Community

Team

Tennis

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TABLE OF CONTENTS

Section 1 - Concept of Community Team Tennis

3

Section 2 - Planning

4

Section 3 – Budgeting

8

Section 4 - Marketing

9

Section 5 – Role Identification

9

Section 6 – The Practice

11

Section 7 - Planning and Running Your First Day

12

Section 8 - Program Levels and Play Formats

12

Appendix A - Court Set Ups and Drills

20

Appendix B - Team Rosters

31

Appendix C – Sample Program Schedule

32

Appendix D – Sample Score Sheets/Match Schedules

33

Appendix E – Tactical and Technical Tennis Tips

39

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Section 1 - Concept of Community Team Tennis 1.1 - The Concept Community Team Tennis (CTT) is an exciting new tennis program that provides new participants to the game of tennis an opportunity to combine practice and play, with a focus on skill development through match play. CTT promotes a game-based approach to stimulate and maintain excitement and enjoyment for young participants. CTT helps tennis compete with other major sports such as soccer and hockey that have the ability to move children quickly to game scenarios. The program operates much like a recreational house league where beginning players can play in a friendly, learner-based team environment. CTT can be run in community centres, school gyms, on public tennis courts, and in clubs. 1.2 - Program Overview CTT uses “progressive tennis” principles by adjusting equipment, court size and playing format to match the playing level of the participants, thereby allowing a much faster progression to truly enjoy the game. Teams must be reasonably balanced and multiple matches must be offered at each session to balance winning and losing experiences and provide ongoing opportunities for skill development and focused excitement. All results (points, games won) count towards a team total, which ensures that every participant’s efforts are considered valuable and contribute to the session’s final result. 1.3 - Key Components of CTT The following are key components that make CTT a great way to keep kids in the game for life. It is important to note that CTT allows for a substantial degree of flexibility in its implementation to meet the unique circumstances and needs of each community: The following are some key components for implementing a successful CTT initiative in your community: ·

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CTT is based on the idea that you do not need to have a high technical skill set before beginning to play tennis. However, participants should have a minimal level of skill and be able to exchange the ball over the net before beginning CTT. An assessment of young children should be made to determine if they have the coordination skills to try CTT. Other programs exist for children who have not reached this stage as of yet. CTT requires a convener with some tennis knowledge and experience organizing children in sport related activities. An understanding of child development stages is important. The involvement of a certified tennis instructor is preferred to ensure the skill development of the players is appropriate. CTT requires the involvement of parents and/or volunteers to act as Team Leaders to help supervise and guide the children during match play. Each player is placed on a team that plays against other teams in a multiple match format. A match line-up must be prepared in advance of every CTT session.

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CTT should be a revenue generating program with user fees similar to other tennis/sport programs to ensure ongoing involvement of qualified individuals.

Note: CTT focuses on juniors but can also be run for entry level adults. 1.4 - Benefit s The following are some key benefits of CTT: ·

Match play approach: This program increases fun by replacing long lesson formats with more games, prizes and a team format.

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Competitive Development: The structure of CTT provides children with the opportunity to compete with players of similar skill level.

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Financially Sustainable: CTT programs can be run on a financial model similar to standard junior programs, with all operating costs covered through user fees, and the potential to be revenue-positive.

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Tennis Growth: This concept will increase the health of the game through increased excitement, participation and retention of players.

Section 2 - Planning CTT is a tennis program with unique features that require advanced planning and preparation to be successfully implemented. It cannot be assumed that simply advertising team tennis will be readily understood, particularly to new players not conditioned to the tennis environment; therefore, an adjusted marketing approach must be employed. Good preparation with anticipation of match-up adjustments based on attendance will make CTT run smoothly with enjoyment for all. 2.1 - Critical Path to CTT Readiness for Successful Implementation It will be essential to map out a critical path of steps to ensure your readiness to implement CTT in your community’s pilot year. The sequenced steps below should guide your critical path to running a successful program. CTT Critical Path Readiness Checklist Step 1 - Select the type (court size/age range) of the CTT you will run Determine the type of CTT program you would like to run based on your target number of players, availability of courts, and seasonal interest. 1/2 court and 3/4 court CTT can increase the number of courts and participants in the program compared to a full court. Step 2 – Determine the date and location of your CTT Select the date and length of the program (i.e. May/June – every Monday from 4 – 5:30 for 8 weeks). Reserve the courts or floor space depending on your CTT location. Make sure you 4|P a ge

have sufficient time to set up and take down court equipment within your prescribed time. Build in rain delay options for outdoor programs. Step 3 – Develop a budget for your CTT You will need to develop a budget that factors in the cost of the program including: · · · · · ·

Courts/facility Equipment (racquets, balls, nets, team shirt/pinnies, tape/lines) Convener fees (if any) Promotion Wrap-up event prizes/refreshments Parks and Recreation fees (if any)

For more detailed information on building a budget (including examples) see Section 3. Step 4– Secure required equipment and confirm scoring format for your CTT Ensure you have the equipment necessary to run your CTT program, including nets (1/2 court), tape (3/4 court), progressive tennis balls, racquets and pinnies for team uniforms. If you need to acquire the equipment to start your program, make sure you order well in advance to have your equipment in place at the start of the program. Your provincial tennis association and/or Tennis Canada can help direct you to the appropriate equipment suppliers. Also, you should select a scoring format appropriate for the type of CTT you plan to run (see Section 4 on playing formats). You can always adjust your format once your CTT program starts and you respond to the playing level of your players. Step 5 – Confirm qualification and insurance requirements of staff to run CTT It is increasingly important that you understand the qualification and insurance requirements to run any tennis program, including CTT, at public or private facilities. · ·

For public facilities contact your municipality to understand their requirements. Private clubs will come under the policies established by the club which you must fully understand in advance of implementing your program.

Step 6 – Marketing your CTT program Advertise the program through interacting with prospective participants and using promotional material channels (flyers, newspaper, etc.). Remember that you must be very proactive in marketing your new CTT program to build awareness of its benefits. For more information on how to market your CTT program, please see Section 4. Step 7 – Involvement of a convener Although the convener does not need to be a certified instructor to organize the CTT, your program should include at least one certified instructor who can direct the practice 5|P a ge

component of your program and can help ensure that the playing level of CTT is progressing. It is an important outcome of CTT that players improve and have the option of progressing to full court tennis if they so choose. Maintaining a fun environment is central to CTT, but a significant piece of having fun is personal improvement. Step 8 – Registration of Players Set a maximum and minimum number of players for registration in your CTT program and try to have all players registered two weeks in advance of the first session. Have an efficient registration system in place including clear information about time, location and cost. It may make sense to use your community centre registration system if partnering with them to run your CTT registration. Allow some flexibility for late registration through a waiting list, as some players may drop out after the first session or two as happens in all programs. Step 9 – Recruitment and training of volunteers CTT requires a number of volunteers to assist with court supervision to guide the players with scoring, appropriate behaviour and some basic technical points to help facilitate a positive experience. Recruitment of appropriate volunteers will be essential in building a sustainable program. Step 10 – Development of session practice plans A practice plan and match schedule for each session is the most key component to the organization aspect of CTT. The practice plan focuses on skill development through the warm-up exercises and should be appropriate for the hitting ability of your players. Recognizing the improvement ability of your players will allow you to create more advanced lesson plans as the season unfolds. Examples of warm-up drills for the different levels are included in Appendix E. Step 11 – Planning your first session and selection of teams Think of your first session or two as orientation sessions to educate all the players on the playing format and appropriate behaviour (tennis etiquette). This will also allow for the selection of teams based on observed playing level, and modifications to be made to the playing format you have developed. You may decide to adjust the court size, use greater or lesser pressure balls or change the scoring format to match the playing level of your players. A certified instructor will be able to tell if any modifications are necessary. Step 12 – Monitor program and apply flexibility as required A key characteristic of CTT is flexibility to deal with constantly changing player attendance and playing level improvement; therefore, you should always be prepared to adjust the match format. Be prepared to make match-up adjustments as players will improve at different speeds!

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Step 13 – Wrap-up and recognition at the end of your CTT program At the end of your CTT program it is important that you include a wrap-up session or event that recognizes all the players for their participation and improvement over the course of the program. Awards may be given for a winning team, most improved player, or special program contributions. The wrap-up session also allows you to recognize your staff and volunteers for their tremendous contributions to CTT.

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Section 3 - Budgeting You will need to develop a budget for your program that meets all expenses and allows for a sustainable future through program participation fees. Sponsorship may help reduce the user price of the program, but be careful not to establish too low a fee that will need to be increased significantly if the sponsorship cannot be maintained. Your budget will need to factor in the cost of using the courts/facility, equipment, coach/convener fees (if any), promotion, and the wrap-up event prizes/refreshments. There is no reason why CTT cannot be a revenue generating program similar to other tennis programs to ensure ongoing involvement of qualified individuals. Below is an example of a conservative budget for a CTT program with the following assumptions: · · · · ·

24 players have registered (four teams of six players) An indoor CTT using a gym floor or a minimum of two indoor courts 10 week program One paid convener and one paid instructor Uniforms for players are either program pinnies or sponsored T-shirts

REVENUE: ·

24 players @ $80 each

$1,920.00

EXPENSES: · · · · · · ·

Instructor (1.5 hour for 10 weeks/sessions @ $30 /hour) Convener (3 hours for 10 weeks/sessions @ $15/hour) Court fees or gym rental Tennis Balls (1 case of progressive balls) Wrap-up refreshments and prizes Promotion/advertising and or court tape Volunteer appreciation gifts Total Expenses: Total Profit:

$ $ $ $ $ $ $

450.00 450.00 320.00 80.00 120.00 95.00 100.00

$1,615.00 $305.00

Additional Budget Considerations: · ·

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The operational costs of the program can be further reduced during the outdoor season when court costs tend to be minimal. It is not a requirement to pay a convener, but it may make for a more sustainable model by guaranteeing commitment from key personnel to properly organize/monitor the program. Further cost savings may be realized in local sponsorship of prizes and refreshments. A onetime equipment purchase may be necessary when starting your program.

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Section 4 - Marketing The marketing of CTT needs to be creative and interactive to attract a new generation of players. The marketing channels employed by your community should effectively convey the special features of team tennis. Initially, it will not be enough to recruit players to a new CTT program in your community through just a sign-up sheet or an ad in the community guide. CTT is a new type of tennis program that requires proper communication and examples of its unique play-oriented format. Listed below are special considerations for marketing your CTT program: · ·

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Market your program well in advance of your start date to ensure strong program awareness and to allow enough time for proper preparation. Consider inviting potential players to a sample open CTT session or adding a CTT preview at the end of an existing lesson program (i.e. school program, community festivals). Contact prospective players directly from previous programs. Consider the use of social networks such as Twitter and Facebook. Market the program as an opportunity for interested parents to participate as Team Leaders. Good marketing also involves seasonality. Find a date and time that does not conflict with other major competing sports for your target age group (i.e. soccer on Saturday morning).

Since CTT can be run any time of the year, it provides the opportunity to program at times of the year when there is much less competition for your players’ time. You could establish CTT at specific times of the year when parents and players are conditioned to join and mark off their calendar similar to other sports in your community (i.e. hockey season, soccer season, CTT season).

Section 5 – Role Identification As the CTT program applies a game-based approach to introducing tennis recreationally in the community to a large group of children and youth, it must be strongly supported by community representatives, and requires the participation of a convener, an instructor, and team leaders (note: team leaders are also referred to as volunteers). 5.1 - Where to Find Team Leaders (volunteers) The best place to find volunteers is with the parents of the participants. Providing them an opportunity to become engaged with their child’s development will strengthen their commitment to the program and help them reinforce many of the benefits and skills with their children. CTT volunteers do not need to have strong tennis backgrounds or technical knowledge. They need to be enthusiastic and committed to assisting the players with an attentive and caring approach. 9|P a ge

Volunteers can also be found in the senior community, many of whom would like to contribute back to their community. Helping children develop is a very attractive volunteer activity because of the obvious positive impact and the rewards of seeing children tangibly improve. Finding interested seniors can happen at your club, recreation department or at some of the senior organizations in your community. Potential Volunteers include: · · · · ·

Parents/Grandparents School teachers Club members or Staff Seniors Youth (High School, Youth Groups, Competitive Juniors)

5.2 - The Role of the Team Leader The role of the Team Leader in CTT varies greatly depending on the needs of the program. Typically, each team will have a volunteer that acts as a “team leader.” As a team leader, each volunteer may be asked to do one or more of the following: · · · · · · ·

Supervise players during matches by helping keep score, address items such as line calls, help direct the players to the correct positions on the court and good behaviour. Provide some basic technical reinforcement to participants. Assist with the practice portion of the session for their team. Call players on a weekly basis to ensure attendance. Greet players at the beginning of each practice to make sure they feel welcome. Monitor the set up equipment Help create a fun environment!

5.3 – Team Leader Training The training of CTT team leaders should occur with an orientation session set up by the CTT convener in advance of the program. The orientation session should walk the team leaders through a typical session, including court designation, warm-up routine, match order and process, scoring and reporting. Safety tips are of course paramount when dealing with young children and larger numbers. Therefore it is important to address player positioning when playing or practicing. 5.4 - Community Tennis Volunteer Course Tennis Canada has designed a new one day volunteer leader course for exactly the kind of volunteers that could assist with the CTT program. The course provides an overview of the basic technical skills involved in progressive tennis (grip, contact point, basic racquet motion, and movement) as well as examples of the playing and organizational format of programs such as CTT. The course can lead some volunteers on to further coaching education, or can stand alone as a great tool to educate and train volunteers to assist with progressive tennis programs 10 | P a g e

such as the CTT. Please contact Tennis Canada or your PTA to host a Community Tennis Volunteer course in your community. 5.5 – The Role of the Convener The convener, usually compensated for their services, oversees the CTT program as a whole. Various tasks of the convener may include: · · · · · · · · ·

Acquiring volunteers for the program Acquiring an instructor if he/she does not feel qualified or have the time to teach participants Marketing the program Making arrangements to book courts and gathering program equipment Overseeing the registration process Placing kids on teams based on skill rating and previous tennis experience Attending each session to ensure positive progression of the program Dealing with parents on a variety of issues Organize the end-of-year banquet

5.6 – The Role of the Instructor The instructor, usually compensated for their services, is typically hired if the convener or team leaders are not qualified or do not have enough time to teach the game of tennis to CTT participants. Various tasks of the instructor may include: · · · · · · ·

Communicating with team leaders Assisting team leaders to run effective practices to enable skill development Ensuring that the content is appropriate to the age and level of play of participants Creating lesson plans for each session Participate in the end-of-year banquet Acting as a liaison between the participants, team leaders, and convener Motivating participants and team leaders to excel at the game of tennis

Section 6 – The Practice The practice segment of each session is an intricate part of CTT, and gives players an opportunity to develop game strategy and skills that they will be able to use later in match play. Before the session begins, the convener should communicate to team leaders what skills they would like them to work on with players for the given session. Encourage team leaders to allow the participants to practice individually or with each other to enable necessary skill development, and to assist them in any areas they feel appropriate. During the practice portion of the session, the convener will have the opportunity to revise the match schedule for the day. This schedule will depend largely on the players in attendance that week. See Appendix C sample match Score Sheets. 11 | P a g e

Section 7 - Planning and Running Your First Day There is no question that the first session or two will be the most challenging in organizing your CTT program. The first orientation session will allow you to assess the playing level of your players for the purpose of establishing balanced teams. It will also allow you to orient the players to the structure and timing of your program. Team leaders will need to develop an understanding of the program structure and their role in supervising and assisting the players. As you can see, it is very important to be well organized for your somewhat chaotic first session! Listed below are some key things to know before your first orientation session begins: Clearly know how many players are coming to your first session, as well as their age, gender and playing level (if you have had past experience with the players). Have a sufficient number of team leaders (volunteers) in place to provide support on the first day. You may be able to recruit additional volunteers once the program begins, but have all the courts covered with someone supervising on the first day. Have your equipment set up in advance of the session. Make sure that all teams have distinctive uniforms, whether they are pinnies or custom made shirts. The uniforms underline the team aspect of CTT and the sense of belonging to a group that makes CTT distinctive from most other tennis programs. Have a list of all the players on a clipboard with room next to each name for some rating comments. Also, have score sheets to show all players how the matches will be recorded. Plan your warm-up exercises and any scrimmages to run as part of your orientation and assessment process. Be prepared for no-shows with a schedule that is flexible. Take the time at the start of your first session to introduce everyone and explain the process for the day and for the overall program. Keep track of the time and provide a one minute warning before match time is over. At the completion of the minute, call out “last point” and then have the scores reported followed by the start of the next round of matches. At the end of the session call all the players and volunteers in for a short meeting to review the activities, praise the overall effort, acknowledge any results if you so choose, answer questions, and outline the process for the next session. At the completion of the first session you will either be ready to make up your teams and develop a schedule (or you may decide for a second orientation session based on the playing level of your players). You have now established your CTT program and are ready to let the games begin. Congratulations!

Section 8 - Program Levels and Play Formats The following outline will provide information on the three recommended levels of CTT linked to targeted age ranges and associated developmental stages:

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½ court for a recommended age range of 6-8 ¾ court for a recommended age range of 8-10 Full court for a recommended age range of 10+ Each level has specific recommendations on court size, type of ball and scoring formats. The recommendations provide a clear playing guideline for each level, but flexibility can be applied based on the amount and types of courts you have available, the playing aptitude of your players, and simply what grouping of children best meets the needs in your community. The key principle is that children are having a positive, enjoyable experience playing the game of tennis, so please make the adjustments necessary to achieve that all-important goal for your CTT. 8.1 – 1/2 Court CTT Level Overview For a picture of the court setup for 1/2 court tennis and detailed match-play content, please see Appendix A. 1/2 courts can be set up effectively on most gym floors where existing volleyball or badminton lines provide built-in dimensions of 1/2 court size similar to the tennis court configuration. Dimensions do not need to be exact, but should come close to reach the recommended guidelines. Listed below is the breakdown of a typical ½ court program: · · · ·

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Recommended age range: 6-8 Equipment: Mini nets, foam ball, 19/21/23 or 25 inch racquets, pinnies, court lines Number of courts: Target six ½ courts which can fit onto the length of one tennis court, with variations on gym floors Number of players: Target 24 players for 6 teams of 4 players when you have 6 courts (one full court). Smaller amounts are possible when introducing the program in your community with 16 players for 4 teams of 4 players considered a minimum. Length of Program: 6-12 weeks with average length of 8 weeks. Number and length of sessions per week: Minimum 1 session per week at 90 minutes.

Session Organization Practice (15-30 minutes depending on total time available per session) · · ·

Include physical warm-up (dynamic movement) Specific stroke practice between players. Focus on rally consistency, proper contact point, placement (direction and depth), movement, and correct grip. The warm-up exercises are also an opportunity for introducing new technique or reinforcing key points from previous sessions.

Please see Appendix A for more practice drills. 13 | P a g e

Playing Format (at least 1 hour per session dedicated to match play) · · ·

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Teams for CTT program created after orientation session(s) Dictate match line-up to team leaders Identify play courts and allow sufficient space between courts for movement and match supervision. Players not playing can act as ball persons and/or cheer on their teammates All matches are timed at approximately 12 minute rounds with single digit scoring (10, 1-1, 2-1, etc.). You should be able to play 4 rounds per session.

The following is an example of an optimal CTT session involving 6 teams with 4 players per team (total 24 players) playing 4 rounds of matches on 6 courts: Court Assignments (example): · · ·

Courts 1+2: Team A (players 1-4) vs. Team B (players 1-4) Courts 3+4: Team C (players 1-4) vs. Team D (players 1-4) Courts 5+6: Team E (players 1-4) vs. Team E (players 1-4)

Schedule of Matches by Round on Assigned Courts (example): · · · ·

Round 1: Doubles 1-2 vs. 1-2, 3-4 vs. 3-4 (all players actively playing) Round 2: Singles 1 vs. 1, 2 vs. 2 (3-4 players act as ball persons and support) Round 3: Singles 3 vs. 3, 4 vs. 4) (1-2 players act as ball persons and support) Round 4: Doubles 1-3 vs. 1-3, 2-4 vs. 2-4 (all players actively playing)

Match Play Organization ·

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This example of a 4 round CTT session guarantees every player at least 3 matches per session (2 doubles and 1 singles). If a team is short a player(s) for a session, either spares on a waiting list can be called, or the remaining players on a team will play more matches. This same format can be used with 4 teams as well if your numbers are smaller. Singles players alternate serve every two points (overhead or underhand). Doubles is played table tennis style with each player alternating hitting the ball back into play. Doubles teams also alternate serve every two points with a different player per team serving those two points each time. At completion of a round of matches all scores are reported (see example of a score sheet in appendices) and count towards a team total at the end of the session. This way even if a player or team “loses” the match with a score of 21-11 for example, those 11 points will still count for the team total and may make the difference in the final day’s result. This allows you to reinforce that every contribution is important and valued. Informally rate playing ability and develop your teams and match line-up with a good combination of challenging and balanced matches. This will be the most challenging 14 | P a g e

component of running CTT, but becomes easier as players and volunteers get to know each other and understand the format. Section 8.2 - 3/4 Court CTT Level Overview For a picture of the court setup for 3/4 court tennis and detailed match-play content, please see Appendix A. The most effective method to set up the temporary lines for ¾ courts on a main court is through tape which can be easily applied and removed (often a fun exercise for the players). Rubber lines, which are available from Tennis Canada, can also be used and may be more useful on clay courts where tape adhesion is difficult. Listed below is the breakdown of a typical 3/4 court program: · · ·

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Recommended age range: 8-10 Equipment: Easy pace or easy play ball, 21, 23, 25 inch racquets, pinnies, tape or moveable court lines Number of courts: Target two ¾ courts per main court (creating a “left” and “right” court) to double the number of playing courts available (see diagram for configuration). Number of players: Target 24 players for 6 teams of 4 players when you have six ¾ courts (on 3 main courts). Smaller amounts are possible when introducing the program in your community with 16 players for 4 teams of 4 players considered a minimum on two full tennis courts. You may increase the number of teams with access to additional courts! Length of Program: 6-12 weeks with average length of 8 weeks Number and length of sessions per week: Minimum 1 session per week at 90 minutes

Session Organization Practice (15-30 minutes depending on total time available per session) · ·

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Include physical warm-up (dynamic movement). Specific stroke practice between players. If numbers are too large for 1 on 1 rallies use a combination of rotation rallies (player hits and alternates with partner) and self rally exercises. Ensure that main stroke areas are warmed up including ground strokes, net play and serve/return. Focus on rally consistency, proper contact point, placement (direction/height), movement and correct grip. The warm-up exercises are also an opportunity for introducing new technique or reinforcing key learning’s from previous sessions.

Please see Appendix A for more practice drills.

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Playing Format (at least 1 hour per session dedicated to match play) · ·

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Teams for CTT program created after orientation session(s) Identify play courts and allow sufficient space between courts for movement and match supervision. Players not playing can act as ball persons and/or cheer on their teammates. All matches are timed at approximately 12 minute rounds with single digit scoring (10, 1-1, 2-1, etc.). You should be able to play 4 rounds per session.

Following is an example of an optimal CTT session involving 6 teams with 4 players per team (total 24 players) playing 4 rounds of matches on 6 courts: Court Assignments (example): · · ·

Courts 1+2: Team A (players 1-4) vs. Team B (players 1-4) Courts 3+4: Team C (players 1-4) vs. Team D (players 1-4) Courts 5+6: Team E (players 1-4) vs. Team E (players 1-4)

Schedule of Matches by Round on Assigned Courts (example): · · · ·

Round 1: Doubles 1-2 vs. 1-2, 3-4 vs. 3-4 (all players actively playing) Round 2: Singles 1 vs. 1, 2 vs. 2 (3-4 players act as ball persons and support) Round 3: Singles 3 vs. 3, 4 vs. 4) (1-2 players act as ball persons and support) Round 4: Doubles 1-3 vs. 1-3, 2-4 vs. 2-4 (all players actively playing)

Match Play Organization ·

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This example of a 4 round CTT session guarantees every player at least 3 matches per session (2 doubles and 1 singles). If a team is short a player(s) for a session, either spares on a waiting list can be called, or the remaining players on a team will play more matches. This same format can be used with 4 teams as well if your numbers are smaller. Singles players alternate serve every two points (overhead serve is stressed). Doubles will use the full width of the court (combination of both ¾ singles halves) but still use the adjusted baseline. Doubles teams also alternate serve every two points but now serving each time into either the deuce or add service court (note that in singles play there is only one serve box per ¾ court). At completion of a round of matches all scores are reported (see example of a score sheet in appendices) and count towards a team total at the end of the session. This way even if a player or team “loses” the match with a score of 21-11 for example, those 11 points will still count for the team total and may make the difference in the final day’s result. This allows you to reinforce that every contribution is important and valued. Establish a team ranking of 1-4 based on playing ability and develop your teams and match line-up with a good combination of challenging and balanced matches. This 16 | P a g e

· ·

will be the most challenging component of running a CTT, but becomes easier as players and supervisor/ coaches get to know each other and understand the format. Please feel free to adjust the ranking of players from week to week as results and best match-ups suggest. Report the total team scores to the group at the end of each session and count them towards the season ending final total for each team. The final session of the CTT should produce an overall winner, but should also include individual results for each player which can then form the basis for special recognition awards (most improved, most dedicated, sportsmanship, etc.).

Section 8.3 - Full Court CTT Level Overview The full court CTT level progresses players to full court with the option of using either the easy play ball or regular ball. You may start the program with easy play and then adjust to regular balls as the players improve and look to move to the next level. · · · ·

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Recommended age range: 10+ Equipment: easy play or regular ball, regular size racquets. Number of courts: As many full courts as possible. Target of 4 courts. Number of players: target 16 players for 4 teams of 4 players when you have 4 courts. Larger team amounts are possible if you play in two shifts depending on availability of courts. For example 16 players for 90 minutes followed by another 16 players for the next 90 minutes. Length of Program: 6-12 weeks with average length of 8 weeks Number and length of sessions per week: minimum 1 session per week at 90 minutes

Session Organization Practice (15-30 minutes depending on total time available per session) · Include physical warm-up (dynamic movement) · Specific stroke practice between players on a half court. If numbers are too large for 1 on 1 rallies use a combination of rotation rallies (player hits and alternates with partner). Ensure that main stroke areas are warmed up including ground strokes, net play and serve/return. Focus on rally consistency, proper contact point, placement (direction/height), movement and correct grip. Warm-up exercises can include competitive mini games with either both players at the baseline, both at the net or one up and one back · The warm-up exercises are also an opportunity for introducing new technique or reinforcing key learning’s from previous sessions. Please see Appendix E for more practice drills.

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Playing Format (at least 1 hour per session dedicated to match play) Teams for CTT program created after orientation session(s) Develop match line up between teams in advance of each session Players not playing can act as ball persons and/or cheer on their teammates All matches are timed at approximately 15 minute rounds with regular tennis scoring (no ad). Provide players with a two minute warning before time to complete the current game and not start another. Players then report the game score (i.e. 4-2, 3-3, etc.). You should be able to play 4 rounds per session. Following is an example of an optimal full court CTT session involving 4 teams with 4 players per team (total 16 players) playing 4 rounds of matches on 4 courts: · · · ·

Court Assignments (example): · ·

Courts 1+2: Team A (players 1-4) vs. Team B (players 1-4) Courts 3+4: Team C (players 1-4) vs. Team D (players 1-4)

Schedule of Matches by Round on Assigned Courts (example): · · · ·

Round 1: Doubles 1-2 vs. 1-2, 3-4 vs. 3-4 (all players actively playing) Round 2: Singles 1 vs. 1, 2 vs. 2 (3-4 players act as ball persons and support) Round 3: Singles 3 vs. 3, 4 vs. 4 (1-2 players act as ball persons and support) Round 4: Doubles 1-3 vs. 1-3, 2-4 vs. 2-4 (all players actively playing)

Match Play Organization ·

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·

·

This example of a 4 round full court CTT session guarantees every player at least 3 matches per session (2 doubles and 1 singles). If a team is short a player(s) for a session, either spares on a waiting list can be called, or the remaining players on a team will play more matches. Singles players alternate serve every two points (overhead serve is stressed). Doubles will use the full width of the court (combination of both ¾ singles halves) but still using the adjusted baseline. Doubles teams also alternate serve every two points but now serving each time into either the deuce or add service court (note that in singles play there is only one serve box per ¾ court). At completion of a round of matches all game scores are reported (see example of a score sheet in appendices) and count towards a team total at the end of the session. This way even if a player or team “loses” the match, any games won will still count for the team total and may make the difference in the final day’s result. Establish a team ranking of 1-4 based on playing ability and develop your teams and match line-up with a good combination of challenging and balanced matches. This will be the most challenging component of running a CTT, but becomes easier as players and supervisor/ coaches get to know each other and understand the format. Please feel free to adjust the ranking of players from week to week as results and best match-ups suggest. 18 | P a g e

· ·

Report the total team scores to the group at the end of each session and count them towards the season ending final total for each team. The final session of the CTT should produce an overall winner, but should also include individual results for each player which can then form the basis for special recognition awards (most improved, most dedicated, sportsmanship, etc.).

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Appendix A Court Setup and Drills – Ages 6 – 8 (1/2 Court) Initial Set-up: court(s) should be set-up as follows in anticipation of participants’ arrival.

10 flat circular markers on each side

¡

¡

Net 3 ¡

¡

¡

Net 2 ¡

¡

Net 1

¡

¡

¡

¡

¡

Net 1 ¡

¡

¡

Net 2 ¡

¡

¡

Net 3 ¡

¡

16 feet 10 inches

Lay down lines 3 nets (16 feet, 10 inches), side by side

Organization for Physical Warm-up: run and mobility exercise Team 2 Team 3 ¡

¡

Net 3 ¡

¡

¡

Net 2 ¡

¡

¡

Net 1 ¡

¡

¡

¡

Net 1 ¡

¡

¡

Net 2 ¡

¡

¡

Net 3 ¡

¡

16 feet 10 inches

Team 1

Team 4

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Court and Equipment Set-up (Cont’d)

Practice: Location of 4 teams for practice (Note: each team will organize their players based on their level from strongest to weakest with strongest at the net and weakest behind baseline)

Team 3

Team 2

¡

¡

¡

Net 3 ¡

5

Net 2 ¡

4

¡

¡

¡

Net 1 ¡

¡

2

1

3

¡

¡

Net 1 ¡

¡

Net 2 ¡

¡

¡

¡

Net 3 ¡

¡

Team 4

Team 1 (Organized from 1 to 5, 1 being strongest and positioned close to net)

Competitive League Match: The following set-up will be used for the actual league match play. Lay down lines Team 1 vs Team 2

Net 2

Net 1

Players waiting to play sit here. “No racquet zone” for safety. Players’ racquets must be on ground.

Team 3 vs Team 4

Net 1

Doubles Match

Net 2

Singles Match

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Detailed Practice Content

1. Physical Warm-up (3 mins.)

Team 2

Drills: note: their racquets are on the ground at this point 1. 1.5 minutes running around within their area 2. 1.5 minutes of mobility

¡

Net 2

¡

Net 1

¡

¡

¡

1

Team 1

2. Court Practice (27 mins.) Drills: 1. Self Rally a. Self Rally: Forehand b. Self Rally Forehand with movement forward to net then back 2. Self rally backhand 3. Forehand exchange a. Forehand drop hit to partner who catches with hand and drop hits back b. Forehand drop hit, return using Forehand… stop continue (2 ball exchange) c. Forehand exchange... get to 4 score a point, or longest rally 4. Serve Practice a. serve-serve b. serve-return c. serve-return and exchange 5. Volleys a. Self rally volleys b. Volley-volley, Forehand only 6. Volley-volley, backhand only 7. Volley-volley, Forehand and backhands a. Gs-volley exchange; switch roles

Team 2 5

4

3

2

¡

¡

¡

¡

Net 3 ¡

5

Net 2 ¡

4

¡

Net 1

¡

¡

3

2

¡

1

Team 1

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Practice Alternatives: As an alternative to regular practice set-up, the practice session can be divided into two sections, on 1 half of the court the lesson is as usual, on the other half, the instructor can set up targets. This set-up is shown as follows: Court and Equipment Set-up: Initial Set-up: court(s) should be set-up as follows in anticipation of participants’ arrival. 2 nets (16 feet, 10 inches), side by side

flat line markers which are 10 feet from backdrop Flat circular markers ¡

¡

Net 2

Net 1

¡

¡

¡

¡

¡

Net 1 ¡

Net 2 ¡

¡

16 feet 10 inches

Taped lines

Backdrop behind court

2½ feet x 2½ feet

Floor markers

______________

Organization for Physical Warm-up: run and mobility exercise

¡ ¡

Net 2 ¡

Net 1 ¡

¡

¡

¡

Net 1 ¡

Net 2 ¡

¡

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Practice: Location of 4 teams for wall target practice and court practice (Note: team 1 & 2 and 3 & 4 will switch locations with one another after 15 minutes)

Rotate after 15 minutes

A

1

4

¡

¡

Net 2 B

¡

2

Team 1

Net 1 ¡

3

¡

5

1

4

¡

Net 1 ¡

5

A

¡

Net 2 ¡

3

B

¡

2

Team 4

Team 3

Team 2

Competitive League Match: The following set-up will be used for the actual league match play. Team 1 vs Team 2

Net 2

Net 1

Team 3 vs Team 4

Net 1

Net 2

Players waiting to play sit here. “No racquet zone” for safety. Players’ racquets must be on ground.

Practice Content: 1. Physical Warm-up (3 mins.) Drills: note: their racquets are on the ground at this point a. 1.5 minutes running around within their area b. 1.5 minutes of mobility

Team 2

¡

¡

Net 2

¡

Net 1

¡

¡

Team 1

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2. Court Practice (30 mins.) Drills: Team 1 1

A

A) Wall Target Practice (15 mins) 1) Target Test: week 1, 5 and 8 only to see improvement - Forehand’s out of 5, backhand’s out of 5, serves out of 5 2) Forehand’s only, start behind marker on ground, toss in front of marker and make contact in front of marker, ball must be declining when it hits target on backdrop, 3 hits then, rotate with partner who is waiting by a safety zone; count total targets 3) Backhand’s only, same drill as above 4) Serve only, 5) Forehand, Backhand, Serve, one of each

4

¡

¡

Net 2

Net 1

B ¡

¡

2

¡

3

5

Team 2

Team 1

Backdrop behind court

2½ feet x 2½ feet

4½ feet up

B) Court Practice (15 mins) Drills: Team 2 5. Self Rally a. Self Rally: Forehand’s b. Self Rally Forehand’s with movement forward to net then back Self rally backhand’s Forehand exchange a. Forehand drop hit to partner who catches with hand and drop hits back b. Forehand drop hit, return using Forehand… c. stop continue (2 ball exchange) d. Forehand exchange.. get to 4 score a point, or longest rally Serve Practice a. serve-serve b. serve-return c. serve-return and exchange Volleys a. Self rally volleys b. Volley-volley, Forehand only Volley-volley, backhand only Volley-volley, Forehand and backhands c. Gs-volley exchange; switch roles

Team 2

¡

¡

Net 3 ¡

¡

¡

Net 2 ¡

¡

Net 1

¡

¡

¡

Team 1

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Court Setup and Drills – Ages 8 - 10 (3/4 Court) Court and Equipment Set-Up Initial Set-up: court(s) should be set-up as follows in anticipation of participants’ arrival. Temporary Lines Court 2 Court 1

Court 4

16ft 5” net

Temporary Lines Court 3

Organization of Teams for Practice Team 1

3

4

1

2

A

B

C

D

Team 2

Competitive League Match: The following set-up will be used for the actual league match play. In Youth Team Tennis two single matches can be played simultaneously, but only one doubles match can be played at a time. Singles Match Court Set-Up: Players awaiting their match From Team 1 (3,4) 1·

·A

2·

·B

Players awaiting their match from Team 2 (C,D)

26 | P a g e

Players awaiting their match from Team 1 (3,4)

Doubles Match Court Set-Up: 1·

A·

2·

B·

Players awaiting their match from Team 2 (C,D)

Practice Content 1. Physical Warm-up (3 mins.) Drills: note: their racquets are on the ground at this point a. 1.5 minutes running around within their area b. 1.5 minutes of mobility Team 1

Team 2

2. Court Practice (27 mins) Drills: 1. Self Rally (2 mins) a. Self Rally: Forehand’s b. Self Rally Forehand’s with movement forward to net then back c. Self rally backhand’s d. Self rally backhand with movement towards the net 2. Forehand exchange (5 mins) a. Forehand drop hit to partner who catches with hand and drop hits back b. Forehand drop hit, return using Forehand… stop continue (2 ball exchange) c. Forehand exchange… get to 4 score a point, or longest rally 3. Backhand exchange (5 mins) a. Backhand drop hit to partner who catches with hand and drop hits back b. Backhand drop hit, return using Backhand… stop continue (2 ball exchange) c. Backhand exchange.. get to 4 score a point, or longest rally 4. Groundstroke Exchange: moving one another while maintaining consistency (5 mins) a. Organization: one player on each side, alternate turns with partner who is waiting on deck b. Players attempt to exchange 5 balls in a row to get a point, while moving their partner; rotate after each attempt 5. Serve Practice (5 mins) a. Serve-serve b. Serve-return c. Serve-return and exchange 6. Volleys (5 mins) a. Self rally volleys b. Volley-volley, Forehand only c. Volley-volley, backhand only d. Volley-volley, Forehand and backhands e. Gs-volley exchange; switch roles 27 | P a g e

Court Setup and Drills – Ages 11+ (Full Court) Court and Equipment Set-up: Initial Set-up: court (s) should be set-up as follows in anticipation of participants’ arrival. Temporary lines 1·

·2

4·

·3

Or On deck marker

a·

1·

b

d

2

4

·c On deck marker ·3

Competitive League Match: The following set-up will be used for the actual league match play. This League will consist of 2 Singles Matches occurring simultaneously followed by 1 Doubles Match using the full court. Players awaiting their match

Singles Match Court Set-Up:

1·

·A

2·

·B

Doubles Match Court Set-Up:

Players awaiting their match

Players awaiting their match

From Team 1 (3,4)

From Team 2 (C,D)

A

2

1

B

Players awaiting their match from Team 2 (C,D)

28 | P a g e

Detailed Practice Content: 1. Physical Warm-up: (3 mins.) Drills: note: their racquets are on the ground at this point i. 1.5 minutes running around within their area ii. .5 minutes of mobility

Team 1

Team 2

2. Court Practice (27 mins.) Drills: From Service Line to Service Line (11 mins) A. Volleys (6 mins) a) Volley-volley, Forehand only, 6 in a row for a point, most points win b) Volley-volley, backhand only c) Volley-volley, Forehand and backhands B. Groundstrokes (5 mins) Forehand exchange (3 mins) a) Forehand drop hit to partner who catches with hand and drop hits back b) Forehand exchange.. get to 6 to score a point, or longest rally C. Backhand exchange (2 mins) a) Backhand drop hit to partner who catches with hand and drop hits back

Groundstroke Warm-up (16 mins) Competition: Full Court (refer to Practice organization) a) Forehand Exchange Competition: 3 mins Ø Teams of 2: players attempt to outrally one another, fh’s only, 3 hits per b) Backhand Exchange Competition (same as above except backhands only) 3 mins

a ·

· c

b ·

· d

1 ·

· 3

2

·

·

4

On deck circle a· b

c

1· 2

3 ·4

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d ·

From Baseline to Baseline Serve-Return-Rally Competition: King of the Servers Court (10 mins) a) Serve-serve Practice: 3 mins, pairs activity, practice organization B; players serve back and forth towards target in service box b) Competition: 3 servers-1 returner; servers rotate after each point; when server achieves 3 pts they switch with the returner (become King of their court); 1 serve attempt only, attempt to win point by being more consistent then opponent;

a

·

·

c

·

·

d

1

·

·

2

·

·

b

3 4

a

b

·c d

1

2

·3 4

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Appendix B - Sample Roster Form

TEAM ROSTERS Team Federer

Team Serena

Team Nadal

Team Roddick

1.

1.

1.

1.

2.

2.

2.

2.

3.

3.

3.

3.

4.

4.

4.

4.

5.

5.

5.

5.

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Appendix C Sample Schedule (4-team, 8-week program)

Schedule of Play Date

Team

Vs

Team

Session 1 Practice and Preparation for Match Play Session 2

Session 3

Team Nadal Team Serena

Vs

Team Federer Team Roddick

Session 4

Team Nadal Team Federer

Vs

Team Serena Team Roddick

Session 5

Team Nadal Team Federer

Vs

Team Roddick Team Serena

Session 6

Team Nadal Team Serena

Vs

Team Federer Team Roddick

Session 7

1st place 2nd place

Vs

4th place 3rd place

Winners Runner-up

Vs

Winners Runner-up

Playoffs

Session 8 Playoffs

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Appendix D SCORE SHEET AND MATCH SCHEDULE ½ court Tennis (5 VS 5)

Date: ____________

Schedule Singles #3 vs #3 Doubles #1 & 2 vs #1 & 2 Singles #2 vs #2 Doubles #4 & 5 vs #4 & 5 Singles #1 vs #1 Doubles #2 & 4 vs #2 & 4 Singles #4 vs #4 Doubles #3 & 5 vs #3 & 5 Singles #5 vs #5 Doubles #1 & 3 vs #1 & 3

TEAM Name: _______________________ Players (list in order for only those in attendance) 1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________ 5. ___________________________ Points 1 – win

Score

TEAM Name: _______________________ Players (list in order for only those in attendance) 1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________ 5. ___________________________ Points 1 – win

Total Pts. 33 | P a g e

SCORE SHEET AND MATCH SCHEDULE ½ court Tennis (4 VS 5) TEAM Name: _______________________

TEAM Name: _______________________

Players (list in order for only those in attendance)

Players (list in order for only those in attendance)

1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________ 5. ___________________________

1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________ 5. ___________________________

Date: ____________

Singles #3 vs #3 Doubles #1 & 2 vs #1 & 2 Singles #2 vs #2 Doubles #3 & 4 vs #4 & 5 Singles #1 vs #1 Doubles #2 & 4 vs #2 & 4 Singles #3 vs #4 Doubles #1 & 4 vs #3 & 5 Singles #4 vs #5 Doubles #1 & 3 vs #1 & 3

Total Pts.

Note: the team with 4 players is listed 1st

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SCORE SHEET AND MATCH SCHEDULE ½ court Tennis (4 VS 4) TEAM Name: _______________________

TEAM Name: _______________________

Players (list in order for only those in attendance)

Players (list in order for only those in attendance)

Date: ____________

1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________

1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________

Singles #4 vs #4 Doubles #1 & 2 vs #1 & 2 Singles #2 vs #2 Doubles #3 & 4 vs #3 & 4 Singles #1 vs #1 Doubles #2 & 4 vs #2 & 4 Singles #3 vs #3 Doubles #1 & 4 vs #1 & 4 Singles #2 vs #2 (rematch) Doubles #1 & 3 vs #1 & 3

Total Pts. 35 | P a g e

SCORE SHEET AND MATCH SCHEDULE 3/4 and Full Court Tennis (4 VS 4) TEAM Name: _______________________

TEAM Name: _______________________

Players (list in order for only those in attendance)

Players (list in order for only those in attendance)

Date:

All matches are 6 min.

Singles #1 vs #1 Singles #2 vs #2 Singles #3 vs #3 Singles #4vs #4 Doubles #1& 2vs #1& 2 Doubles #3 & 4 vs #3 & 4 Singles #1 vs #2 Singles #2 vs #1 Singles #3 vs #4 Singles #4 vs #3

1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________

1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________

Total Pts. 36 | P a g e

SCORE SHEET AND MATCH SCHEDULE 3/4 and Full Court Tennis (4 VS 3) TEAM Name: _______________________

TEAM Name: _______________________

Players (list in order for only those in attendance)

Players (list in order for only those in attendance)

Date:

All matches are 6 min.

Singles #1 vs #1 Singles #2 vs #2 Singles #3 vs #3 Singles #4vs #2 Doubles #1& 2vs #1& 2 Doubles #3 & 4 vs #3 & 1 Singles #1 vs #2 Singles #2 vs #3 Singles #3 vs #1 Singles #4 vs #3

1. ___________________________ 2. ___________________________ 3. ___________________________

1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________

Total Pts. 37 | P a g e

SCORE SHEET AND MATCH SCHEDULE 3/4 and Full Court Tennis (3 VS 3) TEAM Name: _______________________

TEAM Name: _______________________

Players (list in order for only those in attendance)

Players (list in order for only those in attendance)

Date:

All matches are 6 min.

Singles #1 vs #1 Singles #2 vs #2 Singles #3 vs #3 Doubles #1& 2vs #1& 2 Doubles #2& 3vs #2& 3 Doubles #1 & 3 vs #1& 3 Singles #1 vs #3 Singles #2 vs #1 Singles #3 vs #2

1. ___________________________ 2. ___________________________ 3. ___________________________

1. ___________________________ 2. ___________________________ 3. ___________________________

Total Pts.

38 | P a g e

Appendix E TACTICAL/TECHNICAL KEYS: Basic Tactics: · Keep the ball in play (medium speed, medium arc) · Move the ball around (control direction and distance) Technical Keys:

3 Stroke Families: -Groundstrokes -Volleys -Serves

5 Ball Controls: -Height -Direction -Distance -Speed -Spin

5 Fundamentals: -Grip -Set-up -Impact Point -Hitting Zone -Recovery

P.A.S Principles: -Path -Angle -Speed

39 | P a g e

5 TECHNICAL FUNDAMENTALS Technique has a ‘two-fold’ definition. One dimension of technique is what the ball does. Making the ball do what is required to perform a tactic (e.g. hit a deep crosscourt to pin the opponent into a corner) is called “effectiveness”. The other aspect of technique is what the player does (bodywork & footwork). This is sometimes called ‘conformity’, ‘efficiency’, or ‘mechanics’. The 5 Technical Fundamentals fall under this category of ‘Mechanics’. There are many aspects of technique that can be observed and trained. To simplify the process for coaches, we have chosen five that all coaches agree are critical to develop a solid long-term technical foundation. Solid technical fundamentals provide players with the least limitations in their future tennis play. They allow for progression to the highest levels of play. The 5 Technical Fundamentals are listed in the typical sequence in which they occur and include: 1. Grip Grip is how the players hand is positioned on the racquet. 2. Set-up Set-up is preparing to create a good impact point by: · Preparing arm and body together · Being ready early · Balanced in the proper location 3. Impact point An impact point is centering the ball on the strings in a good relationship to the body. 4. Hitting Zone The Hitting zone is when the racquet face moves with stability towards the intended target. 5. Recovery Recovery is returning to a neutral location in a balanced position in time to be well prepared for the next shot. For each fundamental, key observation points are identified. These can be used as teaching points as well. Each fundamental has relevance in all 3 stroke families: · Groundstrokes · Volleys · Overhead (serve & smash)

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BALL CONTROL (Effectiveness): Excerpted from Tennis Canada Instructors Manual 1) The 5 BALL CONTROLS: An Instructor’s first goal is to help students control the ball. There are only five ways a ball can be manipulated in tennis. These make up the 5 Ball Controls:

These Ball Controls are how players solve problems on court. For example, when an opponent comes to the net a player must control height to lob the ball over the opponent’s head. If it doesn’t work, the player must be able to correct the problem for future points. The Instructor must understand how to correct basic ball control technique in order to help players become problem solvers. 2) The P.A.S. PRINCIPLES: What the racquet does at the impact makes every ball control happen. Every shot in tennis whether groundstroke, volley, or serve, requires the racquet to ‘pass’ through the impact. We can modify the word ‘pass’ to help remember all the elements that control the ball. “P” stands for Path of racquet swing, which includes if the racquet swings through the impact: -Level -Low to high -High to low “A” stands for Angle of racquet, which includes both the vertical angle (how open or closed to the sky), and horizontal angle (how much the racquet face is angled to the right or left). Note: Grips strongly influence racquet angle. “S” stands for Speed of the racquet through the impact. This includes if the racquet swings slow, fast, or the speed is maintained.

44 | P a g e

Using these elements, an Instructor can analyze and correct any ball control problem. Every shot is a ‘recipe’ combining varying degrees of each P.A.S. principle. Even a complex ball control like distance is simply a combination of the appropriate amounts P.A.S. For example, a deep rally groundstroke would result if the racquet path was low to high, the angle was slightly open, and the speed was medium fast. 3) BALL CONTROL PROBLEM-SOLVING: The following looks at each ball control in detail: BALL CONTROL PROBLEM

COMMENTS AND POSSIBLE SOLUTIONS The horizontal angle of the racquet face at impact determines the direction of the ball. Ensure that the horizontal angle or “eyes” of the racquet face, face the target at impact. Different Directions: · Crosscourt: Hit the outside of the ball. · Down-the-line: Hit the back of the ball. · Inside Out: Hit the inside of the ball.

The ball is sent too far to the right or to the left of the target.

The following elements influence the angle of the racquet face at impact. · Impact Point: · If impact is further in front, the racquet face tends to hit more of the outside of the ball, sending the shot more crosscourt. · If impact is further back, the racquet face tends to hit more of the back or inside of the ball, sending the shot more down the line or inside out. · Wrist Position: Excess wrist movement causes angle of the racquet face to change through impact, causing direction control problems. Encourage a firm wrist to limit racquet head movement. · Lengthening the “Hitting Zone”: To improve directional control, increase the distance the racquet face travels towards the target (hitting zone). This is especially important for groundstrokes. * Grip: On groundstrokes, eastern grips help lengthen the hitting zone. · A “laid back” wrist helps lengthen the hitting zone. · A sideways body position helps lengthen the hitting zone on groundstrokes. Note: For forehands and two-handed backhands, the sideways position must be followed by shoulder rotation. The hitting zone can be further lengthened by weight transfer in the direction of the shot.

45 | P a g e

BALL CONTROL PROBLEM

COMMENTS AND POSSIBLE SOLUTIONS Ensure that the P.A.S principles are correct (Path of Racquet swing, Angle of Racquet, Speed of Racquet): For example, if a player is rallying with their forehand and the ball is sent too low, have the player: · "P" = Swing from lower to higher and/or · "A" = Open the racquet face and/or · "S" = Swing faster

The ball is sent too high or too low.

If the ball is sent too high, have the player: · "P" = Swing more back to front (level) and/or · "A" = Close the racquet face and/or · '"S" = Swing more slowly NOTE: Volleys: Because beginners use catch or block volleys, height is mainly influenced by the angle of the racquet face.

BALL CONTROL PROBLEM

COMMENTS AND POSSIBLE SOLUTIONS Check the following elements: If the ball is sent too slowly: · Center the ball: hit the ball in the “sweet spot”. · Increase the racquet speed through increasing the size of the backswing (this option may adversely effect timing), or through biomechanics (engaging more body segments).

The ball is sent too fast or too slowly

If the ball is sent too fast: · Reduce racquet speed by using fewer body segments. Start by checking the parts closest to the racquet face. Excess wrist movement is a common problem at this level of play. (i.e., Check wrist, then arm, then shoulder, then trunk, and then legs). One of the biggest speed control challenges is helping players maintain the same correct speed on each repetition. Ensure the player keeps a stable wrist and uses proper biomechanics from ball to ball.

46 | P a g e

Distance is a combination of height, speed, and spin. (Note: most players at this level don’t use spin). Use the P.A.S. principles that control height and speed. If the ball lands too short: · increase height and/or · Increase speed. The ball is sent too long or too short.

If the ball lands too long: · reduce height and/or · reduce speed. On groundstrokes, encourage a 45° trajectory because, at a given speed, the ball travels furthest at this trajectory. One of the biggest challenges relating to distance control is helping the player maintain the same correct distance on each repetition. Ensure the player uses proper biomechanics and racquet work for every shot.

At the introductory level, some players may hit with spin. If the spin causes control problems, have them hit less spin by ensuring that the path of the racquet and the angle of the racquet face are the same.

The ball is sent with too much or too little spin

Spin is a combination of all of the P.A.S. principles. To increase spin make the path of the racquet steeper or increase the racquet speed.

47 | P a g e

STRUCTURE OF PRACTICE Effective organization can maximize repetitions each student receives. A coach can accommodate many students on one court or uneven numbers, by how students are set-up (formation). Two common formations are "Lane" and "Triangle" (see figure 5 & 6). These are shown with players at the serviceline, but can be used at the baseline. Use markers to create 'safety zones' between the players (shaded area). Figure 5: "Lane" formation'

Figure 6: “Triangle” formation'.

Large numbers and uneven numbers an be handled with the following strategies: · Combination of Lanes and Triangles · “Invisible Man” columns · "Uneven" columns · Coach in/Coach out Figure 7: Maximum Lanes (12 players with a rope down the middle)

Figure 8: “Lane/Triangle” combination

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Figure 9: Invisible Man columns (uneven numbers) (1st wave of 3 students up) (2nd wave of 2 students up)

Figure 10: ‘Uneven Column’ formation (players change columns after each turn)

Mixing partners with rotations makes drills fun and keeps players focused.

NOTE: With any formation, the coach can be in one of the positions to feed (coach in) or, they can also set-up the students to feed to each other and “rove” among them (coach out).

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Rotations No matter the formation, it is important all players get equal hitting time (or equal time with the coach if they are filling in). This can be especially difficult with an uneven number of students. Setting up a rotation is one way to meet this challenge. Once the coach explains the rotation, "Everyone can rotate clockwise one position", they only need to say, "rotate" and everyone will know the movement pattern. To ensure equal rotation, base the rotation on something you can easily track. Avoid switching at random times. Rotations should be based on: · Time (e.g. rotate after 2 minutes) · Number of attempts (e.g. everyone gets 8 repetitions minimum) · Score (e.g. rotate after someone gets to 3 points), etc. To make it easy, the coach should set everyone in position and go through a 'practice' rotation before starting the drill. The two most common rotations are: Figure 11: "Small Circle" rotation

Figure 12: "Big Circle" rotation (with ball collector)

Figure 13: Anchor Rotation If the coach wants to ensure that every student gets to play with everyone else (or everyone gets a turn with the coach), One student (or coach) must be "Anchored". Everyone rotates around the "anchored" person.

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MANAGE THE DRILL It is easy for a coach to feel that once the drill is set-up, the job is done. If the drill is not monitored closely, both quality and quantity of repetition can be compromised. It can also become unsafe or just plain boring! To keep a drill running smoothly, a coach must constantly scan to see if a drill is correct (improving student's skills), safe, and enjoyable. During this stage the coach also gives feedback to the students on how the drill is running, and how they are performing the skills. A) MANAGEMENT ELEMENTS A good drill manager constantly ask themselves these questions while drilling: ·

Is the Drill Safe? Many injuries can be prevented by the coach setting up, and monitoring safety. The coach should also teach players to monitor their own safety (e.g. clearing balls from their area, staying a safe distance from others, etc.).

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Is the Drill running correctly? The coach must ensure all the Set-up elements are continuing and the students are repeating the skill correctly. Not doing the correct thing means the students are getting repetition on incorrect performance. Remember, “practice makes permanent” and “only perfect practice makes perfect”.

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Is the Drill Enjoyable? Enjoyment is not just a random occurrence. It can be created by incorporating two major elements, Activity and Challenge Level. Activity: Is the drill dynamic or are students waiting in lines? Does every participant have something to do (e.g. shadow swinging, picking up balls, moving into the next position, etc). Moving around is much more fun than waiting for a turn. Challenge Level: A skill that is too easy becomes boring, too difficult and students may give up. Keep the challenge level at 50-70% success. Any shot can be made more or less challenging by modifying the following elements: · Movement: The student can be required to move more or less (e.g. a running forehand crosscourt is more challenging than a stationary one.) · Reception: The ball can be fed to the student with more or less challenge by adjusting any one of the 5 Ball Controls (Height, Direction, Distance, Speed, Spin). For example, the ball can be fed harder to challenge a player more. Also, increasing how frequently balls are received can change the challenge level. For example, the feeder can send 4 balls 'rapid fire' (4 balls in 4 seconds) to challenge a players reaction or footwork, etc. · Projection: The ball the student sends can be made more or less challenging by altering any of the 5 Ball Controls. (e.g. the student can be asked to send the ball deeper, at a more specific height, into a different sized target area, etc.)

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Feedback: In the Management stage, the coach gives feedback on two main points: · Feedback on the drill: Making sure it is running correctly. If the drill isn't running properly, the environment is not right for focusing on skills. · Feedback on the skill: Once the drill is running correctly, the coach can give feedback on the skill to help student’s achieve correct performance.

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