11 to 17 Certification Workshop

Transcription

1 11 to 17 Certification Workshop Study Guide This study guide is an essential part of PTR s 11 to 17 Workshop and Certification. It provides information on the how, why, what and when of coaching year old players who wish to participate in tennis as an enjoyable sport. It is essential that you read and understand the material so that you are fully prepared for both the Workshop and the Certification. You will need to invest at least four hours in this preparation, because the clinician will assume throughout the Workshop that you are very familiar with the contents of this Study Guide. Some of the information in this Study Guide is not repeated in the Workshop, but will be part of the Certification process. 1

2 CONTENTS INTRODUCTION 3 11 to 17 Year Olds - What Attracts and Keeps Them in Tennis 3 The Tennis Environment 5 Coaching Skills 6 Organization 6 Communication 7 SECTION ONE 10 Characteristics of 11 to 14 year old Players 10 Courts and Equipment 11 The Structure of Coaching Sessions 12 Session Content 17 Differentiation 20 Competition 20 SECTION TWO 21 Characteristics of 15 to 17 year old Players 28 The Structure of Coaching Sessions 22 Session Content 24 Competition 28 Camps 28 SECTION THREE 29 Working with Parents 29 Safety, Injury and Player Welfare 29 Evaluation and Monitoring 31 Copyright 2015 Professional Tennis Registry All rights reserved. Reproduction in whole or in part is not permitted without written consent of Professional Tennis Registry. Photographs copyright and courtesy 2

3 Anne Pankhurst, Austin Tennis Academy and Rocky Mountain Tennis Center 3

4 INTRODUCTION 11 to 17 YEAR OLDS: WHAT ATTRACTS and KEEPS THEM in TENNIS Research evidence and experience has shown very clearly that players of this age increasingly have an opinion of how they prefer to be coached (not just in tennis, but also in other sports). They know what they want from the sport environment. It would make sense therefore, for coaches of 11 to 17 year olds to know and take this research information into account. It will help them understand that what players in the age group want and like and so is relevant to efforts aimed at keeping them in the sport. As far as coaching is concerned, the evidence shows that young people of this age will continue to take part in a sport only when they: 1. Have fun and enjoy themselves 2. Learn new skills and improve as players, even if this involves hard work 3. Can look forward to coaching sessions 4. Enjoy being with the coach 5. Feel confident in the (tennis practice and competition) environment 11 to 17 year olds know whom they like and dislike, and are old enough to vote with their feet if they do not like the situation. The evidence is that they like coaches who: 1. Are friendly and who talk to them about things other than tennis 2. Treat them as an individual, even in a group setting 3. Know how to coach (and can coach well) 4. Have planned each session 5. Ask their opinion 6. Know a lot about the game and how to play it 7. Are fair on a consistent basis and treat everyone equally all the time. 11 to 17 years olds do not like coaches who: 1. Shout or make negative comments 2. Are rigid and inflexible in their approach 4

5 3. Do not speak to them frequently and especially when things are not going well 4. Give physical punishments if they are late or do something incorrectly 5. Are over competitive 6. Expect instant results year olds also prefer coaches who can: 1. Quickly identify and give the key points that will help them improve as a player 2. Give clear and quick explanations 3. Notice when they do something well and comment on it 4. Give encouragement and constructive feedback 5. Discuss and work on specific issues so that they can learn 6. Are consistent in their behavior year olds also have views on what coaches should be able to do. They think coaches should: 1. Make learning easy by giving good explanations and ideas that help 2. Give good demonstrations of what and how to do a skill 3. Provide relevant and positive feedback on an individual basis at the right time 4. Focus on what to do, instead of what not to do 5. Ask the right questions, instead of telling them what to do all the time Given this information, tennis coaches will need to meet the likes and dislikes of young players if they want to keep them in the game. Here are a few ideas and principles that will help. ENCOURAGE players; give them responsibility and ownership of their own performance BE ENTHUSIASTIC and show a genuine desire to help EVERY player improve TEACH them in every part of every session (many coaches simply OCCUPY players USE INTERACTIVE COACHING METHODS: explanation, demonstration, discussion, observation, problem solving, positive and constructive feedback GIVE PLAYERS TIME AND OPPORTUNITY to learn at their own pace USE GAME BASED COACHING METHODS. They are fun and challenge players to achieve the task 5

6 THE TENNIS ENVIRONMENT The relationship between coaches and players is, as we have seen, a very important aspect of attracting and retaining young players in tennis. However, of equal importance is the total environment at the tennis facility. This will only be appropriate to the players of this age group if they enjoy being there. In simple terms, the environment should: Be player centered with coaches taking part and leading activities on court Encourage young players to ask (and answer!) questions Be fun and enjoyable and positive Value the presence of this age group and welcome them Give young people their own social space before and after being on court, with easy access to their friends Coaches and facility managers need to understand that a positive, player centered coaching environment is essential to retain 11 to 17 year olds, especially when mixed ability and mixed gender are part of the package. This age group is becoming more independent and is therefore, capable of deciding where they will spend their leisure time. They are young people who want to enjoy playing the game and be in a good social environment. Apart from keeping young players coming back, another reason for such an environment is that young players learn and improve more quickly when the situation suits their needs and the perspective they have on coaching, learning and playing tennis. Improving is important to them. They need to have fun, feel confident, and be with friends and adults (including coaches) they like. We now know that young players will only stay if they have a fun, enjoyable and positive experience. Players gain confidence from being able to say what they think, being encouraged, having success, and being in group where they are given respect and support. Confidence also comes from being able to learn and perform new skills without continually being told what is wrong (negative feedback). Research into motor skill 6

7 learning, for example (tennis is a series of motor skills) indicates that people learn from what they do right, not from what they do wrong. And mentally, being given positive feedback increases determination and commitment. Coaches should, of course, make note of what players do incorrectly and find ways to help them improve. By changing negative comments about what is wrong into positive encouragement and suggestions of what to do and how to do it will build both confidence and tennis skills. For many coaches, this will require a major change of behavior, because many use the principle of finding and correcting errors, rather than being positive and building on what is going well. So while the coach s job with any group of players is to create a non-threatening positive environment where the fear of failure does not exist, this is even more important with 11 to 17 year olds. A positive environment promotes learning, is enjoyable and develops confidence. The evidence is that it also determines levels of retention in sport. COACHING SKILLS Coaches need a wide variety of coaching skills to coach any age group and ability. We have already referred to the particular skills that are needed with the 11 to 17 age group. In addition, the skills listed below are common to all coaching, but must be adjusted in the context of this age group. ORGANIZATION It is essential that a coach can organize: Coaching sessions (which are more likely to be group sessions) Time Players Activities Equipment Organizing the Session Before each session, coaches should: Have a flexible written plan that includes the teaching points and activities, but enables the coach to respond to the needs of the group 1. Know the number of players, their names, and be aware of any medical conditions 2. Know the ability of different players 3. Know how much and what equipment is available and needed 4. Know how to contact parents 7

8 During the session, coaches must be able to organize: Time: so that each part of the session (warm up, skill development, game development and cool down) has the right amount of time for the age group. The coach must be prepared to devote longer (or shorter) time to an activity, because circumstances may change and/or a different activity may be necessary. Players: so that they know with whom they are playing, what to do, as well as how and when to do it so they can make progress and feel successful. Activities: so that in each part of the session, players move to different activities. The structure of each activity should ensure players are never standing in lines or waiting for a turn, and that each player receives a similar amount of personal attention. Equipment: (court areas, balls and racquets) so that it is available, in good condition, and is picked up and stored at the end of the session. COMMUNICATION Communication with this age group should be grounded in the research evidence that in the Introduction. The specific skills highlighted below are the same for coaching any group of players, but are even more relevant with 11 to 17 year olds. VERBAL COMMUNICATION (WHAT is said) is important because the age group is more able to listen, understand and apply verbal information. Using players names is essential. However working with a large group means saying the name at the beginning of the sentence to make sure that player is listening a. Language must be appropriate and professional 8

9 b. Explanations should be brief and related to the task c. Asking open questions helps the coach ensure players understand what has been said and what they need to do d. Speaking to players individually and quietly is important PARALANGUAGE (HOW something is said) matters with this age group, because they are old enough to pick up inferences quickly. The sound of the voice should be interesting Shouting is not appropriate (except perhaps in an emergency to gain attention rapidly) NON-VERBAL COMMUNICATION (what the players SEES) Players are influenced by the coach s non-verbal behavior (such as gestures and facial expressions) Players copy behavior they see in adults they respect, so the coach must be professional at all times Cell phones (calls or texts) should not be used during any session. They communicate disinterest and indicate that other people (who are not even present) are more important Obvious enthusiasm and energy, involvement and interest in every player is essential. DEMONSTRATIONS (what is SHOWN) are an essential part of coaching, because players can copy (and understand what to do) when they see the action. However, there are a few rules for demonstrations with year olds: Demonstrate several times so the players can see what is important. When showing a stroke, make sure the whole action is shown before (and if) parts of it are demonstrated. If a drill or game is being introduced to the group for the first time, run through the basic drill once in its entirety and let the players try it. Then put in any additional rules. 9

10 The demonstrator does not always have to be the coach. A player from the group, who has good ability in what needs to be shown, is often more helpful for players who need to feel confident in their own ability to do the same thing. (But coaches should be careful to alternate players to avoid showing any favoritism). Explain what the players need to watch, and then ask what they have seen or if they have any questions, but try to get them to work on the skill or game as quickly as possible. Make sure every player is able to see and hear. Some players are kinesthetic learners who often need to model the action as they watch, so make sure they have space. Many players learn from watching other people (a tennis player on TV or players on a nearby court). Some also learn by working things out for themselves - by trial and error. This is the learning method used for many computer games. Therefore, some player benefit from trying to repeat and modify actions themselves - they just need to be given time to do it! FEEDBACK is a very important communication skill for this age group, because as we know, they value what coaches say and do. Feedback given by the coach during coaching sessions should: Be immediate, positive, relevant and to the point Focus on what the player has done well (ignoring the mistakes) Give positive suggestions for improvement Be visual (body language) and verbal Be related to the performance, not to the player Praise effort, as well as ability MOTIVATION. Players as young as 13 or 14 years old are increasingly able to motivate themselves, because they want to play better. However, we know that motivation is increased when coaches: Behave in a motivating manner Help each player as an individual Create appropriate reward structures for both effort and ability Set appropriate goals with and for each player during practice and competition. This gives players a feeling of confidence, competence and responsibility Behave in a consistent manner all the time Do not use competitive outcomes as the most important factor in any evaluation of a player. 10

11 SECTION ONE THE CHARACTERISTICS of 11 to 14 YEAR OLD PLAYERS Coaching this age group can be challenging because: The players will almost certainly be of mixed ability. Some will have learned tennis at the 10U level with modified equipment and some will be new to the game. Those who have played before will be more skillful, knowledgeable and confident, while beginners will want to catch up quickly, and might feel anxious and lack confidence while they do so. In terms of growth, development and maturation, the group will cover a wide range. Some will be mature teenagers, while others will still be children. This situation can make grouping the players more difficult, because of the impact that this wide range of physical, as well as mental and emotional development, has on technical and tactical abilities. The differences between boys and girls, increasingly apparent from 10 years of age, are in terms of physical maturity and mental, emotional and social skills. By the age of 14, almost every girl has begun menarche, while boys are still developing the male adult characteristics. The difference in maturity between boys and girls can make it more difficult to coach them in the same group. Social interaction can be a little unpredictable! The solution to these challenges is to treat every player as an individual, even though players are frequently working in groups. Essentially the coach has to ensure that every player improves and develops their skills in a comfortable environment. Understanding HOW this age group ticks is crucial, because coaches then have a greater understanding of teaching in ways that meet the needs of all the players. The information that follows relates to the average in the different characteristics in players Coaches need to understand these to work with the age group while remembering that some players will develop earlier or later and so will be either ahead or behind of this average. However, it is also important to remember that the different physical, cognitive and emotional skills and abilities do not develop in line with each other. As an example, if the player is above average height for the age, this does not necessarily mean that his or her emotional development is also above average. Consequently, coaches need to treat each player as an individual. Cognitively, emotionally and socially, players of this age: are able to concentrate for long periods of time, so they can, if appropriate, work on just one task during a session. are increasing in self-confidence (provided the environment is positive), so playing competitive singles with players close to their level is enjoyable. are becoming more independent and able to decide for themselves if tennis is a sport for them, so coaches must understand what is important to them to keep them in the sport. have a better sense of time and can set short term and midterm goals for themselves, so they need to be given the opportunity to plan and measure their own improvement. 11

12 have an understanding of responsibility, so they can be given leadership opportunities in coaching sessions and camps to develop both. are able to make decisions, work things out for themselves and have more self-discipline, so they are able to learn and play the game itself to a higher level. know that even if they try hard (effort), they may still not beat a better player (ability), so coaches need to encourage them to work hard to be the best they can be, and not worry about other people. Physically, players of this age: are growing rapidly (growth spurt), so they can get tired quickly and may need to take breaks. need time for their muscle development to catch up with their bone growth, so they need help to understand their limitations. will often lose (temporarily) their previous levels of coordination and then their confidence for a short while as they grow, so it is important that this age group develops the following skills(according to their individual stage of development) : - agility, - static and dynamic balance - complex coordination - upper and lower strength - core strength - flexibility, especially as they are growing - linear and multidirectional speed - endurance. COURTS and EQUIPMENT Courts and Balls Players aged 11 to 14 will be different in size, tennis ability and playing experience. For success, every player needs to play, and compete, with the ball that matches their size and ability. Players who have learned to play tennis before the age of 10, should be more advanced in their skills, experience and knowledge, than those who start to play at age 11 or later. This means coaches must be ready to organize similar activities with either green or yellow balls on 78 courts. The 60 court and the orange ball could also be used successfully with players of any age who are beginners. Such players could then move to the 78 court, even if they still use an orange ball. The most important decision to be made in relation to the ball used is the success and confidence of the player. Coaches often need to adapt their own thinking about the ball when coaching young players, and even adults. (For example, the ITF Tennis Xpress program for adult beginners uses red, orange and green balls on smaller courts and players gain success quickly.) 12

13 Racquet Length, Weight and Grip Size To be able to control the ball and develop basic technical skills, players need the proper length and weight of racquet for their height, and the appropriate grip size to fit their hand. Some 11 year olds will need a 26 (junior) racquet before they progress to the 27 (full size) racquet. With 26 racquets, the weight and grip size is proportionate to the racquet length. THE STRUCTURE of COACHING SESSIONS Each session should be written out in advance, so the objectives, teaching points and activities are planned. The structure of the session is always the same, but the time frames for each section will change for different age groups. The role of the coach is different in each section, and this is highlighted on the session plan on the following page. The content of the session should be flexible to meet the needs of the players as the session progresses. The recommendation is to follow the basic structure of the session plan to ensure a balanced session. 13

14 Session Plan for 11 to 14 year olds Date Time and session duration Number of players Age of the group Equipment needed Objective (linked to previous session) Time Content Organization / Safety 15% Warm up activities (physical skills) The role of the coach is to observe and assess each player and give specific help as necessary. 35% Skill development Racquet warm up followed by practice in a specific game situation for singles (serve, return, groundstrokes, approach the net to volley, opponent approaching the net to volley) The role of the coach is to analyze performance and then teach the specific skills needed 40% Games for game situation development Having taught the skills in the previous part of the session, the role of the coach in this section is to develop the skills through a series of progressive games and practices that help the players learn and develop their level of performance. 10% Cool down and evaluation The role of the coach is to ensure players cool down effectively for good practice and evaluate what went well, and what could have been done even better. Evaluation of players and coaching practice 14

15 SESSION CONTENT Warm Up - 15% of the Session The warm up is the starting point for every session and is an important opportunity to incorporate physical, mental and social development. It is often the point at which a session gets lost, because the coach is not concentrating on the players, or because the activities have become boring and repetitive. A variety of different activities that develop physical skills should be taught, including several for the specific technical skills to be developed in the session. The role of the coach is to observe, give specific ideas and also help to each player with the quality of the activity For 11 to 14 year old players the physical warm up should: be planned in advance, dynamic, well-structured and progressive increase the focus of the players, because the activities are interesting and vary from session to session enable players to develop their own warm up, or to lead parts of the group warm up help develop the specific physical skills for the age group and for the technical skills for the session begin with a dynamic warm up that includes, running forward, sideways and backward, and/or skipping or jumping, to warm the large muscle groups and raise the heart rate include dynamic stretching consist of eight or nine exercises, some of which relate directly to the skills being worked on in the session include speed work activities, followed by complex coordination and agility exercises when the players are thoroughly warm, but not tired include simple and appropriate strength based exercises.. 15

16 The Shape of every Session The session should progress from an open (racquet warm up and game situation) to closed (teaching the skills) to open situation (developing the skills into the game). The role of the coach changes at each stage. The diagram below illustrates this concept. Stage of Session Activity Coach Role open racquet warm up of the skill analyzing closed skill development teaching Open game development developing Skill Development - 35% of the Session All technical skill development should follow USTA Player Development parameters (stance, grip, shape of shot, contact point and follow through). These are built in to the information that follows. The role of the coach is to analyze the level of performance of the group and each player, and then teach the specific skills that are needed. The coach must always link skill development to the game situation in which that skill is needed. This part of the session could be challenging for the coach, because players will have different abilities, interest levels and experience. Many will already be able to serve, rally and compete. They will want to learn and become even better players, and some could certainly move into the performance track in the next couple of years. However, there will also 11 to 14 year olds who are beginners and who need to learn the basic skills and tactics of the game. They will learn more quickly in a positive environment because they will not feel inadequate, so the options for the coach are either to include them in the session with existing players or arrange specific sessions for them to catch up. It is likely that, initially at least, two different courses are needed for this age group, but because beginner 11 to 14 year olds make rapid progress, the coach should be ready to move players together fairly quickly. The basic skills of receiving and hitting the ball and handling the racquet are skills they can learn quickly, because of playing other sports, their increased physical ability and maturity and other experiences. This age group learns quickly if the coaching environment is positive and enjoyable and if the level of challenge is appropriate. It is important that the fundamentals of the technical skills are taught. 16

17 Games Situations and the Technical Skills needed in each. 1. Rallying from the Baseline: the Groundstrokes The basics of the groundstrokes that were learned by 10U players can be developed, because the players are taller, stronger and more able. The stance or footwork pattern can be varied: open, semi open or square stances are all possible at this age, depending on the ball and player s position in the court The grips should be efficient and effective and either: semi-western or eastern grip for the forehand a two handed grip with the bottom hand in a continental and the top hand close to an eastern backhand grip for the two handed backhand OR an eastern backhand grip for the one handed backhand Girls usually contact the ball on the two handed backhand with their arms bent at the elbows so both hands will have a slight modification to the grip for comfort and control. The shape of the shot should be: the shallow c shaped loop of the shot should be in place The contact point should be to the side and in front of the hip The follow through should be between the waist and the shoulder depending on the shot However, with the increase in strength and more coordination, the player can hit the ball with greater racquet head speed. In addition, topspin or slice can be added with this age group. 2. The Serve The basic overhand serve can be improved at this age, because the players are stronger and taller, and also because their balance and coordination are improving.. For those who are just starting to play, the overhand serve should be taught from the outset. Coaches should teach the whole action through demonstration. The serve parameters for players of 11 to 14 are: the stance can be either one foot back or both feet together, because the balance has improved the continental grip may have more finger spread and thus a stronger, but more flexible grip the shape of the shot should involve both arms with the ball toss and contact point above the head are both easier because of better balance the use of the knees can be increased with more strength and better 17

18 coordination helping the rotation of the hips and shoulders and ultimately increasing the speed of the racquet head Players at this age may therefore, learn to land on their front foot, instead of swinging the back foot around after contact. Slice should be introduced, but topspin should be avoided, because of the age of the player 3. The Return of Serve As players develop their serve and hit the ball harder and with more racquet speed, the return of serve becomes an important skill in improving their game. Players should develop: a court position on or just behind the baseline for the first serve, while moving forward for the second serve the timing of the split step a more open stance for returning faster serves 4. Approaching the Net - the Approach Shot, Volley and Overhead 11 to 14 year olds find tracking and anticipating the ball much easier than younger children. They are also playing on a longer court, where approaching the net to volley becomes possible and necessary. Learning when to approach the net requires decision making and increasingly, this age can develop this skill. Coaches should beware of telling players when to approach the net, instead give them space, time and opportunities to learn for themselves when to do so. The volley can be developed by: increasing the trunk rotation and therefore, the pace on the ball moving the outside foot and keeping the body weight moving forward having a short punch/block action in front and to the side of the body, with the racquet head moving forward from the shoulder over a short distance making sure the grip used is continental The overhead will also be important and, with the better developed serve, can be learned quickly. As players play on a longer court and lean how to volley, their opponents also learn how to lob. The answer to the lob is the overhead. Players should be taught that the overhead action is very similar to the serve action. move backward using sidesteps, while the racquet is taken back in a short action. raise the non-racquet arm and used it as a pointer for the ball. get under the ball in a balanced position, and then serve at the falling ball to bring it down aggressively into the opponent s court. 18

19 5. Opponent Approaching the Net - the Lob The lob should be taught as the players gain experience, because they will need to counteract the opponent who comes to the net. It should be taught as a variation of the forehand and backhand groundstroke. the racquet face should be more open so that the ball is hit with depth, up and over the player who is at the net the racquet head should finish high over the shoulder the ability to disguise the lob is important to make it look like the basic groundstroke When players are able to hit the flat lob, they should be introduced to the topspin lob in order to increase the chance of the ball landing in the court Game Development - 40% of the Session The objective of coaching must be to help the players play the game as soon as possible and then develop their ability. Playing requires tactical expertise and the ability to put technical skills into practice. The role of the coach is to develop the skills through a series of progressive games and practices that help the players develop and improve their level of performance. 11 to 14 years olds have more spatial awareness and experience of other games than younger players. Importantly, they also have better developed mental skills, including better decision making, so their ability to take on new ideas and play will be better than 10 and under players. The game development part of the session is very important. Young players say they want to play tennis. They don t say they want to learn superb forehands and backhands, although they do know that developing their technical skills will help them play better. The basic tactics of tennis are the same (only better developed), for any player. Coaches need to teach 11 to 14 years old how to use the basic tactics to play a better game of singles and doubles. Basic Singles Tactics 1. Consistency - get the ball over the net into court more often than the opponent. 2. Accuracy - hit the ball to specific places on the court deliberately to outwit the opponent. 3. Hold a Good position - be ready in the right place at the right time to hit the next ball more easily. All these tactics are used by experienced 11 to 14 year olds, but will need to be taught to beginners. The two remaining basic tactics can then be taught, understood and used successfully. 4. Play to your own strengths - hit your best shot more often. To do so, be able to run around and hit the forehand (for example) more often when the backhand would be the obvious, but weaker, shot to play. 5. Play to the opponent s weakness - hit the ball more often to the opponent s weaker side or shot. To do so watch the opponent to determine the weaker shot(s) in the opponent. Do not overplay this tactic! 19

20 Basic Doubles Tactics year olds can cooperate with each other, so doubles using team play is worthwhile. Doubles tactics can be fun to coach and enjoyable for young players to learn. First the coach should teach the players the different doubles when serving and receiving. Then the players should be taught what to tactically when: - they are both at the net - one of them is at the net and the other is at the back of the court - both opponents are at the net - when one of the opponents is at the net and the other is back The basic tactics of doubles that 11 to 14 year olds can learn and use are: - how to communicate with the partner - how to use the angles and width of the court - when to hit down the middle - how to move sideways as a pair at the net - when to poach and how to switch - how and when to use signals Developing the Ability of Young Players to Play the Game The coach must be able to organize different games that develop specific tactics in both singles and doubles. However, it is also important that every drill or game used is realistic to what actually happens in the game. Often, coaches drills are fun, but they actually teach players movement or stroke sequences that do not happen in a game of tennis. A game of tennis starts with a player serving, not with the coach feeding the ball in (often from inappropriate angles). As many games as possible should start with the players serving. Every game and drill must also have a clear objective related to improving the player s ability to play the game. Young players do not have time to waste and should be given every opportunity to develop realistic game skills. Cool Down and Evaluation- 10% of the Session The role of the coach is to ensure players cool down effectively to take time to evaluate with the players what went well, and ask what could have been done even better. At the end of each session, players should have a cool down routine that consists of a gentle jog, and different static stretches. (Dynamic stretches are for the warm up and static stretches for the cool down.) It is important for the coach to evaluate the session with the players in terms of what went well, what could be improved, as well as coach and player performance. The theme and objectives for the next session should then be planned. 20

21 DIFFERENTIATION In any group of 11 to 14 year olds, there will be players of different abilities and tennis experience. Some will have been in 10 and under programs, while others are just starting to play tennis Whatever their experience and ability, players learn at different speeds. Finally, there will be increasing differences between boys and girls, physically, mentally and emotionally. Whatever the issues the coach must make sure that every player is challenged at the right level. This age group increasingly understands the difference between ability and effort and realizes that some players are actually better than others and more effort will not change that. This means there is a real chance that players will decide to stop playing, especially if they are not improving. While coaches cannot guarantee success, they should be able to provide enjoyable coaching and competitive opportunities in which young players will want to take part. When coaches are able to differentiate every activity to ensure relevant levels of practice and experience for every player, then players of whatever standard will feel good about their tennis. Differentiation means that while every player has the same task, for example, serving and returning or approaching the net to volley, some parameters can change. As examples: the playing areas can be bigger or smaller the ball can be faster or slower (orange, green or yellow) the rules and/or scoring system can be adapted Good quality differentiation means that every player is challenged at an optimal level, and so every player can progress, improve and succeed. COMPETITION The information in this Study Guide indicates that the level of physical ability and, therefore technical ability, can vary greatly with 11 to 14 year olds, often because of their level of experience, but also because of different rates of development and/or a lack of coaching. The objective of coaching for this age group must be to attract to, and to retain young players in, the sport. Often the coaching does that, but the competitive side is not as well thought out or innovative enough to attract many young players. In addition, for players who are not performance players, the objectives for competition must be clearly defined in the coach s mind. They want to play the game and many enjoy competition, but others are put off by individual competition and travel. We know that many young players want events that are fun and enjoyable, closer to home, and that include a social element. So competition means different things! Many will enjoy Junior Team Tennis and look forward to playing on the high school team. The club program should also have a variety of competitive opportunities that cater to the different standards and interests of the players. These can be fun, social events such as the club singles championships, team tennis and tournaments away for the club. These events can use modified scoring and offer different formats. 21

22 SECTION TWO THE CHARACTERISTICS of 15 to 17 YEAR OLD PLAYERS Players in this age group will be of mixed ability and will certainly have interests outside tennis. Tennis could be an important sport, an outlet from studies, or it may simply be a fringe or summer activity. Most of the players will have tennis experience and it is unlikely that many will be new to the game, unless there is a specific program in the facility for older beginners. So most players will be skillful, knowledgeable and confident about the game, but do not want to follow a performance track. Essentially, the role of the coach is to at least maintain, and hopefully increase, their interest in the sport, while helping them maintain the work/sport/life balance, with innovative and appropriate programs. Players in this age group have the following characteristics: varying levels of tennis ability and different personal skill levels an interest in the sport that changes because of their other commitments, especially during their school exams the girls and many boys will have completed growth and maturation, while the rest are coming to the end of puberty gender differences, in terms of physical ability and mental/emotional /social abilities, will be noticeable. For that reason, some coaches separate boys and girls in coaching sessions, while others run very successful mixed programs. often have mood swings, especially those players who are still going through puberty loss of confidence, especially when louder and more dominant players (often boys) are allowed to take over a strong sense of right and wrong and fairness. Coaches should strive to give equal attention and respect to each player The end of puberty means that although players still vary in their level of maturation, the large differences seen earlier are greatly reduced. The notes that follow relate to the average characteristics for players aged 15 to 17. Obviously, players who are still developing will be behind this average, while others will be ahead of it. Cognitively, emotionally and socially, players of this age are : able to concentrate for longer periods, so although they can follow and develop the same task for longer, they also enjoy variation and new challenges. more self-assured and confident, so they can enjoy the right level of competition. 22

23 more independent and have decided for themselves that tennis is a sport they wish to play, so coaches must make coaching sessions enjoyable and purposeful. more responsible and are developing leadership skills, so coaches can use opportunities through tennis allows players to develop both. Physically, players of this age: are still growing slowly, and upper, lower and core strength is catching up with their growth need to improve and / or develop (according to their stage of development): - agility - static and dynamic balance - complex coordination - lower and upper body strength and core strength - flexibility - linear and multidirectional speed - acceleration and deceleration - endurance THE STRUCTURE of COACHING SESSIONS Each session should be planned by the coach in advance of the session so that the objectives, teaching points and activities are written down. The overall structure of the session will be the same as for year olds, but the time frames for each section will change for year olds. So the percentages for different parts of the session for this age group because the needs of the two age groups are not the same. At this age, game development is now more important for the players interest and because of why they are playing tennis. The content of each lesson should also be flexible to meet the needs of the players as the session progresses. However, it is recommended that coaches follow the basic structure of the session plan to ensure a balanced and interesting session. 23

24 Session Plan for 15 to 17 year olds Date Time and session duration Number of players Age of the group Equipment needed Objective (linked to previous session) Time Content Organization / Safety 10% Warm up activities (physical skills) The role of the coach is to observe and assess each player and give specific help as necessary. 30% Skill development Racquet warm up followed by practice in a specific game situation for singles (serve, return, groundstrokes, approach the net to volley, opponent approaching the net to volley) The role of the coach is to analyze performance and then teach the specific skills needed. 50% Game situation development Having taught the technical skills in the previous part of the session, the role of the coach is to develop the skills through a series of progressive games and practices that help the players develop their level of performance. 10% Cool down and evaluation The role of the coach is to ensure players cool down effectively for good practice and to evaluate what went well, and what could have been done even better. Evaluation of players and coaching practice 24

25 SESSION CONTENT Warm Up - 10% of the Session The warm up is the physical, mental and social development starting point for every session. With year olds, it is also an opportunity to give responsibility to different players to lead the warm up. A variety of relevant (to the age group) different activities that develop the necessary physical skills should be taught, including several for the specific technical skills to be developed in the session. The role of the coach is to observe and assess each player and give specific help as necessary. For 15 to 17 year old players, the warm up should: be planned in advance, dynamic, well-structured and progressive. help develop the specific physical skills for the age group begin with a dynamic warm up that includes running forward, sideways and backward, and/or skipping or jumping, to warm the large muscle groups and raise the heart rate follow this with dynamic stretching consist of 8 or 9 exercises, some of which could relate directly to the session content include some speed work followed by complex coordination and agility exercises when players are really warm incorporate appropriate strength based exercises be followed by a quick water break The Shape of the Session The session should progress from open (racquet warm up of the skill) through closed (teaching the skills) to open (developing the skills into the game). The diagram below illustrates this concept. The role of the coach changes at each stage. Stage of Session Activity Coach Role open racquet warm up of the skill analyzing closed skill development teaching open game development developing 25

26 Skill Development - 30% of the Session All technical skill development should follow USTA Player Development parameters described for year old players. These are again built in to the information that follows. The skill development part of the session should, with this age group, be player specific and very game based, because playing the game is what interests them most, even though players will have different abilities. They will already be able to serve, rally and compete, but their objective will be to improve and become even better players. The coach therefore needs to teach additional technical skills such as increasing the pace and varying the spin. The role of the coach is to analyze the level of performance of each player in game based practice and then teach the specific skills that are needed by individual players for the specific game situation.. Games Situations and the Technical Skills needed in each. 1. Rallying from the Baseline - Groundstrokes The stance, grips and shape of shot for the groundstrokes will be in place. The players are taller and stronger and are able to contact the ball more fluently and with increased racquet head speed. So the follow through and recovery is important The speed of the rallies is faster, and teaching good movement patterns becomes a key issue. The variations of topspin and slice can be developed in relation to the tactics being used. 2. The Serve The serve will always have scope for improvement, more so now because the players are stronger, taller and better balanced. Technical development should include increased racquet head speed and the development of topspin for the appropriate tactical situation. 3. The Return of Serve As opponents will be able to return the ball more aggressively and with greater accuracy, so the return of serve becomes an important skill to develop with this age group. 26

27 Players should be taught to: adjust their court position to be on or just behind the baseline for the first serve, and move forward for the second serve time the split step use a more open stance and take the ball on the rise with a shorter back swing 4. Moving up the Court and Playing at the Net - the Drop Shot and Volley The drop shot and volley should be developed as part of the player s game. 5. Opponent Approaching the Net - the Passing Shot The one and two ball passing shot should be taught to 15 to 17 year olds. Game Development - 50% of the Session The objective of good coaching is to help players play the game as well as possible. The role of the coach is to develop the skills through progressive games and practices that develop the level of performance of the group and each player in the specific game situation (or the game itself). 15 to 17 year olds have more experience and can also transfer skills from other sports. They can make decisions quickly. They want to play the game. The game development part of the session is therefore, very important to them. Singles The basic tactics (see p. ) should be in place and the coach should now work on: patterns of play in different parts of the game using individual player s strengths to build on their basic strategies Doubles This age group will already know a number of doubles tactics (see p. ) and those listed below can be added. get the first serve in and increase the use of serve and volley take time away from the net player isolate the weaker opponent use different formations such as the I and Australian formations counter the increased use of power by the opponents 27

28 Developing the Game With this age group, the primary function of the coach is to improve the level of the game they can play. This means incorporating more game based coaching into sessions so players appreciate the context in which they are working. The coach must therefore, be able to organize different games and drills that teach and progressively develop the ability of the players in both singles and doubles. It is important that each drill or game is realistic to the actual game, has a purpose, and links to what actually happens in the game of tennis. Players should serve in (almost) every practice to start a drill. Cool Down - 10% of the Session At the end of every session, each player should take responsibility for their own cool down. This should consist of a gentle jog, followed by different static stretches. (Dynamic stretches are for the warm up and static stretches for the cool down.) The role of the coach is to ensure players cool down effectively for good practice. At the same time, the coach should talk over with the players what went well, and ask for suggestions from them about what could have been done even better. It is important for the coach to evaluate the session and the quality of the coaching and player performance with the players. The theme and objectives for the next session can also be planned. 28

29 COMPETITION The objective of coaching this age group must be to retain players in the game. Having quality coaching and a positive and appropriate social environment for the age group should help to do this, because competition may or may not be important to individual players. Each individual reacts differently to competition. This means that while individual competition outside the club will be fine for some, others will simply prefer club based and social tournaments and events - or nothing that is organized so they have the opportunity to play with friends. Many will enjoy team tennis and playing on the high school team. Most importantly, there should not be any pressure on players to compete. CAMPS For the purpose of the PTR 11 to 17 Workshop and Certification, camps are defined as a programs of a few days duration at specific times of the year, into which both members of the facility and/or outsiders may enroll. They are run by many clubs and facilities during school vacations in the day time, but can also be held over weekends at any time of the year. They are therefore, of short, but concentrated, duration with a long number of hours in a single day. They require additional staff and year olds are often used as helpers. 29

30 SECTION THREE WORKING with PARENTS Although 11 to17 year olds are becoming increasingly independent, parents are still important, but their role will change as this group gets older. Parents are often integral to encouraging a work ethic, along with teaching respect for coaches, other players and officials. They also have to balance family needs, especially those of siblings. The 11 to 17 age group moves through puberty, with some players maturing very quickly, even by age 11. Often, parents do not understand the effects of maturation, and become concerned that their youngsters are not succeeding when others are. Coaches can help by pointing out that young players mature at different rates and the later maturers will catch up. Regular parent meetings are a good idea, because the coach can explain the impact of growth and development on success, the role of competition, as well as outline the philosophy for coaching this age group. In addition, parental and coach responsibilities can be reviewed, especially in relation to medical and injury issues for the players. SAFETY, INJURY and PLAYER WELFARE Safety Safety is an important consideration for any tennis coach, and especially when working with new and/or younger players who seem to have little idea of safety or the potential for injury. Every player needs to know the guidelines and the boundaries. The issues for coaches to consider are: 1. Facilities and surfaces - Slippery surfaces, especially indoors or after rain, debris on the court, fences, net cranks and posts are all potential hazards. If clay courts are used, the nailed lines should be checked. 2. Equipment - Balls, ball carts, racquets, racquet bags and other equipment left on court are all potential safety hazards for players. 3. Environmental conditions - Rain, lightening, heat and humidity are all conditions that can affect practice and play. The coach should know the club / facility policies and procedures that determine when sessions should be cut short or cancelled. 4. Players and space - The coach needs to be constantly vigilant about creating space between the players, because they will not necessarily have the self-awareness to do so. Players need to be given guidelines about, for example, when to collect balls and when to stop any activity. 30

31 Injury and Accidents The coach needs to be aware of the types of injuries and accidents that can occur with young tennis players. Accidental injuries, such as racquets and balls hitting players, cuts and bruises, or falling down on court occur easily. The coach should have sufficient knowledge of First Aid (or be able to call on another coach or parent) to help the injured player quickly and keep the other players calm. The agreed procedures for the facility must be followed. At least one member of the coaching team in a facility should hold a First Aid certificate and be able to administer CPR. First Aid equipment should be readily available. The facility itself should have a written procedure that takes into account the potential severity of accidents or injuries to young players on court. A reporting and recording process should also be followed. Player Welfare Young players should be given regular breaks for hydration and nutrition. In some parts of the US, heat and humidity are real issues, and the coach must be vigilant in monitoring the effects on young players. The coach should also be concerned with the well-being of young players, and be able to help and support them with their social development. Learning to cooperate with others, learning skills of sportsmanship, learning to respect other people, saying thank you to coaches and other players after sessions, and coping with winning and losing are all skills players can learn to develop through tennis. 31

32 EVALUATION and MONITORING An important task for any coach is to constantly evaluate and monitor the performance, not just of their players, but also of themselves. Goal Setting Goal setting is a tool for coaches and players to help reach levels of competency that fit their age and stage of development. Making progress inspires every player! Evaluating and Monitoring Players Coaches and, obviously parents, are interested in the progress players make. However, assessment of players must be objective, given in an appropriate way, and set against realistic goals. It is important to remember that evaluations should be of effort and performance, and not of the person or his or her ability. Evaluating and Monitoring Coaching Performance Self-evaluation by coaches of their own coaching is of major importance. Good coaches review each session and modify the next one on the basis of self-evaluation, player reaction and feedback. Good Coach Practice There are a number of issues for coaches to consider: 1. Coaches should continually undertake regular and ongoing training to ensure the quality of his/her coaching practice is maintained. 2. Coaches should make sure that all insurances and professional memberships are kept up to date. 3. Parents and managers should be asked to contribute to coach evaluation and monitoring on a regular basis. In a program where several coaches work together, coaches should help and evaluate each other on a regular basis. January 2015 Professional Tennis Registry PO Box 4739, Hilton Head Island, SC USA or ptr@ptrtennis.org 32