Gordon Collins, President

u.s.'

was able to spend a week at the Open last month and , while was there, had numerous meetings with leaders from the tennis industry. n each situation , was asked ·what single most important element went into creating a successful tennis program The answer, without a doubt, is having a USPTA professional at the helm n my travels over the years, have seen many of· the country 's best and worst tennis programs. Invariably, one can determine the kind of tennis program that a club, school or park has before taking a look at the courts. The best tennis professionals know that it takes a great deal more than just a good instructor to build a solid tennis program Some of the key signs of a quality tenn1s professional include:

• A person who can offer a variety of high quality instructional programs, leagues and activities. The head professional likewise, should hire assistant pros who can implement the programs. And , quality professionals always should dress appropriately, be timely with their appointments and communications, and upgrade their skills through continuing education and community involvement.

• A tennis professional's ability to maintain a clean facility. This ncludes maintenance of the courts, lighting , windscreens, walkways, the entryway, locker rooms, pro shop, water fountains and parking lot.

In order for our industry to prosper~ it needs to attract players who have many options for their recreation and social time.

• The skills to hire and direct a serviceoriented staff From the maintenance personnel to the desk and pro shop staffs, each person should know that he or she is employed primarily to service the wants and needs of the club members or customers.

• A professional who furnishes thorough and accurate information. All employees should be knowledgeable on upcoming events and activities. The signs around the club should be attractive and informative, and written communications, such as newsletters and fliers, should be of the highest quality available.

As the saying goes, 'You never get a second chance to make a first impression ," and it certainly is imperative that the first impression be positive. If a family visits your facility for the first time and the parking lot is dirty, or the desk staff is inattentive to customers and lacks knowledge of the activities, it can create a terrible reflection on you and your lessons and programs regardless of their quality. A common characteristic of successful USPTA professionals is their capacity to develop the big picture. By this, mean they are able to cover all the crucial aspects of tennis at a facility or community, whether it be programming , personnel or facility maintenance. Most clubs are completing their 1993 budgets now, and this is a terrific time to review the club's current plan and, if necessary, make adjustments to reach next year 's goals. n order for our industry to prosper, it needs to attract players who have many options for their recreation and social time. We need to create an environment that is pleasing aesthetically and personally. We do have the ability to make a difference. As a USPTA professional, you are viewed as the person responsible for tennis in your community. It can be a huge challenge, but one know you can meet. Thank you for all of your efforts on behalf of the USPTA and tennis; they are certainly appreciated. <3

CEO.,s message

Tucson convention forecasts bright future for USPTA and members Tim Heckler, CEO

N ational convention season has come and gone for USPTA, but we will experience the positive outcome of t~ e occasion and its accompanying business meetings for years to come. Our Association continues to progress and to generate fresh teaching and business approaches for tennis professionals. If you didn't attend the 65th annual USPTA National Convention in Tucson , Ariz. last month , you missed the finest event to date. Since the early 1980s, the convention has con~r;1 ued to grow both in numbers of people attending and in the variety of activities offered to tennis-teaching professionals. Each year, we wonder how we can create a program to top the previous convention , and we try to add that extra ingredient that creates an even better event. This year 's national gathering undoubtedly was enriched by the wide assortment of educational offerings. Si x free Specialty Courses were included in the already packed convention schedule. They were held in conjunction with the more than 45 one-hour seminars usually provided for the continuing education of convention attendees. Some of the finest speakers in the nation gathered in Tucson to present the Specialty Courses and , best of all , we were able to provide these extra courses and added educational credits at no further expense to our members. More than 1,600 people attended this year 's convention, which was set against the ruggedly beautiful backdrop of the Santa Catalina Mountains. Amid the saguaro cactus, teaching professionals were able to educate themselves and relax a little during 4

this very special occasion . Although education was the principal drawing card for the '92 meeting, competition was fierce for the $50,000 in prize money offered to those who competed in the USPTA National Championships and National Team Championships. During the weeklong convention , USPTA crowned new men's and women's open singles champions, Mark Fairch ilds, Modesto, Calif and Jami Yonekura, Tucson , Ariz. respectively. Nightly parties, sponsored by USPTA and its endorsees, created a festive atmosphere under the clear desert skies. 'd like to thank our corporate sponsors, Penn , Prince, Asahi , Match Mate and Saddlebrook, for their assistance during this event and through the years. These companies and the individuals who run them have been fantastic supporters, enabling us to offer more and better benefits to the membership every year. While members attended seminars, Specialty Courses and tennis matches, USPTA conducted its annual Executive Committee business meetings. Committee members discussed the state of the Association, visited with industry dignitaries and planned for the coming year. The USPTA report is a good one. The organization is solid and membership trends are positive. USPTA's World Headquarters building is almost fully occupied, confirming the business decision to purchase the property only two short years ago. Also, we have negotiated an endorsement, which will permit us to build our own tennis complex at the national office at minimal expense. The newest USPTA program , the Adult

Tennis League, is proving to be a resound ing success, which will cater to between 30,000 and 40,000 players du ring its first year. Across America Tennis Day achieved an all-time high participation rate of more than 2 ,300 teaching professionals after final numbers were tabulated before the convention. And , we realized a three-year goal at the end of the multicultural segment of this program when President and Mrs. George. Bush visited the final clinic held at the White House. The success of projects like Across America Tennis Day can be attributed to the network created by USPTA among its member professionals. This communication tool has empowered USPTA to reach thousands of people in the grassroots of tennis and will grow in other programs such as our Women's Metropolitan Network and the new Minority Affairs Committee. As we continue to make progress in these areas, we will use networking to promote all of our accomplishments through the addition of an extensive new public relations campaign in 1993. This newest effort to focus on USPTA successes is long overdue, partly because we have grown so fast and developed so many other programs that we have had little time to look back at what we have accomplished . n the last few years, USPTA has ushered in a new era of tennis-teacher education , led the way in sports marketing through a tennis professional network and realized the potential of promoting the strength of our organization . It's been a great year, and we're prepared to meet even bigger challenges to make the next year even better. <0>

~p,..

1.41~'l,'l'l~ll~.--......~_,_,____._ Dear USPTA. Thanks so much for including us (Tennis: Europe junior scholarship program) in your Industry Action columns in June and August. know Pam (Dodman of Cincinnati) and our three scholarship-winning juniors really appreciated it! m delighted to see them get the deserved recognition! Sincerely, Martin Vinokur, USPTA Mamaroneck, N .Y

Pam Shriver, 1991 U.S. Open Doubles champion, uses PowerBars to raise and sustain her energy.

Fuel for Optimum Tennis "PowerBars are healthful, nutritious snacks that taste good, have almost no fat and give me a sustained energy lift." "I always have a couple in rrty tennis bag. I even eat them instead of airline food when I'm traveling." -Pam Shriver At tennis and health food stores. For your nearest dealer, call 800-444-5154

$1.69 each $35/box of 24 Protein: 10 g. Fat: less than 2 g. Carbohydrate: 40 g.

In Malt-Nut, 1Chocolate and Wild Berry flavors CJ992 Powerfood

Inc.

Dear USPTA. On behalf of The West Side Tennis Club, I want to thank you for your recent feature story on the club's Centennial Celebration. We very much appreciate your interest in our event and in bringing it to the attention of your readers. It was a pleasure working with you Sincerely, Raymond Dutch Publicity Committee The West Side Tennis Club Forest Hills, N.Y

Dear USPTA. Thank you to all the USPTA members for their prayers, cards, plants, letters and phone calls during my recent transplant surgery. To undergo this type of surgery without support from others would be very difficult. I do not know if my rehabilitation would have occurred as quickly without your support. With your help, I hope to be back at my desk at the USPTA office very soon . Also, would like to thank our CEO, Mr. Tim Heckler, for his support, and the other staff members who picked up the slack while I was convalescing. have always felt that the USPTA and its members are a class act; my opinion is even stronger now. You 're the greatest. Sincerely, Allan Henry, USPTA Houston, Texas

Dear USPTA. would like to thank those responsible for affiliating our organization with the Asahi line of tennis shoes. My pro shop customers have been very pleased with the product and the

Asahi corporate personnel have been very responsive to my needs as a pro shop owner. They even pay for my USPTA membership as part of the USPTA tennis professionals program . would recommend that our members contact Asahi and get some information on what has to be one of the best deals for tennis professionals in the industry. Truly yours, Robert Greene Jr , USPTA Director of Tennis The Balsams Grand Resort Hotel Dixville Notch, N.H.

Dear USPTA. Thank you for your prompt letter of August 19, 1992, where you directed my inquiry regarding Dr. Roger Williams' mineral insurance formula to Dr. rving Glick. I now have the formula information received from Dr. Glick. Thanks again for your help. Sincerely, Samuel R. Mascitti, USPTA Leominster, Mass.

Submissions to ADDvantage ADDvantage magazine welcomes your comments. Letters should be typed and signed and may be sent to ADDvantage, USPTA, 3535 Briarpark Drive, Houston, Texas, 77042. USPTA always is interested in articles for publication in its magazine. Most articles are approximately 2,000 words in length and may be on any topic that covers some aspect of a teaching professional's job. Articles must be typed and in narrative form , and all submitted articles are sent to the national USPTA Techni.cal Review Commitee for approval. Only stories that have not been previously published will be accepted . Press releases for Industry Action should be typed and include phone numbers of someone who can answer questions. For more information on submitting articles for publication, write to the same address, or call (713) 97-USPTA.

USPrA Playing School hones skil1s of teaching professionals Good tennis teachers often find their playing skills become rusty because they spend their time honing the talents of their students. A new USPTA school has been created to address that problem and will be held at three locations across the country in November, December and January. The three-day USPTA Playing School will bolster the tennis teacher 's playing proficiency, which enhances playing credibility a critical element in the overall impression created for one's students. Getting back to the basics of playing tennis also can help a pro relate to his or her students. The event will be led by renown player and coach Ron Holmberg and costs $225 for USPTA members, $300 .tor non-members. 'This is a wonderful opportunity for our â&#x20AC;˘ tennis professionals to sharpen their playing skills under the guidance of a top-notch coach and player,' Tim Heckler, USPTA CEO said . The first school is Nov. 13-15 at the Inverrary Racquet Club, Lauderhill, Fla., near Fort Lauderdale ; the second will be Dec. 4-6 at Sea Pines Raquet Club, Hilton Head lsland,S.C., and the third will be Jan. 24-26 at the Western Reserve Club in Tempe, Ariz. Registration deadlines for the courses are, respectively, Oct. 23, Nov. 13 and Jan. 5. Ranked No. 7 in the world in 1960, Holmberg was in the top 10 for U.S. men's singles for 10 years. He won the Junior Wimbledon in 1956, and the NCAA doubles championship twice while attending Tulane University. After 17 years on the tennis circuit, he retired to coach varsity tennis at West Point, and currently coaches players of all abilities, from regional to international tournament players.

interest in a course to work on their tennis game. Since the announcement, numerous phone calls for information have been pouring in to the Membership Department. 'We've gotten a great response from our members, Heckler said . The schools are an ideal way to play at three of the most beautiful clubs in the country, which will serve as sites for the seminars. And, special hotel rates are available to those registered for the courses.

Ranked No. 7 in the world in 1960, Holmberg was in the top 10 for U.S. men's singles for 10 years. He won the Junior Wimbledon in 1956 ...

Ron Holmberg

Holmberg will discuss tactics, strategies, techniques and strokes, and will give stylistic critiques usingÂˇ videotape of participants playing. Among the key points Holmberg will cover are tips for the overhead , lob, drop shot, passing and approach shots, serve and return of serve, volley and groundstroke. Each videotape review will include an indepth analysis in a 'skull session' with the school attendants. On-court competition under Holmberg's watchful eye will help sharpen the skills of those attending , with almost the entire three days spent on court. Additionally, tennis pros will be paired in tennis matches with others of similar ability and age. The decision to hold the school was made after many USPTA members expressed an

Holmberg holds a Master Professional rating from USPTA the association's highest certification level and is a member of the ATP the USTA and the Eastern Tennis Association Hall of Fame. He directs junior development programs, corporate outings and pro/celebrity tournaments. For further information, or to register, contact the USPTA World Headquarters, (713) 97-USPTA. The office is open weekdays, 8:30 a.m . 5 p.m. Central time. <3

Playing School Agenda Day one

Day two

Warm-up with drills on court

Return of serve

Overheads

Use the covered points in singles strategy

Basic illustrations by instructors

Approach shots

Dropshots

Play pressure points

Passing shots

Doubles play

Course overview ,.

Lobs

Free play

9-point, tie-breaker tournament (if time permits)

Videotape players' groundstrokes

Review of videotape in 'skull session'

Day three

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During an event, the paramount concern for endurance athletes is fluid replacement. But a fluid is not always as fluid as it may appear A true fluid-replacement drink should guarantee low osmolality A guarantee of low osmolality is a guarantee of fluio replacement. And that's where Tough Energy Drink comes in. In single-strength concentration,* Tough Energy Drink is guaranteed to be less than 249 mOsm/la crucial detail for a serious athlete! . Think Energy Enhancement with Glucose Polymers

Tough Energy Drink is made with Glucopol concentrate-its 7 percent total carbohydrate is 5 percent from glucose polymers and 2 percent from fructose. Studies of endurance athletes indicate that this formulation is optimum for maximizing carbohydrate absorption without compromising fluid replacement. The glucose polymers in Tough products are at high levels and are direct precursors form usc Ie glycogen, and the fructose he Ips

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â&#x20AC;˘ In triple -strength concentration , Tough Energy Drink is uniquely formulated to provide efficient corbohydrote loading .

~92

U.S. Open fmalist Sampras

prove~

by Jim McLe nnan

D o yo u remem ber the electrifyin g servi ng perform ance by Pete Sam pras in th e final of th e 1990 US . Open? It combined efl ortl ess power with unca nny accuracy to deli ve r unreturn abl e serves to all parts of th e service box Sampras' ga me has yet to regain the stellar heig hts he ach1eved in New Yo rk n 1990, however, his service acti o n provides an excellent model lor stu den ts of th e modern game. Teachers can use select professio nal models and sig nificantly improve their teachin g effecti veness. Surely th e re are enterprisng yo un gsters wh o used to copy John Mc Enroe, and now copy Bo ri s Becker, Sampras, Michael Stich and othe rs. Unfortunately, ce rtain nu ances of th e se rve are not always seen o r easily copi ed Th at' s wh ere th e resourceful teac hing pro can brid ge th e gap. Sampras g enerates nc redi ble racqu et head speed , yet somehow th e serve appears effo rtless. Pete seem s to use an easy warm -up mot1 on o n some of his b iggest serves, Stanford Un1 ve rsity All -Am e ri ca n Jo nath o n Stark observed . nterestin gly, th e receive r may antic ipate th e speed of th e ncom ing serve from th e amount of work th e server appears to have pu t into th e d elive ry It fo ll ows th at flu1d , unh urried deli veri es may be more d iffic ult to read Certainly, Sam p ras qualifi es on thi s account , and 1n some measure his huge serves appear even faster d ue to th e decep-

live ease of delive ry. Th e foll owin g sequ ence has bee n reconstru cted from ph otos taken of an exhi bitio n match betwee n Pete Sam pras and .John McE nroe d uring the 1991 Caesars Ch allenge. Th e photog raphic sequence allows a two-di mensional analysi s of Pete Sampras' serve. Th e ph otos were taken from th e fro nt , and th e reconstruc ti on includes both first and second serves. Th e ntent is to analyze th e ove rall service mot1 on, wi thout reference to th e spin or pl acement of th e delivery. Th e underl yi ng assum pti on is th at Pete' s first and second serves appear fun damentall y th e same, and th at th e underlying mechanics of his deli very eith er first or second) are similar and worth modeling Th e p rimary analysis involves th e range of rr.otion between the ph oto frames. Range of moti o n desc ribes th e amount of rotatio n, measured 1n deg rees, throug h which a lever moves For example, if th e kn ees are slig htly fl exed th en th e range of motion resulting from extension o r straig htening of th e kn ees would be less th an if th e kn ees had been m ore full y fl exed to beg in with (im agine Bec ker) . Sam p ras raises hi s tossing arm nearl y parall el with the baseline. n th is positio n his to rso and shoulders are wound up fo r th e fo rward rotati on into th e hit. Th e body weight remains balanced during th e toss.

When comparing thi s sta rting fram e with th e fini shing frame, th e appearance is of a whirling dervi sh or spinn ing top.

Teaching cue: Turn sideways and th en toss. Turn n a slig ht arc ac ross th e baseline. 2. As th e toss ri ses, Sampras holds hi s left arm hig h and his rig ht arm low. Th is is n c ontrast to th e common tip of moving both arm s down tog ether and then up tog eth er. With both the right arm and ri ght shoulder low, he inc reases th e range of upward motion wh en he swin gs up and nto th e ball (frames 4 throu g h 7)

Teaching cue: Begin th e motion slowly and fini sh th e toss befo re starting th e swing 3. As th e toss reac hes its peak, th e ri g ht shoulder and arm remain low, and he flexes th e kn ees to nc rease th e potential for more upward acceleration . ndeed, the knees, low shoulder and arm all combine to improve th e rang e of motion in th e ve rtical plane. Furth e rmor~. th e tossing arm has remai ned up. Th e left arm will add weight to th e swin g fall ing heavi ly to add speed to th e ri sing right side.

Teaching cue: Hold th e hitting side low and th en thrust. Tim e th e start of th e swin g with th e left arm

·~

.-:~::::;;.····,.. 3=

valuable model for teaching the serve

4. Sampras moves the racquet into the drop position with a low elbow. The racquet tip moves below hi s tennis shorts. From thi s position, the racquet has the greatest pos: si ble distance to accelerate up and nto the ball

into the ball Sampras pronates his forearm at the absolute top of the swing Thi s creates the characteristic sig nature of only the biggest servers Becker, Stich and Roscoe Tanner. The racquet rotates through 180 degrees (orÂˇ more) in the wink of an eye. The pronation whips the racquet through a sideways or somewhat horizontal direction , rather than up and over the ball

Teaching cue : Let th.e hitting arm 'go spaghetti (Braden) 5. The arm swings above the shou lder with a sharpl y fl exed elbow. As the elbow fl exes (in a relaxed rather than a tightened manner) , the range of motion from the elbow 's quick extension ncreases racquet speed.

Teaching cue: Unscrew a light bulb in the ceiling . 7 At contact, Sampras aligns his shoulders with the ball Thi s position may strain the lower back, but it reduces stress on the rotator cuff The hitting arm doesn't pinch against the ear, but is held well away from the body because of the unu sual posture at this moment.

Teaching cue : Throw a dart n the ceil ng pull the racquet shaft up to the sky. (At the 1985 Masters Tournament , John McEnroe was playing An.ders Jarryd n the quarterfinals. McEnroe cracked hi s racquet on the ground during a vintage tirade, but didn't know it had broken On hi s next serve, the racquet head separated from the throat and flew at least 40 feet n the airl Surprisingly, the racquet head landed on the baseline alongside McEnroe, nstead of well into Jarryd 's court as it would have were McEnroe throwing forward rather than up.

8. n Sampras' fini sh note the position of his torso, shoulders, head and face. As the right side and hitting arm accelerate up, and the racquet accelerates forward his body easi ly remain s upright. When servers flex their toroso at impact (with predictable height errors) , the jackknife finish looks far different than this final picture. Wi th the tenni s professional leading the way, a student can gain much information from observing the professional players he or she admires. <01

6. As he straighten s the elbow, note the racquet position The final lever in the kinetic chain will now whip the racquet

Jim Mclennan is the head professional at the Fremont Hills Country Club in Los Altos Hills, Calif. , and serves as the regional vice president for the USPTA Northern California Division . He holds a master's degree in psychology, and actively participates within the growing sport science community. He is a member of the Dunlop Slazenger and K â&#x20AC;˘ Swiss advisory staffs.

Special th anks to John Cross Photography and to Caesars Tahoe for their cooperation .

Topic: Rehabilitation concerns following injury or surgery

Wha! is the difference between an njury due to microtrauma and one due to macrotrauma?

2. True or false . Tendons, because of poor blood supply, are slow healers.

3. Why is early treatment important with an njury?

How long should ice be applied to an njury? D A. 5 minutes D B. 30 minutes D C. 45 minutes D D. No limit

8. True or false . It generally is agreed that the use of plain ice is more effective than commercial packs.

4. True or false . A tennis njury should not affect any other area of the body.

9. Elevation above _ _ level eliminates

is described as a state of musculoskeletal balance which protects the structure of the body against injury or progressive deformity. D A. Stature D B. Posture D C. Strength D D. Tone

10. Ultrasound should be used (before or after) exercise?

6. True or false . Rehabil itaiton of an injury should include rest and avoidance of overexertion not absence of activity. 12

hydrostatic gravity pressure, decreasing pain and fluid leakage.

14.

tennis elbow shows extreme tenderness on the outer (thumb-side) area of the elbow. D A. Lateral D B. Medial D C. Both

15. True or false . Knee problems n tennis often are old njuries which are aggravated rather than caused by tennis. 16. True or false . nitial treatment of a ruptured tendon requ ires 30-minute ice applications, with 30-minute ntervals between applications.

True or false. No tension should be applied to damaged tissues.

12.

soflex exercises use an elastic tension cord to supply ncreasing resistance through the range of motion.

applications promote vascu lar supply to an area and may help with muscle relaxation . D A. Ultrasound D B. Ice D C. Compression D D. Heat

13. True or false . Rotator cuff tendinitis is the most common shoulder injury in tennis.

Answers on page 24.

Chapter 2

Group lessons maximize teaching potential by Ann Grubbs

Group lessons can max1m1ze to the fullest an instructor's on-court teaching potential. More students on the court with one instructor will utilize the instructor's time more efficiently and service more students in less time than private lessons Group instruction may lower the amount of time an instructor spends with each â&#x20AC;˘ student, but it also lowers the lesson cost for the student. The group lesson setting can satisfy one or more of the following student needs. to have fun, to interact socially, to get exercise, to improve tennis skills, to keep costs down, and to find practice partners.

Group lesson organization Group lessons can be structured either into developmental programs/clinics or camps for

all ability levels, both adults and juniors. The developmental programs/ clinics are sold as a series of lessons, which can have students participating in one or more lessons per week over a period of several weeks. The length of the series may vary depending upon the time frame (six weeks, 15 weeks or 30 weeks) A camp has students participating daily in a program over a period of time (one week, two weeks, a weekend)

Both the developmental programs and camps are set up in a progression level format. An example oflevels for a junior lesson series is the following: tiny tots, young beginners, beginner to low intermediate, intermediate to advanced, and tournament drill. An example of an adult lesson series is. beginner, advanced beginner, intermediate and advanced, with a drill session for all levels. The camp level progression also could follow the series or be designated as follows: beginner to intermediate, intermediate to advanced, tournament prep, and champions. Each level has minimum entrance criteria for students to qualify Keep in mind that within each program level there may be a range of ability levels. Students need to meet the minimum criteria to be able to move to that level in the developmental program. Some examples of criteria and goals for different junior and adult level programs follow

Progression levels â&#x20AC;˘

Junior tiny tots: Students usually are 4 to 7

years old, are able to follow directions and can relate to the instructors in a group setting. The emphasis of this program is on FUN, as well as on developing hand-eye coordination and basic tennis skills.

•

Junior young beginners: Students generally

are 7 to 9 years old and have little or no tennis skills or experience. The emphasis of the class is on fun and on developing an interest in tennis among the students. Instruction includes basic tennis skills, hand-eye coordination drills/games, basic footwork, tennis rules and scoring.

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Students are generally in the 10- to 14-year age .group, have tennis experience and are more serious about tennis. Students in this group are able to keep the ball in play, direct their shots, have a consistent serve, and are proficient in playing at the net. The program emphasis is more on developing strokes and

•

Beginner adult clinic: This is structured to

teach adults the basic strokes and strategies, rules, and scoring of the game, and is appropriate for the player with little or no tennis experience. The clinic emphasizes getting students proficient quickly in the basic strokes and strategies so they can play a game. Students become discouraged and will drop tennis if they feel it takes too long to learn to play Try to encourage former players to give the game another try

Intermediate-to-advanced juniors:

•

Advanced-beginner adult clinic: The player

with some previous tennis experience, who is proficient in the basics of the forehand, backhand and serve, will enjoy this clinic. Its goals are to introduce the approach shot, volley, lob and overhead strokes; to learn to direct shots with more pace; to improve footwork; and to learn more singles and doubles strategies.

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Junior tournament drill: These students

usually are ages 11 to 17 This is a competitive level, with participants who are playing school tennis or tournaments and are very serious about their tennis games. The emphasis is on working hard to improve competitive playing skills. Advanced strokes and strategy are fine-tuned through drilling and match play

Beginner-to-low-intermediatejuniors: Stu-

dents usually are ages 9 to 12. This clinic again is based on fun and developing enthusiasm for tennis, with classes that are instructive as well as entertaining. These students range in ability level from the player with little tennis experience, to those who have completed the young beginners program. The goals of this program are to improve consistency and rallying capabilities. Students also will learn basic singles and doubles strategy

advanced strategies, learning more specialty shots, and practicing more competitive game situations.

•

Intermediate adult clinic: Participants are

able to hit consistent serves, sustain a rally, and control the net with volleys and overheads. These players also are playing at least once a week and are fairly serious about tennis. The goals of the intermediate clinic are to learn more advanced strategies for singles and doubles, to learn additional specialty strokes, to improve the serve by adding power, and to introduce spin to groundstrokes and the serve. •

First day of summer camp 10

Advanced adult clinic: This adult has been

playing for awhile and plays a couple of times a week. He or she hits with good pace and with spin, is able to meet the ball on the rise, and can control all shots. The goals of this clinic are to perfect the mechanics of all strokes, to work on advanced singles and doubles strategies (controlling the net and poaching), and to improve competitive skills.

•

Adult drill session: A great way for students

to practice all their shots in a structured drill format. This fast-paced session has students hitting only with the instructor, not with other students, so that all ability levels may be accommodated. The goal of this session is to hit a lot of balls and to get a workout; it is not oriented toward instruction. The progression system gives participants a goal and an incentive to move to the next ability level. All students should be apprised of the skills necessary to move up and of the availability of the program at the next skill level, thus keeping students progressing through the various ability levels within the program, and excited and working hard to move to the next step. Once the class level designations are made, consider the student-to-instructor ratio per court for each ability level. Usually the ratio is higher among the lower ability levels, which helps to keep the price low for new players. A reasonable student-to-instructor ratio for the lower abilitY levels is six to ~ight students per instructor The more advanced groups need a lower ratio of four to five students per instructor This group will spend less time on basic stroke production and more time on drilling and playing competitively. When establishing a long-term series of lessons, consider a missed-class policy· How will students make up missed lessons? Two examples of a • workable make-up policy are : •

Offer a week of make-ups at the end of the session. Students register for the days they want during the make-up week.

•

Have those needing to make up a lesson come to another lesson of that ability level on another day of the week if there is space available.

Once a policy is set, publicize it well. This makeup policy can help sell the longer series of lessons.

About the author ... Ann Grubbs of Arlington, Va., is employed at the 4 Star Tennis Academy in Mclean, Va., where she is vice president of marketing, director of the winter junior tennis program and a tennis professional. Previously, she was the club manager of the 4 Star Racquet and Health Club in Williamsport, Md., and director of summer c~mps for four years. She received a ~...bachelor's of science degree Ann Grubbs in business management from Virginia Tech, where she played on the tennis team for four years. Grubbs was a ranked junior player in the Mid-Atlantic Tennis Association from 1969 to 1979. The USPTA Professional1 served as an executive board member and a women's liaison on the USPTA Middle Atlantic Division. The division named her the Greater Washington, D.C., Professional of the Year in 1985. Grubbs also served the Mid-Atlantic Tennis Association as council member and as vice president of girls activities from 1986 to 1988.

~; as the lesson series continues. Note any changes on the original plan for future reference. When creating the lesson, it is better to over-plan (have too many topics/drills) in case something scheduled does not work, or does not take as. long to cover as planned. It is a good idea to take notes for future reference on which games and drills work or do not work for students in each ability level. Be sure to schedule time for the initial warm-up, the ending review and picking up balls. When planning for a long-term lesson series (either junior or adult) in a one-lesson-per-week format, allow for the option of adding new students throughout the session if there is space. Try to write the lesson plan so as to accommodate new students without them feeling lost. Schedule a stroke review each week. The chart on page 12 is a sample lesson plan for the first few weeks of a two-hour, intermediate-to-advanced group.

Keeping juniors interested

Group lesson planning A lesson plan needs to be prepared for each ability level in the program structure. Lesson plans serve as a general guide and should include not only the goals for the entire program, but also for each lesson and the topics to be covered in each lesson. Obviously, changes will be needed

The length oftime spent on each segment should be short, anywhere from 10 minutes for tiny tots to 25 minutes for the junior tournament drill division, to keep the students' attention and things moving. Schedule "special event days" for juniors periodically throughout a longer term session. These help keep the program from becoming monotonous and give the students some-

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involved on the drill court. Doubles matches can be longer, perhaps eight games total with everyone serving twice. A program on one court with five or more players could play half-court singles matches. Play would be from baseline to baseline from the center line over to the alley The other half of the court could be used for drilling.

thing to which to look forward. The special events can be any number of things. A few examples are:

Tournament Day

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This day usually is scheduled for the low-intermediate-and-above levels. Tournament Day could use either a singles or doubles tournament, depending on the number of students, the amount of time available, and the number of courts available. Assuming there are two or more courts available in a two-hour time frame with Jive students per court, the setup would be as follows. •

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Tennis games, Ribbon Day This day is used with the tiny tot and young beginner levels and will work in a program with any number of courts and any number of students per court. The idea is to have fun, all participants are winners and receive a ribbon or some prize. Tennis skills, games and tennis knowledge (trivia) questions should be used. Answering trivia questions is a great way for the not-so-skilled player to win a ribbon .

In a singles tournament, each match will be a total of four games using no-ad scoring and a 12-point tiebreaker at two games apiece. Make the draw and assign two matches to each court. The two matches will alternate playing points. The players in the first match play a point, while the opponents of the second match wait at the back fence on each side of the net. After the point is over, the players in the second match step forward and play their first point. Then the first match's players return for their second point. This short waiting time between points can be used to give quick strategy and tactics tips.

Examples of tennis skill games:

During the matches, the other students will perform feeding and play-action drills on a drill court. As the matches finish, record their scores on the draw and send new matches out to play from the drill court. Those finished playing a match will go to the drill court. This plan keeps everyone active and hining as much as possible.

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Highest number of bounces down and up off the racquet;

•

Team contests: First team to hit 30 forehands and/ or backhands over the net;

•

Relay races. First team to race from the baseline to the net while balancing a ball on their racquet strings .

Examples of tennis games:

•

Tennis baseball

•

Around the World

•

Tennis volleyball

Examples of tennis trivia questions:

A doubles tournament will have only one match per court with the rest of the students

•

Where is the baseline?

•

Where does the server stand when serving?

LESSON PLAN FOR INTERMEDIATE TO ADVANCED PROGRAM (2-hour class)

WEEK

GOALS AND COMMENTS (5 min.)

Introductions. Class rules . Safety tips. Problems. Review basics.

Review serve. Singles net t play.

STROKE OF DAY (20 min.)

REVIEW (20 min.)

DRILLS (20 min.)

Feeding warm-up .

Forehand instruction.

Backhand instruction .

Target hits. Approach shot, volley serve contest.

Singles depth .

Team singles.

Rally warm-up .

Serve instruction.

Backhand instruction.

Running forehand. Killer drill. Volley, overheads.

Singles net.

Serve and volley singles points.

WARM-UP (15 min.)

STRATEGY OF DAY (20 min.)

GAME (20 min.)

Tennis drills keep children attentive and enjoying the sport.

•

How many attempts does the server have to put the ball in play?

•

How many times may the ball bounce on a player's side of the net before the point is lost?

•

What is it called when the server misses both serves?

The trivia questions should be distributed throughout the games so those students who are not as skilled in playing will feel as though they have a chance to win.

Private Lesson Day This day may be used for all ability levels. A possible setup follows, which assumes a program of two or more courts, with four or more students per court and a two-hour time frame. •

Have one court designated for private lessons with two instructors, the second court is a drill court; and the third court, if available, is the match-play court. Rotate the students from the drill court to the private-lesson court and back to the drill court. As the matches finish, send new matches out from the students on the drill court. The private lessons

will average from 10 to 15 minutes each. If there are more students and less instructors, give semiprivate lessons instead of private ones. The students will love the opportunity to get that extra attention from the instructor, plus the chance to work on whatever they want. Programs with just one court and four or more students also may have a private lesson. Split the court in half from baseline to baseline. A ball machine helps the lower ability levels since they are not as skilled in play-action drills. Set up the ball machine or the play-action drills on one half of the court, and the private lessons on the other half. Rotate a student from the ball machine or drills, to the private lesson. Again, the lessons will average 10 to 15 minutes each.

Tiny tots program The lesson plan for a tiny tots program in a one-lesson-per-week format should include fun games and drills using tennis skills. The whole idea of the tiny tots class is to introduce tennis in a fun manner. Hand-eye coordination, ball-

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and racquet-handling skills, and basic tennis strokes are learned in this class. The class should 13

only last from 30 to 45 minutes - any more would be too much for this age group. The same introductions, class rules, safety, and class format information given to other age groups need to be given to this group.

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This age group likes to follow the same routine each week and needs specific communication from the instructor When putting the students on the court, physically show them where they should stand. Keep in mind that some of the students in this group will have had no experience with tennis and/or swinging and hitting a ball. Topics should be changed every eight to 10 minutes to keep the students interested . Demonstration of strokes is very brief for tiny tots. An example of a forehand demonstration. Have the students spread out (since they will be swinging at the same time), show the stroke and tell its name. Have them repeat the name as the stroke is repeated. Now have them "shake hands" with the racquet to get the grip, point their toes to the side wall, point the racquet to the back wall) and swing from low to high. Have them

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Introduce tennis in a fun manner to juniors.

continue doing shadow swings and correct each one individually. Now the students are ready to hit balls tossed to them. Shorten the court for this group by having them hit from the service line, for a higher success rate. During each class session, cover a new rule, part of the court, or a part of the racquet. During the next class, ask a question about the previous week's topics. Also, teach them to keep score and show them an actual match. Have two instructors play a few games so the students may see how the strokes, lines and game scoring fit together. The students should be able to watch and understand a tennis match. When writing the lesson plan, allow for many repetitions on the same stroke before moving to another stroke. The chart on the following page is an example of a lesson plan for the first few weeks of a 45-minute, tiny tot class.

Camp format The tennis camp format (for both adults and juniors) has daily lessons for a particular session

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LESSON PLAN FOR TINY TOT PROGRAM (45-minute class)

WEEK

GOALS AND COMMENTS (5 min.)

WARM-UP (5 min.)

STROKE (10 min.)

STROKE/DRILLS (10 min.)

GAME (10 min.)

HOMEWORK (5 min.)

Introductions. Class rules. Safety rules. Learn racquet parts.

Ball control. Dribble ball with hand. Bounce and catch ball after one bounce . Toss and catch ball with partner Dribble ball with racquet. Dodge ball game.

Forehand instruction .

Forehand volley instruction .

Relay races.

Parts of racquet. Dribble ball five times with hand.

Ask racquet parts. Go over court lines. Re-emphasize safety.

Same as week 1

Forehand review.

Forehand volley review

Dodge ball.

Learn lines on the court. Dribble ball seven times with hand.

Ask about homework. Review basic forehand an d volley strokes.

Same as week 1

Forehand review and contest.

Forehand volley and contest.

Tennis baseball.

Show forehand swing. Dribble ball10 times with hand .

Go over homework. Learn backhands.

Dribble ball with racquet. Tap ball up off racquet strings. Toss and catch ball with partner .•

Backhand instruction.

Backhand volley instruction .

Relay races.

Show forehand volley. Dribble ball five times with racquet.

0 1

length. Camps may have either a part-day program (two to three hours per day) or a full-day program (five to six hours per day).

The camp session length may vary from a threeday weekend, to a one- or two-week session, to longer sessions. • The lesson plan for th e part-day program should include the same group segment topics as the longer-term session meeting once a week. The segment lengths in the camp situation may be expanded to 20 or 30 minutes. More time could be devoted to match play and competitive game situations within the three-hour program. Also, a footwork and/or conditioning program may be added. The lesson plan for a full-day camp is divided into two half-days. One half of the day (three hours) is structured into 25- to 30-minute group instructional segments just as the partial day program above. The second half of the day (two to three hours) is structured into match play, group dril ling, and strategy segments (see chart on top of next page) The strategy segment may either be on the court or off the court, depending upon the court space available.

Adult lessons should be structured in a progression format just as in the junior programs. Adult classes also will have the same stroke and strategy of the day format as the junior programs. The camp program lesson plan used for the juniors will suffice for the adults.

Group lessons on the court Now that students are enrolled and the lesson plan is completed, it's time to hit the courts! Here are a few important points to remember· •

Dress professionally

•

Arrive before the lesson begins with enough time to prepare.

•

Know the lesson plan and ensure that the assistant instructors know their responsibilities.

•

Organize the court in a safe manner by having the ball hopper positioned away from potential hitting zones and keep all balls cleared from the students' hitting path.

•

Begin and finish all lessons on time.

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At the start of the first class, introduce yourself and the students. The goal is to make everyone 15

DAY CAMP LESSON PLAN (5-6 hours daily) WEEK

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ROUND MATCH PLAY (30 min.)

DRILLING (30 min.)

STRATEGY SESSION (30 min.)

E, F G, H

I, J, K, L

Avs. B Cvs. 0 Zvs. Y Xvs. W

I, J, K, L

E, F G, H

Avs. B Cvs. 0 Zvs. Y Xvs. W

A,B,C,D

Z, Y X,W

Evs. F Gvs. H I vs. J K vs. L

Z, Y X, W

A, B, C, D

E vs. F Gvs. H lvs. J Kvs. L

STRATEGY TOPIC Doubles positioning and strategy.

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feel comfortable and welcome. Determine their ability levels by watching them hit a few balls aqd asking them questions about their playing experience and ally previous lessons they've taken. Next, give the students an overview of the goals of the program, the basic daily schedule, any rules and safety instructions. Emphasize safety to all of the students. Within a group setting, safety is the No. 1 priority If everyone does not finish a drill or lesson safely (including the instructor) it just is not worth doing. Be sure the students move balls immediately out of the way if they roll near their feet, or where they will be running. Stop the drill, if necessary, to have the area cleared of balls. All equipment (such as ball hoppers) should be safely out of the students' way Prevent the students from practicing their swings while waiting to hit or while standing in a group. Also, keep the students positioned safely off the court when not involved in a drill or in hitting. The first session is also the time to encourage the students to speak with you promptly if they have a problem or complaint with the program, or with their placement within the program. It will be easier to satisfy an unhappy student at the beginning of the program rather than hearing of the problem at the end when nothing can be done. This also is a good opportunity to mention the "learning curve effect"· Students learning I new skills will initially see a drop in their ability

levels before they master the new skill. Once they are comfortable with the new skill, they will see improvement. After the initial overview of the first lesson, and at the start of each subsequent lesson, a light exercise and stretching routine will get everyone warmed up and ready to go. After the initial warm-up, a demonstration of the topic of the day is necessary During the demonstration, the students should be on the side of the court for a good view Position the students for the demonstration so they have as few distractions as possible. If outside, have the students look away from the sun instead of into it. Have another instructor feed balls to you, or- if alone - show the stroke by just bouncing and hitting a ball. Break the stroke into manageable parts like the following example:

Forehand demonstration: •

Show the full stroke.

•

Show and explain the grip.

•

Demonstrate how the body and shoulders pivot to get the racquet back into position in the backswing.

•

Show how to move to the ball while taking the last step toward the net with the left foot (if right-handed)

•

Explain and show the contact point with the strings perpendicular to the ground.

•

The follow-through should be toward the target with the racquet finishing at eye level.

than in listening to a lecture. Try to get the students hitting promptly

•

Finish with another full stroke to show how the pieces fit together

Communication with the students during the lesson is very important. Speak loud and clearly enough so as to be heard across the court. The instructor should be positioned at various parts of the court when instructing so that the net is not always a barrier between instructor and students. Use the students' names when giving feedback, and try to give concise, direct instructions.

Remember to give visual as well as verbal examples, because people learn in different ways. Some learn verbally, some learn visually, and some learn by kinesthetics (actually doing it) An example of the three different ways to get a student to swing from low to high on the backhand. •

Verbal - Tell the student to swing the racquet from the hip (low) to the head (high)

•

Visual - Show the student what should be done by demonstrating it.

•

Kinesthetic - Stand with the student and move his or her arm and racquet.

Try to use all of these teaching methods. The demonstration should be kept to a minimum, about two to three minutes, especially when working with juniors. Those students are interested more in hitting a lot of balls and having fun .

Use positive feedback when teaching and correcting students and emphasize a point positively (accentuate the positive and neutralize the n egative) Examples of positive feedback when working on a forehand. Use the phrase "hit up from low to high," instead of"don't swing down." Try to avoid using "don't." Think of more positive phrases such as "try to do this ... ," or on a volley· "eliminate the backswing," instead of "don't swing." Keep teaching methods constructive and let the students know what they should be doing instead of what they're not doing.

Position the students for the demonstration so they have as few distractions as possible. 17

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Focus on only one area or point at a time to avoid overwhelming the students. After they have a basic understanding of that one point, then add the next step. When correcting problems in a student's technique, look for the real cause and correct that area. Check with the student to see if any improvement is noticed with the correction, and take a genuine interest in that person and his or her improvement. An instructor must be sensitive to each student's feelings. Some students take corrective comments the wrong way, so try not to be patronizing; be encouraging, but sincere. During the lesson, spend equal time with each stuqent. Have them rotate so each one has the opportunity to hit with the instructor, but remember that a group lesson is not supposed to be a sequence of private lessons. Recommend a private lesson for students who need more individualized attention. Remember, use students' names frequently during a lesson. Creating an organized and entertqining learning atmosphere in lessons will help keep students enthusiastic and excited about learning and playing tennis. At the end of all lessons, allow time for a quick review of the key points covered and for picking up balls. Assign homework, due at the next lesson, to encourage practice between lessons. For example, tiny tots would practice bouncing the ball 10 times with the racquet. All lessons should end on a positive tone with everyone looking forward to returning. Remember to ask at the next lesson about the homework or any questions that may have come up while practicing. Throughout the lesson series, give the students feedback on their overall improvement and areas that still need work to meet their goals. At the end of a series of lessons, make recommendations regarding the next appropriate program level for each student. Students should be made aware, throughout the series, of where they stand against the criteria for moving to the next level. Again, the idea is to keep students progressing up the lesson/program ladder Private lessons should be recommended to students in group programs as well. The key to a successful group lesson program is to have a program avail able for all ability levels and all ages.

Group drilling Drills are used in group lessons to practice strokes and strategies. There are two basic types of drills: feeding drills and play-action drills. Feeding drills involve the instructor hitting balls

to a student without returning them. They are fast-paced and do not give the advanced player a chance to rest if a ball is missed. They also give weaker players the opportunity to hit more balls and make discrepancies between skill levels less obvious in a group. The disadvantages to feeding drills are that players can lose their rhythm, there is the ball pickup at the end of the drill, and players are hitting solely with the instructor The play-action drill has a student hitting continuously with either the instructor or another student. These drills can be used to simulate competitive situations and have little ball pickup involved. Disadvantages are twofold. They are not as physically challenging; and the weaker player can't enjoy these drills as much as the feeding drills. Drills must be used effectively in order to be successful. Often, drills do not work simply because they are not done very well by the instructor Be prepared to change a drill if it is not working, or if the students are not enjoy}ng it. The drills chosen for a lesson should be appropriate for the ability level and the number of students on the court. For better players, vary the drills used between feeding and play-action so they will get more realistic playing situations to practice. Here are a few tips to remember for successful group drilling:

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Be creative when setting up drills. Try to make the drill a game. Add competition to make them more fun and interesting, and to get desired results (for example, points are scored only for the proper form, or only for balls hit deep into the court) The competition should be positively oriented with the winners being rewarded, but without the losers being punished. Use targets for the competition.

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Keep teaching as you drill. The instructor needs to be more than just a ball machine; as the students hit, give them feedback on almost every shot. Use their names and talk in a loud and clear voice.

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Keep the drills as realistic as possible. Avoid drills where students practice a sequence of shots completely out of sync with what would or might happen in a match. Whenever possible, use tennis-type scoring. The instructor should know the objective of the drill and communicate it to the students.

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More time should be spent doing the drill than explaining it. Keep the drill simple so the students understand how to do it. Name each drill and use the name so the students will get to know it. The best way to quickly start a drill is: Tell the students the name of the drill. Have the students and instructor stand in drill position. Tell how many shots are to be hit and where to move after hitting. Walk the first person through the drill.

Picking up balls is the least fun part of doing drills for the participants. Try to keep the ball pickup from becoming too much of a chore. When safely possible, have one student pick up a specified number of balls (20 is a good number) while the instructor continues to work with the r~st of the group. After picking up the balls, that person ("picker") goes back into the drill. Using a picker saves time on the ball pickup and gives everyone a chance to hit more balls. Some drills (rally drills and serving drills) do not need all the balls picked up to be able to conduct the drill. Try to fit these drills efficiently into the drill routine. For example, after completing a feeding drill, there's no need to pick up balls if serving is the next drill. Just have the servers pick up balls as they need them to serve. â&#x20AC;˘

After the drill is under way and everyone understands it, then introduce the scoring parts. Explain the purpose ana goals of the drill while the students are doing it.

Adjust the drill to the student's level of play. Most drills can be adjusted by changing where the instructor and students stand, the speed and placement of the feeds, or the objectives of the drill. As an example for young beginners, have them stand at the service line and toss the balls instead of hitting balls to them. Their goal may be only to get the ball anywhere over the net. Always

Keep the drill simple so the students understand how to do it. 19

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(1 n)JTW Feeding drill: 2-Shot Forehand/Backhand

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Purpose: Work on running/passing shots .

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Description: Line up, in alley. Feed first ball to forehand and feed second ball as wide forehand, so player has to run hard for it. Stress hitting the running shot down the line, or if really pressed, lob it. Set up targets. Use someone to pick up balls. Switch sides and do same for backhands.

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conduct drills where the students can succeed. The instructor's job is to know how much to increase the challenge.

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â&#x20AC;˘

Feeding drills require skill on the instructor's part. A right-handed instructor should stand on the right side of the ball hopper, keeping the hopper by his or her left hand. Left-handers should stand on the left side of the hopper Be sure there are enough balls to start the drill and keep the feeding rhythm going by always having a ball in hand. Feed from the hand and not off the bounce to maintain quick movement. For safety, feed the balls wide so the students will be swinging away from the rest of the group.

â&#x20AC;˘

Everyone should be active in the drill situation. The worst type of drill is one where the instructor hits with one student for an extended period of time, while the others stand or sit on the sidelines. Look for ways to increase the drill's efficiency by having more people hitting at the same time. Some meth-

Play-action drill: 1 0-Ball Jam Purpose: Conditioning and point playing. Description: Play half-court straight ahead and alleys are good. Eac,h player has pile of 10 balls at the net. Spin racquet to see who starts the feed. Both players start at baseline, toss winner runs to net, picks up one ball, backpedals to the baseline, feeds ball into play and plays out point. Point winner does the same. First player with no balls left wins.

ods, such as using two lines, help to avoid having students waiting too long to hit. â&#x20AC;˘

Plan the drills for use in a logical sequence. Consider such things as what the students previously have been doing either on another court or with an instructor, the number of balls available to conduct the drill, the ball pickup and how tired the students might be. For example, if the group has been serving, have them do something other than overheads next. The key is to avoid "dead time" between drills. The program should keep moving so as to maximize the instructor's time on court: the more hitting there is, the more fun and improvement for the students.

Conducting a successful group lesson requires the instructor to spend a fair amount of time off the court planning the lesson. The more organized the instructor is prior to going on the court to teach, the more successful and enjoyable the lesson will be for the students and the instructor

Giving credit where credit

•

due

The appeal process for USPTA ~ Continuing Education Program

SPTA members have been busy accumulating educational credits as the second year of the first three-year education period draws to a close. USPTA grants educational credit for specifically approved nonUSPTA courses but many members don't realize that they must submit nformation to the World Headquarters to get that credit. Al so, the annual report card ' of accrued

Correcting your report card If your 1991 educational credit " report card " was incorrect, send either the completed pink verification form or a bri ef explanatory note to the address below. Send a copy ·of verification of attendance (do not send the originaO. You will not be sent a new 1991 certificate; the corrections will be reflected in the 1992 report, which will be sent in early 1993. Education Coordinator US PTA One USPTA Centre 3535 Briarpark Drive Houston, TX 77042

educational credits may be appealed by following a simple process. 'We want to make certain that our members get educational credit for all courses they have taken , CEO Tim Heckler said . The USPTA Continuing Education Program requires each active member to accumulate nine credits during a specific threeyear period . The current period runs from January I 1991 through December 31 1993. As USPTA members attend non-USPTA courses approved for educational credit, they must submit proof of attendance for those events to the Education Coordinator at the World Headquarters in order to have their credit recorded . Proof of attendance includes, but is not limited to, a certificate of attendance or an official letter from the division or agency that sponsored the course. Only photocopies should be sent, not original documents. At the end of each year in the Continuing Education Program every USPTA member will receive a certificate listing the courses for which he or she acquired credit during the previous year. A pink credit verification form will be ncluded so that the member may list those courses for which he or she didn't get credit, but should have. The next credit report card will be sent in

USP'"fJa\ EDUCJ.YflON USP'fA fDUu;flON MANUAl II caroor guido to profossionalism

&OOK It TENNIS lEACHING SKILLS &OOK II: lDINIS 8USIN£SS Of£1AliONS AND MANAG£M£Nl

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Non-USPTA courses approved for credit CMAA Annual Conference IRSA Convention & Trade Show ITA (ITCA) Coaches Convention & Championships NTRP Training Workshop USTA Area Training Center Workshop USTA Sport Science Exams. Levels I and II USTA Tennis Teachers Conference USTA Tennis Workshop at The Super Show

early 1993 and will include all courses attended for the first two years. If you took an approved course in 1991 which was not reflected on your 1991 credit report, send a copy of verification of attendance with either the completed pink form or a brief explanatory note to the Education Coordinator at the World Headquarters. A list of the approved non-USPTA courses is printed on this page. The 1991 corrections will show up on the 1992 report card; you will not be sent a new 1991 report. II}

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The sliding server: Changing positions call by Gerry Berkheimer

M o s t players serve from the same spot n the deuce court or ~e ad court throughout a match with only a slight adjustment to accommodate a right- or lefthanded receiver. Changing the serve position can keep the receiver off balance and wondering how to respond . From beginners tci professionals, most have remarkably similar responses to why they choose to stand in one particular area. 'That's how was taught' or My pro stands there. Adapting a standardized serving position can severely limit the potential of the serve and the server. By systematically changing the serving area and using the most effective serve from that position it will not only pinpoint the receiver's weakness, but will help players understand the value of the sliding server concept. This technique allows the server maximum freedom to strategically move to that position â&#x20AC;˘ across the baseline which will permit the most effective serve and/or force the receiver to hit the weakest or most uncomfortable return . It increases the opportunities for the server to locate the weak area(s) or create a few new ones. Before serving, a player should ask him- or herself if the serve position affords the best serve and return advantages based on what the receiver is capable of doing . I~ the answer is 'yes, start to serve; if no, try another spot. If the player has no previous experience with that receiver, then he or she should probe until the right serve and service position are found. Using only one serving area may prove satisfactory in some instances, but it restricts the serve possibilities and limits the server's return capabilities. There are three significant reasons why the sliding server concept has the decided advantage over a set server technique: The server is a constantly changing reference point for the receiverÂˇ the server has access to angles that are wider and unusually difficult for the receiverÂˇ and the server consequently forces more predictable and weaker returns. The first advantage is apparent when you consider that the different baseline serving positions result in the server changing the reference point that the receiver uses to line up or to get a bead on the serve. When the serving position always is the same the receiver can deduce quickly what the server can and cannot do with the ball, and adapts more rapidly to his serving rhythm (r?cquet 14

Gerry Berkheimer is the tenni s director at Timber Ridge Tennis Ranch in Vero Beach, Fla. He was honored in 1990 as the Kentucky Player of the Year and Professional of the Year by the US PTA Southern Division . Berkheimer is certified as a Professional 1 by USPTA and has more than 18 years of experience at resorts, clubs and college-level coaching . Berkheimer attended Carson-Newman College in Jefferson City, Tenn ., on an athletic/academic scholarship, where he was ranked No. 1 for three years, and received an All-American honorable mention for singles and doubles competition. In 1990, Berkheimer was the runner-up in the USTA men's 35 nationals in St. Louis.

preparation, ball toss, shoulder rotation and contact point) . This allows the receiver to become confident more quickly, which is the initial step in breaking the serve. A sliding server technique requires the receiver to digest more information. Although the server's rhythm is similar, it is not the same: the footwork, racquet preparation, ball toss, shoulder rotation , and contact point vary from slightly, to noticeably, different as the player moves toward the singles sideline to serve. The receiver now must calculate the new angles both how to hit the ball as well as where it can be safely hit. The receiver must evaluate the type of serve and whether the server stays back or goes to the net. Merely by shifting the serving or reference point, the seNer often causes an information overload for the receiver, who may tense and hit a poor return. This tensing also can occur if the receiver has not been taught to recognize any or all of the above factors, which are essential in understanding service returns.

The second advantage of the sliding server system is both the number of angles which now become accessible and the troublesome nature of the player's normal serve. When the regular serve is hit from new positions, it temporarily can foul a receiver 's perspective with an irregular incoming trajectory. The server may start anywhere across the baseline, but here are three examples. As the server moves toward the singles sideline of either the deuce or ad courts, the wide serves usually a slice to the deuce court and a topspin in the ad court are much more difficult to return By coupling the lower net with good slicing and topspin technique nto the deuce and ad courts, respectively, the ball will be carried much wider, leaving the receiver with little or no recovery time. Andre Agassi is one of the few players who does this well into the ad court. The receiver returns to the center of the court and Agassi begins to control the rally with his initial forehand stroke. Unless the receiver hits a low percentage return winner, the server will have the open court to start the rally or win it outright. Body serves from these two wide positions create havoc with the receiver due in part to inefficient court adjustments, incorrect ready positions, unusual angles and the surprise caused by body serves. Serving from halfway between the center hash mark and the singles sideline gives the server an excellent opportunity to deliver any type of serve flat, topspin or slice to the wide, body or centerline areas. The server is in an excellent position , or close to it, to deal with returns from either the deuce or ad courts. The third serving area is the one next to the hash mark in the middle of the baseline. Attractive, immediate choices ar(; body serves and down the centerline. The wide angles are not as great as they would be from serving just inside the singles sideline, but sufficient to initiate a rally or win a few points. Remember, the player is at the farthest point from crosscourt returns when the serve lands in the area between the middle and the wide sides; therefore, the player must compensate by moving toward the expected area of return. The third advantage of the sliding server concept is that the receiver is placed in a position to return limited, predictable or low percentage balls. This will occur quite a bit

• •

• gtve server winning edge over competition

as a logical and natural conclusion to d1angng the reference point and serving new, awkward angles to the receiver. It was noted after several years of using the sliding server philosophy that the receivers were slightly surprised or had not yet figured where to hit the percentage returns. After awhile, the receivers ·begin to hit toward the middle or the crosscourt. The most common example of a predictable return is if the server is out wide serving to the wide areas of the deuce and ad courts, with the hard slice going to the deuce court and the high , hard topspin to the ad court.

the receiver has one extra chore: He or she not only must face a new serving position and accompanying angles, but also must get the return by the net player. n addition , the receiver must recover to a useful dou bles position . Like the sharp sliding server n singles, the astute doubles server must learn which serves and positions provide the most positive solutions in determining the receiver's weakness(es) It is highly recommended to use the 'traditional doubles lineup for best results from the sliding server technique. For the Australian' or formations, the server typically stands within 6 feet or so of the center hash mark. This is to avoid hitting his or her partner's head in the Australian lineup, ~nd to maintain the net player's surprise until the last second in the formation With the traditional setup, the server still l1as three key areas from which to serve: the alleys, the midpoints (halfway between the outside doubles line and the center hash mark), and just to the sides of the hash mark. The results are convincing enough to rec-

ommend serving from the alleys the majority of the time. The wide serves split the receivng team almost to the point of a two vs. one situation · the body serves cause jamming and subsequently higher returns for the server's tough inside-out returns. Serving from the midpoints accounts for about 20 percent of the serves. The case of hitting any type of serve to the wide, body, or centerline areas is nearly as evident as serving from the alleys, plus you are in excellent position for the receiver 's returns. Ten percent of the time is spent next to the hash mark. The serves from this position need to be very effective, as you are vulnerable to the crosscou rt return unless your partner poaches. A third recommendation is for the player to use trial and error to find what works for that individual his or her partner, and their style of doubles. There are a few important guidelines for the successful sliding server in singles or doubles. (continued on page 24)

TENNIS TUTOR TURNSEMPTY COURTS INTO SS Quickly Pays for Itself Statistically, changing a hard, diagonal ball to a straight one (a crosscourt to a down-theline) if hit at three-quarter speed or better is a low-percentage shot whether it is a groundstroke or a serve. The returns will land most consistently in the middle or crosscourt. Using this same scenario, the receiver is out of court just enough to allow the server to direct play. By your own trial and error, you will be able to locate the appropriate spot(s) at the baseline and that particular serve(s) at the right speed which will produce not only maximum serve resu lts, but give the best position for hand ling returns. The sliding server system works equall y well in doubles, sometimes better, because

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Group Counterattack Pass and Volley Drill THE DRILL

PURPOSE To create a "game-like" passing shot situation with the COACH delivering a challenging approach followed by a passing shot and volley

PREPARATION Set machine in middle of Zone 2, Runway Bon ad side of court. Set machine to deliver a ball with heavy underspin medium speed, at a 1 height, deep in Zone 3, middle of Runway B, on the ad side of court. Set ball interval at about 6-7 seconds.

DRILL Player 1 is positioned in the center of baseline. Player 21 nes up on right side of COACH Machine. As machine throws approach , Player 2 follows ball into the net while Player 1 moves over to hit a backhand passing shot to Target Area 1 Player 1 should try to volley ball away to Target Area 2. Note: Play does not continue after the volley

Player 1 Shot1

Player 2 Shot 1

Returned from zone

Phase of play

Counterattack

Segmented swing

2-5

1 1

Height over net

1-2

VARIATION Move machine to middle of Zone 2, Runway B, on deuce side to hit forehand passing shots.

T 6

= Target Areas = Player Locations

• = Shot Locations

= Bal

Path

A System Fiv.e Ball Machine Drill

ZONE1

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ZONE2

ZONE3

ZONE4

ZONES

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Dates that rate Exams~ upgrades and Certification Training Courses Oct. 1718 Oct. 1718 Oct. 22-23 Oct. 23-24 *Oct. 25-26 Nov. 1-2 Nov. 5-6 Nov. 7-8 Nov. 7-8 * Nov. 8 Nov. 8-9 * Nov. 12 * Nov. 14-15 Nov. 15-16 Nov. 20-21 Nov. 21-22 Nov. 22-23 * Nov. 22-23 Nov. 29-30 Dec. 3-4 Dec. 4-5 Dec. 4-5 * Dec. 4;5 Dec. 4-5 Dec. 5-6 Dec. 6-7 * Dec. 10 * Dec. 11 Dec. 12-13 Dec. 13-14 * Dec. 30-31

Boca Raton Fla . Detroit , Mich Hot Springs, Ark . Bradenton , Fla. Austin, Texas La Jolla, Calif Tampa, Fla. Nashville, Tenn Milwaukee, Wis. Redlands, Calif Santa, Maria, Calif Freeport, NY Portland , Ore. Los Gatos, Calif Myrtle Beach S.C. Portland Maine Mobile, Ala. Parker, Colo. Atlanta, Ga. Lexington Ky. Bloomington , M nn . Gastonia, N .C. Kansas City, Kan . Naples, Fla. Birmingham Ala. New Braunfels, Texas Flushing , NY Wesley Chapel Fla . Jackson , Miss. Palm Desert , Calif Coto de Caza, Calif

1993 Jan 2-3 Jan 9-10 Jan . 10 *Jan. 10-11 *Jan . 14 *Jan 16-17 Jan . 16-17 *Jan 16-17 Jan . 18 *Jan. 21 *Jan . 25 Jan . 30-31

Hilton Head Island S.C. Kingsport , Tenn. Murrieta, Calif Parker, Colo. Freeport, NY Leawood , Kan Boca Raton , Fla. Wayland Mass. El Paso, Texas Schaumburg II San Ramon , Calif Nashville, Tenn .

Specialty Courses Date Oct. 17 Nov. 3 Nov. 7 Nov. 7-8 Nov. 14 Nov. 16

Course title Sport Psychology 5 Keys to Tennis Group Lessons Skills Needed to Acquire Dream Jobs Quality Management Group Lessons

Location Richmond , Va. Nashville, Tenn . Santa Maria, Calif t..Jashville, Tenn Farmington Conn . Los Gatos, Calif

1993: Jan . 8 Jan 9 Jan 10 Jan 15 Jan . 1718 Jan 21 Jan 24 Jan . 29-30

ncotporating System 5 into Lessons ncorporating System 5 into Lessons Group Lessons First Aid & CPR Fitness Training & P·eriodization Competitive Singles Patterns Tennis Business Management Competitive Singles Patterns

Palm Springs, Calif Oahu Hawaii San Diego, Calif Wayland, Mass. Burnsville, Minn . Schaumburg , II Schaumburg, II White Plains, NY

Tennis Teachers~ Courses Date Oct. 18-19 Nov. 1-2 Nov. 12-14 Dec. 6-7 Dec. 9-10 Dec. 11-13 1993: Feb. 15-17 Feb. 24-26

Program TTC II TTC II System 5 System 5 TTC II TTC II

Location Austin , Texas Houston , Texas Los Gatos, Calif. Houston, Texas Tampa, Fla. Nashville, Tenn .

TTC I TTC II

Houston , Texas Murrieta, Calif.

Hours 16 16 24 16 16 24 24 24

Conventions Date Nov. 4-8 1993: Jan. 22-23 Feb. 1114 Mar. 26-29

Division Southern

Location Nashville, Tenn

Midwest Texas Northern California

Schaumburg , Ill Grapevine, Texas Kelseyville, Calif

U SPTA Schools of Teaching Date Oct. 10-11 Nov. 13-15 Dec. 4-6 1993: Jan. 24-26

School Business School USPTA Playing School USPTA Playing School

Location Southfield , Mich . Lauderhill , FL Hilton Head Island, S.C.

USPTA Playing School

Tempe, Ariz.

Division meetings Date Oct. 21 Oct. 24-25 Nov. 5 Nov. 14-15 Nov. 15-16 Nov. 20 Dec. 4-5 Dec. 10 Dec. 11 1993: Jan . 8

Division Midwest Midwest Midwest California Missouri Valley Midwest Middle Atlantic Midwest Midwest

City Cincinnati , Ohio Chicago, Ill Kettering Ohio West Covina, Calif Kansas City, Mo. East Lansing Mich Baltimore, Md Cincinnati Ohio Grand Rapids, Mich

Midwest

Peoria, II

*exam or upgrade only The above schedule of USPTA Certification Exams and courses is subject to change. For more information, call the USPTA Membership Department at (713) 97-USPTA.

Cooperating agency conferences Date Nov. 19-22 Dec. 12-17

Event NTRP Training Workshop ITA Convention

City Dallas, Texas Wesley Chapel , ·Fla. 17

USPfA league keeps competition warm during fall chill

fall breezes bring a chill to the air, the Broward County municipal facility that the USPTA Adult Tennis League will keep Brown manages, he said he looked forward temperatures warm Âˇwith competition , team to the season's beginning. Despite the spirit and additional tennis programming . storm's devastation , players were continuing The enthusiasm of the players battling for to express interest in participating . their clubs' honor on the courts is contagious The popularity and growth of the USPTA and infects other club members with pride for their facility. Many league matches are drawing attention from passers-by with the competition among players of equa! skills. n the north Monterey Bay area in northern California, Area Director Rick Kepler said the first week 's competition of his mixedlevel league was exciting. 'We've had some great matches already,' Kepler said . 'One 3.5 level match was incredible. The players were really going at it, and everyone wanted to watch. The league's popularity among players is growing as USPTA professionals promote the new program in their cities. Even in south Florida, devastated by Hurricane Andrew in August, the league is providing organized recreation and promoting camaraderie among neighbors. David Brown , Area Director in Fort Lauderdale, Fla. has extensive experience running leagues and participated in the league pilot study in Denver. During the summer, he drafted a letter and reproduced forms from his Area Director packet for an initial mailing to introduce the The USPTA league promotes camaraderie among players. USPTA Adult Tennis League to teaching professionals. His league schedule targets players who sometimes are Adult Tennis League relies on the comunable to participate in existing programs munication efforts of its Area Directors during working hours. USPTA professionals who coordinate 'We organized the league to meet the leagues in specific locations. Their netrecreational needs of people who work working abilities and promotional talents during the day,' Brown said. 'We scheduled are instrumental in establishing the program play during the evening for both a women 's within clubs and facilities. league and a men's league. Area Directors have tailored the league Shortly after Hurricane Andrew swept to meet the specific needs of their respecacross the Florida peninsula, Browr said the tive tennis communities. Although the minimum size of a squad is 16 players who are league would survive in his area despite the destruction in bordering Dade County. Aldivided among four playing levels, many though nearly 300 trees were destroyed at pros have formatted the squads to reflect

the most common NTRP ratings in their areas. Dan Gladman of Baton Rouge, La. said his city primarily has recreational players with NTRP ratings of 3.0 and 3.5, and that players with ratings of 4.5 or above are difficult to find . By using the league's flexibility, tennis pros in Baton Rouge were able to involve more clubs and players in the league without diluting the competition . 'The general concern of pros here was: 'What if can't fill this level? ' Gladman said . 'So, we organized seven squads with 2.5, 3.0, 3.5 and 4.0 levels. It was absolutely the right answer for our city.' USPTA professionals are using their experien.ce from involvement with other programs to provide creative, fun , league events. Clinics often are used as season openers to introduce players to the new structure and format , while playoffs end the season with a competitive climax . One Area Director plans to end his league season with an awards banquet. Mike Claiborne, Area Director for the Bay Area in Houston, charged a fee of $22 per player and an optional $6 per substitute. The sum covered the national squad entry fee, charges for court time, the cost of tennis balls and the expenses for the league finale at the end of the seven-week season. 'We are organizing a social dinner in conjunction with our area playoffs, Claiborne said. 'We'll probably have Mexican food after the competition and we'll present the awards to the winners. Claiborne said the banquet will emphasize the social aspect of the league and that the important part of the program is for people to enjoy themselves. While offering fun to the players, the USPTA Adult Tennis League provides teaching professionals with an opportunity for greater recognition and an enhanced public image. For more information, contact the National League Office at (713) 97-USPTA. o

A USPTA league for adults only ADULT TENNIS LEAGUE

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Be a part of one of the most exciting, innovative programs created by the United States Professional Tennis Association. For seven weeks between July 1 and December 31, the USPTA Adult Tennlâ&#x20AC;˘ League offers friendly rivalry and fast-paced competition in the spirit of teamwork. Its flexible format adapts easily to any programming niche and the low entry fees are a bonus, too.

Contact the National League Office at

(7I3) 97-USPTA

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USPTA pros share teaching tips Groundstrokes

Half-volley

Lob

Go for the shot that comes to your mind first. Just like n a multiple choice test, your first answer is usually the best. Changing your mind can confuse you

The key to a good half-volley is making contact with the ball in front of the body. Most players take the racquet back too far, thus letting the ball get beh nd them Why not think of the racquet as a gate? Close the gate beside your front foot for a solid volley. If the gate is left open (racquet behind you) the ball goes through

When lobbing from a set position bend your knees, then straighten them quickly to lift the body upward n much the same manner as a basketball player does when shooting a foul shot.

Steven Ryuse Columbus, Ohio

Pretend the words 'tough luck are printed between your shoulder blades. When you wind up for a backhand rotate your upper body enough so your opponent can read the entire phrase on your back. By preparing early n this manner, you 'll be able t0 say those exact words as your opponent watches the ball blast by.

Corky Cramer Toronto, Canada

Volley

Lorie Zacharias-Verdi Stowe, Vt.

Serve A major obstacle to achieving a consistent serve is a consistent toss, especially for beginners, who aren't used to throwing with their left hands. So why not try this: As you toss the ball catch it without moving your hand away from the point at which you released it. Repeat.

Richard D. Cardiff Ill Sebastopol, Calif

Looki ng for more depth? After hitting a volley, imagine letting go of the racquet so that it flies through the air and lands on the other side of the net. This imagery will help alleviate excess downward motion which causes the ball to land short or in the net.

Ted Kennedy Watson Seattle

Practice serving with your eyes closed . This emphasizes the importance of timing and the correct height of your toss. Learn to toss the ball slower and move arms congruently.

Tom Breece Scottsdale, Ariz.

Jack McKenna Sheffield, Mass.

Footwork One of the biggest problems for children from 4 to 12 years old is ''lazy feet.'' To help them understand the concept of slow vs. fast movement, first have them imagine that their feet are stuck in bubble gum Then, tell them they must move their feet like they were on a bed of hot coals. Keep those feet moving Music also helps n relating to children

Marie Arnold Lake Worth, .Fla.

Approach shot When hitting an underspin approach shot, the arc of the swing should be in the shape of a banana short and compact. That way you will have a short swing as well as underspin or slice on your approach shot. That will keep the ball low, forcing your opponent to bend an easy volley for you! low and hit up

Scott Smith Hermosa Beach, Calif

Obey the traffic lights for a better volley. A red-light volley (any ball kneehigh or lower) means trouble. Reach forward and put the baU back n play. A yellow-light volley (knee-high to chesthigh) means caution. Use spin and change depth and direction. For a green-1 ght volley (chest-high and above) put it away!

If you were standing in your kitchen with a raw egg and tossed it nto the air, how would you toss it? Very gently, of course, making sure it landed n your hand So on the service toss, imagine the ball is a raw egg and gently place it into the proper hitting area.

Hitting an approach shot is like coming to a yield sign on the road As you approach the sign you slow down, but rarely come to a complete stop. Hit your approach shot the same wayÂˇ slow down as you approach the shot, hit, then proceed

Ken DeHart Tempe, Ariz.

Ron Woods Corpus Christi, Texas

Jimmy Live$ay Shreveport, La. 21

INDUSTRY ACTION England , Sweden and Morocco. Most teams will consist of eight to 12 participants, and schedules are designed to maintain a careful balance among activities such as sharpening tennis skills, gaining an understanding of the host country and culture, and engaging in social activities with host clubs and families. For more information, write to Dave Abrams Tennis Services, Inc. nternational Tennis Tours, Dept. 8992 , 5638 Windsor Ave. Philadelphia, PA , 19143, or call (800) 221-DATS.

US PTA • USPTA member Paul Lubbers, head tennis coach at the University of North Carolina, Greensboro, recently hosted the 44th annual High School Coaches Clinic of the North Carolina Coaches Association. The event was held at UNCGreensboro, and attracted 65 coaches. Other USPTA speakers included Bill Ozaki, director of junior development for the Southern Tennis Association ; Skip Johnson, director of tennis at the Douglasville Health and Athletic Club in Douglasville, Ga. and Kim Dillard, director of tennis at the Sedgefield Country Club in Greensboro, N.C. • Jim Vidamour, a USPTA member from Palm Coast, Fla. has been named a winner of the 1992 Tennis Industry Award. Vidamour and three other winners were honored during the USTA Tennis Teachers Conference • in New York City. The award , which is made possible by a g rant from the American Tennis Industry

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Federation, recognizes tennis professionals, programmers and managers who implement and promote tennis programs geared to attracting and/or retaining adult players. Vidamour's Learn Tennis Flagler County program provides the local community with personalized group instruction , a compl imentary month-long membership to the Players Club, free tennis racquets, tennis carnivals and a strong follow-up instructional program . Other winners of the award include John Subrizi, Stamford , Conn . John Trump, Chicago; and Gregory Wohl, Tampa, Fla. • Chuck Sanchelli, USPTA, of Fort Bend County, Texas, was named a "Hometown Hero" by Warner Cable. The cable company chose 14 hometown heroes representing their communities. The Houston Tennis Association nom inated Sanchelli based on his contributions to the Houston Tennis Association , Houston Professional Tennis Association , National Junior Tennis League program , Texas Tenni s Association , USTA and USPTA.

Member product showcase • Dave Abrams, USPTA, is looking for tennis coaches to lead International Tennis Tours teams overseas during the summer of 1993. His company, Dave Abrams Tennis Services, Inc. (OATS) , also is seeking local representatives to help recruit program participants. The 1993 International Tennis Tours' destinations will include France, Italy, Spain ,

• The 1992 United States Tennis Association Recreational Tennis Leadership Workshop is set for Nov. 6-8 in Dallas. The event, which will be held at the Dallas/Fort Worth Executive Conference Center, will allow community tennis leaders from across the country to share new ideas and information for the recreational game. If you would like to take part in the workshop, write USTA Recreational Tennis Leader Workshop, 707 Alexander Road , Princeton , N.J. 08540, or call (800) 223-0456. New Jersey residents may call (609) 452-2580. • America's most experienced young clay court specialists, including members of the United States Tennis Association Training Assistance Program , excelled at the 1992 USTA Boys' and Girls' National Clay Court Championships. Singles victors in the 18s were Eddie Jacques, Huntsville, Ala, and Meilen Tu of Northridge, Calif Runners-up were J.J. Jackson, Chapel , N.C. and Mario Vento, Miami. Winners in the 16s were Paul Goldstein, Rockville, Md. and Mylin Torres, Savannah , Ga. John Roddick, Austin , Texas, and Amanda Basica, Lomita, Calif were finalists. Victors in the 14s were Geoff Abrams, Newport Beach , Calif and Traci Green, Philadelphia, Pa. who defeated , respectively, Keith Brill, Columbia, S.C. and Kim Gates, Grandville, Minn . • The new USTA National Clay Court doubles champions are: (18s) J.J. Jackson and Eric Taino, Jersey City· Ania Bleszynski, Los Angeles, and Sandra DeSilva, San Marino, Calif (16s) Scott Humphries, Alamo, Calif and B.J. Stearns, Seminole, Fla. Cristin Moros, Sarasota, Fla. and Stephanie Nickitas, Tampa, Fla. (14s) Bob Bryan and Mike Bryan, Camarillo, Calif Marissa Catlin, Clearwater, Fla. and Holly Parkinson, Cherry Hill, N.J.

• Helping young tennis players bridge the gap between recreational and competitive tennis participation is a major focus of the United States Tennis Association . Local Excellence Training (LET) is the link to swccess and staying power for juniors who want to enter the competitive arena. The primary aim of LET is to provide a comprehensive training and development system that is accessible to every interested young player at the local level. To participate, head coaches must be USPTA certified ; the program or host facility must be a member of the USPTA; head coaches must complete the USTA Level Sport Science Competency Test (within one year of registratjon) ; and a program representative must complete and sign a registration form which acknowledges the philosophy, general operating principles, benefits to LET programs, and an agreement to complete an annual report form.

Pro tours • 1992 U.S. Open champion Stefan Edberg was awarded the Swiss Army Player of the Week award at the Volvo International. The award , voted on by the • media, was based on Edberg 's sportsmanship, contribution to the tournament and performance. Edberg was given Swiss Army Band products and a trip to Aspen , Colo. • The players complain of many distractions at the U.S. Open . Here are just a few of them : Monica Seles: 'The stadium court at night is unbelievable. There is not one single moment. e>f quietness. Jim Courier· 'At the single court just behind the stadium you 've got people coming up and down the stadium walkways all the time. remember playing there a few years ago and couldn't even see my opponent half the time because so much smoke was being blown across the court from the concession stands. Martina Navratilova, when asked after an easy win if she'd enjoyed it, said · would have enjoyed it a lot more if it wasn't for the bugs. Very nasty. They're all over the place. guess they are flying ants. thought had seen it all in playing 18 years. But 've never played through anything like that."

• Bryan M. Woodward has joined Wimbledon, U.S.A. as national sales manager. He was previously with Wilson Sporting Goods as national sales and marketing specialist apparel director. Woodward will be responsible for 20 sales representatives in the United States. Wimbledon , U.S.A. is based exclusively in Trenton , N.J. and markets high quality activewear, tennis racquets and tennis bags under the Wimbledon label. • Har-Tru Corporation announces the fifth annual Clay Court Maintenance Training School and Conference will be. conducted Feb. 1-4 at Port Royal Racquet Club, Hilton Head Island, S.C. Last year 's conference attracted 71 participants from 18 U.S. states and Canada. The· program will cover all phases of reconditioning and the latest procedures in court maintenance. For more information or to receive an application , contact Har-Tru Corporation at (800) 842-7878. • The latest new product to hit the tennis industry is a hand-held , match -charting calculator called The Tennis Analyst. The Tennis Analyst provides impartial quantitative feedback , and trains players and coaches to de-emphasize judgments based on 'knee-jerk' reactions or emotional factors within the game of. tennis. The small machine tracks more than 200 key tennis statistics, which can be viewed on a four-line display or printed out on an BM compatible printer. The Tennis Analyst is produced in the United States and costs $199. For more information or to place an order, call (800) 237-8400, ext. 622

Miscellany • The Club Managers Association of America (CMAA) is sponsoring the "Clubs Collecting for Communities'' national campaign. The three-step program was created to aid the local communities across the country during the holiday season. Each of CMAA's 52 chapters will designate two charities and the 'Toys for Tots' program as beneficiaries of the donations . Participating clubs are to be used as dropoff sights. A food drive is scheduled to start in midOctober and run until mid-November, after which a clothing drive is scheduled to begin . The 'Toys for Tots' drive will begin in early December. To confirm private clubs' commitment to their communities, in 1991 alone, CMAA-member clubs raised $83 million for charity. • The United States Tennis Court and Track Builders Association (USTC &TBA) will hold its Technical Meeting and Trade Show Nov. 14-16 at the Hyatt Regency Crystal City in Arlington , Va. just outside of Washington D.C. Full registration which includes technical meetings and function s, is $295 for members, $395 for non-members. Daily registration is $125 for members, $150 for non-members; and spouse/guest registration is $100 each . Exhibitor registration varies, depending on booth space. For more information or a regi.stration form call USTC & TBA at 410) 752-3500.

Manufacturers • Spalding Professional Racket Sports recently introduced the Arista, a tennis racquet featuring a first-of-its-kind Air Bridge System TM that actually keeps the ball on the strings longer for increased feel and control. Spalding says the new ABS dramatically reduces shock and vibration .

USPTA professional Tom Kramer takes a break with Michael Chang during the second annual Prince in the Park Clinic sponsored by Prince Manufacturing, the City Parks Foundation and Spiegels for Sports. Kramer. who IS a pro at New York City's Central Park, and his brother, Carl , demonstrated drills for the more than 400 spectators.

The sliding server (continued from

• Since the concept is structured for the first serve, the ability to execute as many serves as possible from the various areas at the baseline is vital to keep the receiver off guard and constantly guessing. Certainly, players who possess a penetrating , deep serve should test the waters. A good recommendation is to hit the second serve into the body, which appears to give the receiver the least amount of control. • Selection of the correct serve is crucial. If a player serves a one-half to threequarter speed topspin serve from the wide position in the deuce court to the centerline of the receiver 's deuce court , he or she should routinely hit a winner down the line in this singles example. Perhaps a wide, slice serve, a slice or flat ball to the body, or a flat one up the centerline with a three-quarter pace or better would increase both serving and returning opportunities. • The player should be honest with himor herself about the returning ability of the receiver If the player's serve is weaker than the receiver's return , serve from the area which will offer the best shot

page 15)

at the receiver's returns. • Until the server is adjusted to the system, competition should be against players he or she knows can be beaten, before tackling the evenly matched or competitive matches. When the day arrives that you are the definite underdog, this may be just enough to throw your opponent off balance. • Be alert when the chink in the receiver's armor is found. Since that is the primary goal to locate the weakness it is OK to pummel that spot until either the receiver fi xes the problem or the server wins. The sliding server concept is simple. Incorporating the idea into your singles or doubles game requires a good working knowledge of serving angles and returning patterns, as well as persistence with trial and error while on your way to serving success. The effect of the sliding server system on the serving and returning aspects of the game could very well be as substantial as the introduction of the mid-oversize racquets proved to be on the world of small racquets.

Answers to Quiz on page 12 1 Microtrauma is due to repetitive overuse. Macrotrauma is a sudden and severe injury. 2. True 3. The other tissues become weakened by compensating for the nadequacies of the damaged tissue, and the damaged tissue will undergo more pathological change. 4. False. Tennis is a full-body sport, one area can affect another. 5. B 6. True 7 B 8. True 9. heart 10. Before. It makes the tissue more susceptible to remodeling by tensile forces. 11 False. Some tension is very important in healing to inhibit excessive scar formation and encourage fiber realignment along the lines of the ten sile forces. 12. True 13. True 14. A 15. True 16. True 17 0 Source: The USPTA Sport Science and Sports Medicine Guide, Volume

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~~w~[M[M~[R{~ ~lr~~~ w~lr[H] w~ [M [M ~ [R{~ ~~ Michael Chang has been a winner since the first day he joined the professional tennis tour as a 15 year-old American phenom. That's why the makers of Stim-0Stam products are so proud to announce his endorsement of our phosphate tablets and X-TRNR Bar--both of which are a regular part of Michael's training regimen. For more than 30 years, Stim-0-Stam has helped athletes build endurance, increase stamina, and fight off troublesome muscle injuries. Michael says the products help him "work hard daily and recover quickly" and that its use could give every tennis player "a little edge."

"I never endorse a product I don't believe in. . I've been using Stim-0-Stam ~ and Cross-Trainer bars and I've had good success with them. I always try to stick with a winning game."

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